Study Skills for College Success

1. Study Skills for College Success Presented By: UTPA Counseling and Psychological Services University Center, Suite 109 956-381-2574 counseling@utpa.edu

2. General Study Tips • Make a commitment • Discipline yourself • Get a mentor • Study with a friend • Ask questions • Do your homework • Sit in front of the classroom

3. Characteristics of Learning Styles • Visual (Seeing) • Kinesthetic (Touching) • Auditory (Hearing)

4. Auditory Learning Style You learn best when: • Information is presented in an oral language format. • Listening to lecture and participating in group discussions. • Information is presented from an audio tape. • When interacting with others in a listening/speaking exchange.

5. Visual Learning Style You learn best when: • Information is presented visually and in a written language format. • Instructors use the blackboard, (overheard projector, power point) to list the essential points of a lecture. • Information is provided in an outline to follow along during lecture. • Information is obtained from textbooks and class notes.

6. Kinesthetic Learning Style You learn best when: • You engage physically (hands on) in an activity • You are in a lab setting where you can manipulate materials. • When you can be physically active in the learning environment. • When instructors encourage in-class demonstrations or field work outside the classroom.

7. Be an Active Listener • Move closer to the front • Focus your attention • Evaluate what you hear • Take thorough notes

8. Improve Your Reading Skills • Seize the main idea • Think about what the author is saying • Be active, not passive • Concentrate on what is being read. • Remember as much as possible. • Apply what is being read to personal experiences.

9. When To Study • Study difficult (less interesting) subjects first • Be aware of the best time of the day • Use waiting time

10. Where To Study • Use a regular study area • Study where you’ll be alert • Use a library or study halls • Any place where there is minimal distraction

11. Textbook Note-taking SQ3R Reading Method • Survey the chapter - Introductory and summary paragraphs - Illustrations and tables - Heading and subheading • Question “What is this chapter about?” “What are the main points?” - Relationship to previous material • Read - Make up questions and look for the answers - Underline key words and phrases - Summarize key points in your own words • Recite(Check whether you know it or not) • Review - Refreshes memory - Ties material together - Review at periodic intervals - Make a final review before exams

12. Note-Taking In Class • Do not write down every word • Write down main ideas, content, information • Write down notes in an outline form • Develop your own way of abbreviating • Listen for important material teacher elaborates on, then summarize it

13. Procrastination - “Putting off until tomorrow what I can do today.”Ways to Combat Procrastination • Acknowledge the problem • Ask why you’re procrastinating - are you afraid of failure, for instance? • Do something. Take action • Reward yourself for positive change • Break up the task into small challenges

14. TEST ANXIETY Before the test, practice good study skills • Negative Self-Talk interferes with studying • Good Note-Taking Skills are key (lecture and text) • Find adequate study time and a quiet place • Preparation is key – Don’t cram • Check out helpful websites with study skills • www.howtostudy.org • Review all the information • Ask yourself questions; Use flash cards

15. Getting Ready for the Test • Face the day of the exam with pride • Eat a sensible breakfast • Relax during the hour before the exam • Arrive early for the exam • Avoid “Stress-Carriers” • Bring a “Stress Saver” with you • Use physical relaxation techniques

16. Facing the Test • Check your internal state – scan your body • Coach yourself with positive self-talk • Review your test

17. After the Test • Reward yourself! You deserve it. • Evaluate your study plan – were you prepared? • Were you able to control your anxiety and relax?

18. Exam Time Objective Tests: • Read all instructions carefully • Scan the text quickly to see how much time you need. • Answer the easy questions first • Pay close attention to all qualifiers (“usually,” ”none,” “always,” etc. • Write neatly • Read all of the answers carefully before you choose one

19. Exam Time Essay Tests: • Read through the test. Decide how much time you have. • Note key words, such as “contrast,” “analyze” and “evaluate,” “illustrate,” “enumerate” • Outline the major points you intend to cover. • Use facts and specific examples to support your answers. • Proofread your essays.

20. If you can teach the material, then you know material. If you cannot, then you don’t

21. Comprehension Exercises • Create or memorize an outline (e.g.: on a chapter) • Utilize W questions • Generate self-questions • Summarize in your own words • Utilize in a scenario • Role playing

22. Example of Text to Comprehend • Because strategies for the management of overdose are continually evolving, it is advisable to contact a poison control center to determine the latest recommendations for the management of an overdose of any drug (Thomson PDR, 2006, pp. 1201).

24. Example of Outlining • Outlining is a navigation tool. With it, it is difficult to get lost. It provides context to what you are reading. • I. PDR • A. Namenda • Overdosage

25. Example of Questions One Can Ask for Comprehension • One to two-word answers to assist in simplifying the meaning of the sentence or paragraph. • 1. For what purpose is this statement? Is it to present a fact, to instruct, provide an example, etc.? • 2. What is the main topic or issue? (think “what is it trying to address?) • 3. What is it advising you to do?

26. Using W questions. The answer may not be clearly spelled out in the sentence. • Why is it advisable to contact a poison control center? • When is advisable to contact a poison control center? • What can be done when you contact a poison control center? • Who is this statement for? About? • Where is this taking place (or what context)? • How will this help me or others?

27. Self-Questions • Creating your own questions will help stimulate your ability to conceptualize what you are reading. The answer does not need to be in the text, and there does not necessarily need to be an answer. • Examples: What is the PCC for? Are they really up to date? Do strategies change so much? How do you manage an overdose?

28. Summarizing or Rephrasing • Summarizing or rephrasing in your own words forces you to connect the dots. • It may be helpful to personalize it

29. Rephrasing Example • If I encounter someone who overdosed on medication, I’d better contact the poison control center because methods of helping with this change all the time. If I solely rely on what I had learned, it may not help as much because I may not be as up to date on methods as the PCC.

30. Utilize in a Scenario • Use your imagination. Try to make it realistic or practical in your mind. Can personalize it to make it have stronger meaning for you.

31. Scenario Examples • Patient overdoses at the hospital • Friend calls me up saying he overdosed on his prescription medication • I’ve accidentally overdosed on my vitamin A supplements.

32. Roleplay • Teach to self in the mirror • Teach a friend. Now turn it around. • Teach your pet cat.

33. Other Reading Example • It should be noted that efforts to cope with the impact of patient suicide or suicidal behavior can be complicated by the nature of our relationship with the patient.

34. SELF-DISCIPLINE AND STUDYING

35. Definition • Self-discipline refers to the training that one gives one's self to accomplish a certain task or to adopt a particular pattern of behavior, even though one would really rather be doing something else

36. Preparation • 1. Clarify priorities • 2. Develop a time management plan to follow • 3. Develop a repertoire of study skills and strategies to use • 4. Then, apply self-discipline techniques to help your study objectives

37. Defining the Objective • Make it simple • Make it doable • Make it specific • Make it measureable • Make it moderately difficult • Make it consistent with your longer term goals

38. Objective Examples • Poor: “I will study this afternoon.” • Better: “I will study from 4 to 5 this afternoon.” • Best: “I will study from 4 to 5, complete reading for Chapter 5, and summarize.”

39. Objective Examples • I will complete Chapter 5 and summarize. • I will talk to my instructor to get this question answered. • I will visit the Writing Center and talk with a tutor. • I will create my initial study plan and paper.

40. Behavioral Principles for Motivating • Positive Reinforcer: Anything that occurs after a behavior that leads to the behavior more likely to occur later. For self-discipline, this will often be applied in the form of a reward.

41. Positive Reinforcement (Reward) Example • If I finish reading this book chapter, I will treat myself out to a movie I have been thinking about seeing.

42. Other Reward Examples • Go out with friend • Treat self to ice cream • Leisure reading time • Gaming time • Internet time • Warm bath • Monetary allowance

43. Rewards Caveat • Make sure you reward is not self-destructive in nature • Examples: • Going out to drink when you have an alcohol abuse problem • Using food as a reward when you have an eating disorder or weight concerns • Allowing yourself to spend a gazillion dollars when you have difficulties balancing a check book

44. Ideal Rewards • NOT something you normally give yourself • NOT important self-care • Specific • Occurs soon after your objective is achieved (e.g.: within an hour, or that evening) • Does not interfere with your goals (i.e.: will not distract from your ability to study later)

45. Dispensing Rewards • Keep it consistent. Always link the reward to completion of the objective. • May be helpful to write out a “contract” to yourself and sign • Keep track of objective successes. Can create a “mega-reward” after so many successes, or replace daily rewards with weekly ones when you get good at it.

46. Punishment • Punishment: Any event that occurs following a behavior that results in the behavior less likely to occur again. It is usually thought of as being aversive.

47. Punishment Example • You spoke on the phone instead of reviewed your book chapter during study time. So you start criticizing yourself and hit the wall.

48. Problems with Punishment • More likely to involve self-destructive or non-healthy behaviors • Easier to find ways around it • Difficult to keep tied to original objective. Tends to generalize and create new unwanted behaviors.

49. Bottom Line • AVOID self-punishment and USE self-reinforcers. • i.e.: Don’t beat yourself up over it! Try again, rework the objectives if you have to, and then reward yourself later when you finally achieve it.

50. YOU CAN DO IT!