Study Skills Outline: Joann Whitlow

Study Skills Outline: JoAnn Whitlow

I. Organizational Skills: A. magazine boxes B. assignment book C. homework schedule

II. Listening Skills: A. Rules of Listening B. Practicing Listening C. Listening Test D. Classroom modeling

III. Comprehension/Previewing A. Predicting B. Types of questions C. What is the question asking D. Skimming/ researching for answers

IV. Bar Code A Student’s Perspective On Study Skills

The statement below was written by a high school student in Hillsboro, New Hampshire, who had participated in a study skills course. Her teacher explains: “She is presently a senior, an average student who has slipped through four years of high school by doing as little as possible. She was a student in the elective study skills course that I offered for juniors and seniors this fall, and a reticent participant at that. But obviously something ‘touched home’ with her during the eight-week course." ‘I think study skills should be made a mandatory course in all public schools. It is the basis of all other courses. But I think it should begin in elementary school as soon as teachers begin giving take-home assignments, upper-level tests, and reading assignments. I still can't believe that throughout all my schooling no one [teachers] has ever really stressed that studying is a skill or that there is a way to study for a test. Maybe it's because every teacher assumed that the previous teacher already ‘covered that.' "These [study] skills should be the basics, the very starting point. I think the only way to do this is to start a program in the lower grades. "I have learned several different things in this class. One of the most important things is probably organization. I have learned how to organize my time a little bit better, through time-saving study skills, how to organize myself to prepare for a test, and how to organize my writing skills in general. "I have learned for the first time that ‘how to prepare for a test,' take notes, or organize a paragraph does not need to be a mystery. I have gone through 12 years of school and this is the first time anyone has ever attempted to explain how to prepare for a test, and to me that seems a shame. But better late than never. "I have learned that you have to go about whatever skill you are using with a positive attitude, and at least give it your best shot." -Lisa B.Strate | education update |

by Robert Ehlert

and suddenly you've got math and spelling tests. Just as they need to master the three Rs, students must develop good study skills. "It's all about discipline, responsibility, structure, organization, and timing," Lynn says.

Make it a habit "The discipline is doing what you need to get done when you need to do it, whether you like it or not," Lynn says. "The responsibility is knowing what you're supposed to do, and taking responsibility for getting it done yourself. These kids need to set aside a certain amount of time, a certain place in the house, and accomplish a daily study goal. Even on days when they don't have homework, they should use that time and space to read, instead of watch- ing television." This kind of systematic approach Chelsey Bertram, a 12-year-old Denver at an early age will establish a Public Schools student, was feeling lifetime routine, Lynn says. The pressured by unrelenting homework and sense of accomplishment becomes a tests. She had a knack for what was being learned response that keeps them taught, but she didn't have an efficient way coming back for more. to grasp all the material. Her mom, Sue Bertram, was pitching in, Don't just memorize—understand encouraging Chelsey. Ultimately, however, In addition to setting aside time for they came face to face with a common study, Susan Stainback, an author Kids need problem: There is much to learn but not and professor emeritus of education to set aside an much training in how to capture it, organize at the University of Northern Iowa, amount it, and master it. Iowa Falls, advises parents to pro- Lynn Carey, a parent and elementary mote studying for understanding. of time, and school teacher in Colorado Springs, "When children understand what a place, Colorado, can empathize. "We educators they study, they remember it more and accomplish could do a better job of teaching study skills easily than if they simply memorize a daily study across the board," she says. Teachers are it," she says. under pressure to keep kids climbing the Susan suggests that the student goal. academic ladder—and to meet the begin each study session with the benchmarks of standardized tests. most difficult assignments, and she With all of the reading, worksheets, and advises parents to have their child papers to write—the typical mountain of use what's called the "survey-read- school work— Lynn says it's easy to let resurvey" procedure. study skills fall between the cracks. For "Tell your child first to survey for younger kids it's a shock. One day you're the main ideas in the chapter. This playing with paste and scissors, says Lynn, continued on page 118

116 BETTER HOMES AND GARDENS Instill Study Skills critical study skills: organization and continued from page 1 1 6 time management, note taking, test taking, and reading. Sylvan Learning Center offers these suggestions for students seek- ing to can be done by reading the intro- improve their study skills: duction and summary to the chapter • Organize your workspace. Have all and any study questions that might necessary tools readily available. be listed at the beginning or end of Use a daily planner. Note all tests, the chapter," Susan says. • quizzes, projects, and due dates. “Once your child gains an understanding of the main ideas, he or she • Make daily "to do" lists. should carefully read the chapter. • Break down large projects into Finally,” Susan says, “have your smaller, manageable tasks, and then child look back through, or resur- prioritize the project's steps. vey, the chapter and try to further • Review notes every night. This understand and remember the main will eliminate cramming before a test. ideas and important details.” • Highlight all important informa- Study specialists available tion from notes and handouts. Depending on your child's aptitude, • Read all test directions carefully her goals and your goals—and and critically. whether or not you're an effective • Answer all test questions you study captain—you may elect to know first; then go back to the others. seek the help of a tutor or learning center. To help her daughter, Sue • Budget your test-taking time so Bertram enrolled Chelsey in a study you can get through all the questions. skills course at the Denver Sylvan "Chelsey learned study tips and Learning Center. shortcuts," says Sue, who estimates There Chelsey learned that in the classes cost about $45 an hour. "It order to master studying, she was such a confidence booster." needed to understand the four most Sunday Monday Tuesday Day : A B C Day : A B C Day : A B C

Date: Date: Date:

Language Arts / Reading Log Language Arts / Reading Log Language Arts / Reading Log

S.S.: S.S.: S.S.:

Math: Math: Math:

Arabic: Arabic: Arabic:

Science Science Science

Islamic: Islamic: Islamic:

Signature: Signature: Signature:

INTRODUCTION TO STUDY SKILLS

Study is acquiring knowledge or competence. A skill is a learned or developed ability. Study skills, then, are the learned abilities which one has for the purpose of acquiring knowledge or competence.

Study skills involve specific behaviors which can be objectively described and measured. For example, can a student attend to a set of directions and follow them accurately? Can a student plan the use of his or her study time and follow that schedule? Can a student read a section of text and identify the main ideas and supporting details? However, there is also a larger, more profound definition of study skills. In this sense, study skills or learning skills are processes for learning. When one learns a study skill, one is learning more than a specific technique. One is learning a way of problem solving, a method which can be used in any relevant context. One is also learning more about how to learn effectively. It is this perception of study skills which reveals their central role within the process of schooling.

Study skills focus on transferring the techniques to other curriculum. It is easily integrated into other courses. Teachers need to use the same language or terms when speaking of study skills across the curriculum. Study skills also need to be taught in an organized way. These must be put into application, otherwise many students may not be able to transfer the process to their regular studies. Application is the Key!

Study skills are not a fad, here today gone tomorrow! They are an organized method of helping students become confident and independent in their studies. The students are being given information that they will be able to use in their educational and lifetime careers.

Bibliography

Candance Regan Burkle Compiled and written by: hm Study Skills Program Level I Jo Ann J. Whitlow NAESP The National Association of Elementary Principals Arlington VA 22209, 1980

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Philosophy

Adaptability

Learning to Learn Listening Skills In a rapidly changing world, students and Schools and employers In most schools, 50% of employees must be able to place an increasing the day or more is spent in deal successfully with emphasis on the ability to listening. On the job, 55% change. Students learn absorb, process, and apply of the time spent skills from managing and new information communicating is spent in making sense of new listening conditions, ideas, and information.

Comparative Learning Creative Problem Employers want Solving Personal Management employees who can work together to achieve National reports in Goal setting, time organizational goals. More mathematics, science, and scheduling and self and more teachers are social studies call for esteem: These are adopting cooperative teaching students to solve characteristics of a learning strategies. problems creatively. Work successful student-and organizations succeed worker. when their employees can solve problems.

Learning Style

Study skills give students insights into their own style of learning and provides practice in their learning style strengths.

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Goals of Study Skills

1. Study skills are problems solving methods.

2. Study skills are learned by doing.

3. Study skills instruction must be allowed for trial and error experiences.

4. Study skills instruction must be integrated into regular curriculum.

5. Study skills development involves learning about one's own learning style.

6. Study skills offer the potential for transfer of learning.

7. Study skills must be developmentally appropriate for learners.

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STUDY SKILL OBJECTIVES

OBJECTIVE: The student will develop and apply specific skills and concepts in the use of the textbook for researching information and better comprehension of material.

Using the textbook effectively 1. Glossary: definitions 2. Index: locating information and cross-referencing 3. Table of contents: where things are located 4. Illustrations: visual aids 5. Captions: written explanations 6. Headings: main ideas of text 7. Charts, tables, graphs, maps: visual aids 8. Words in bold face print or italics: visual aids

OBJECTIVE: The student will differentiate between three types of questions by identifying, organization of facts and ideas, separating components, and forming conclusions of ideas to develop an answer.

Types of Questions 1. Objective questions: factual 2. Interpretative questions: figure out 3. Opinion : give one's own idea substantiated with facts How to answer each kind of question 1. Objective questions are based on fact and can be researched easily 2. Interpretive questions are determined by a collective understanding of events that lead to a conclusion. 3. Opinion questions must be substantiated using judgments in developing one's own idea.

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OBJECTIVE: The student will develop listening skills to interpret information in order to make accurate conclusions of information for use in classifying, ordering, inferencing, or comparing ideas or interactions.

Listening 1. Understand the difference between hearing and listening 2. Focus: Look at the speaker 3. Concentrate on what's being said 4. Picture in your mind ideas being discussed 5. Don’t interrupt 6. Don’t premeditate what will be said next 7. Write questions down that may need clarification 8. Listen for qualifier words to help in sequencing events or ideas

OBJECTIVE: The student will develop previewing skills to analyze information for selection and use for better comprehension.

Previewing 1. Establish a purpose for reading 2. Look at everything outside of paragraphs a. Title b. Headings / sub-titles c. Illustrations and captions d. Read all questions e. Read introduction f. Keep eye out for key words in bold face print or italics

OBJECTIVE: The student will collect, evaluate, organize, and condense information into a mapping or outline format.

Outline 1. Use Roman numerals for main ideas and capital letters for supporting details 2. Reorganize information in a concise manner 3. Use abbreviations and condense information 4. Write a title 5. Use indention for supporting details in format Mapping 1. Draw map using center for main idea and lines for supporting details 2. Use numbers on lines to sequence main ideas 3. Use abbreviations and condense information

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OBJECTIVE: The student will analyze, process, synthesize, and conclude information in order to follow directions given orally or written.

Following directions 1. Read all directions first 2. Use key words to help in understanding directions 3. Make sure you know what is being asked 4. Dissect directions a. giving information b. look elsewhere for information c. asking you to do something d. asking you to use information given 5. Use good listening strategies when given oral directions 6. Write down important information when given oral directions 7. Re state directions to speaker when given oral directions to ensure correct information

OBJECTIVE: The student will categorize, organize, and order information to effectively study and complete work in a timely manner.

Pacing 1. Keep an assignment book 2. Use a homework schedule 3. Pace assignments so that you finish by due date 4. Preview note regularly

OBJECTIVE: Student will apply organizational strategies to record, divide, retrieve, and organize tools and information for study.

1. Keep work in folders 2. Use a folder for each subject 3. Use a pencil holder that attaches to notebook rings 4. Use dividers and labels for each subject 5. Keep assignment book in folder 6. Keep homework schedule in folder 7. Have a set time to do homework each day 8. Do work at a place where you will be disturbed the least 9. Make sure you have all needed materials to do work

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OBJECTIVE: The student will use critical thinking skills, analyzing, processing, synthesizing, and concluding, to effectively assess information when taking SOL or End-of- Course tests.

Taking Tests 1. Multiple choice: a. read question carefully b. try to anticipate the answer before you look at the choices c. read all choices d. look for key words in questions and answers e. try process of elimination cross off answers you know are incorrect f. guess the answer unless there is a penalty for guessing 2. Matching a. read questions carefully b. complete matches you know first c. guess unless there is penalty for guessing 3. Short Answer a. if you don't know the exact answer, but do know something related to it, write down what you do know. You may get partial credit b. answer questions that you know first. c. don't spend too much time on any one question. Circle the number and return to it. 4. Essay a. when writing an essay answer construct the answer around, who, what, when, and why.

* Do not answer any items until the directions are completely understood. Always ask for clarification.

ACTIVITIES: These activities help to develop problem solving strategies, predicting strategies and higher order thinking skills.

1. Checkers 2. Chinese checkers 3. Backgammon 4. Chess

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