I.

Packing the Essentials

A. Course Syllabus
1. Find valuable info
a) course title/number
b) prof name/contact info
c) office hrs
d) goals/obj.
e) required materials
f) course components
g) required act.
h) calendar
i) grading
j) policies
2. Like contract
3. Syllabi Matrix
a) Chart including:
(1) course title/number
(2) instructor name
(3) contact info
(4) absence policy
(5) assignment due dates
(6) test dates
(7) final exam date/time
B. Time Management
1. the student directs their own learning
2. it is best to create a system that includes academic, work, social, and personal obligations
3. in your planner include:
a) important academic dates
b) committed times
c) best times to study
(1) determine how much time you need
d) work
e) social/fam. plans
f) personal time
g) free time-in case you need it
C. Comprehensive Notebook
1. notebook that holds everything needed for one class
2. should include:
a) class syllabus
b) semester calendar
c) lecture notes
d) textbook notes
e) any resource that helps you
f) review material
g) test prep
h) handouts
i) printouts
j) assignments
3. color coordinate for different classes
4. maintenance=success in class
5. organize info
6. use tool of learning you find most helpful
 7. integrate what you feel necessary to aid your learning
8. should allow for flexibility
9. never lend notebook
D. Virtual Learning Environments
1. means of communication between student/prof/classmates
2. should be accessed daily
E. Test Preparation Strategies
1. choosing and organizing content material for test
a) start approx. 3-4 days prior to test, make list of possible topics
b) get all learning resources together--notes, handouts, etc.
c) it is important for you to know if you have initially learned the material or not.
(1) if not, then take time to learn material.. cramming will be no help
2. selecting imp. items to study
a) list all content for test
b) keep in mind all the clues given by prof
(1) what was emphasized in class?
(2) what was said prior to test?
c) talk to others who have taken the class
3. organizing all the info
a) this helps categorize material in your head
4. use test preps
5. what to do if you have 2+ tests per day
a) use color coding and different techniques of learning
(1) this way the info won’t mesh in your mind
b) study material for 2nd test first, then study material for first test before going to sleep
c) the next morning review material for first test, then take it.. then study for the second, then
take it..
d) if one test is declarative knowledge and the other is procedural knowledge:
(1) practice the procedural first
(2) THEN study for the declarative
(3) the night before the tests practice the procedures again
(4) end our night with the material for the first test
e) if both tests are procedural:
(1) take all time needed for mastery of each
(2) the night before:
(a) study for one
(b) take a 30 minute break
(c) study for the other
6. using active techniques to keep entertained while studying
a) study groups
b) recite to floor
c) exercise breaks in between
d) environment
(1) choose best for YOU
7. study different for obj, short answer, and essay tests
a) note cards
b) graphics
c) try to think like your teacher
d) short answer tests
(1) require that you demonstrate concept
(2) you must be able to explain material
e) essay tests
 (1) study at analysis level
(2) once you know basic concepts, practice
(a) compare/contrast
(b) analyze cause/effect
(c) trace dev. of idea/event
(d) consider significance
F. Test-Taking Strategies
1. nothing helps more than knowing the material
2. before test:
a) make sure you have all supplies necessary
b) be early
c) stay away from others who freak out
d) sit away from anything that makes you nervous
e) be optimistic
3. beginning of test:
a) write down formulas, theorems, processes you will need
b) look over entire test
(1) start with easiest
c) read/underline words in directions carefully
4. during the test
a) skip what makes you nervous
b) tell yourself you can do it
5. objective questions
a) read every question carefully
(1) Mult. choice
(a) try to answer before looking at options
(b) if fail, read ea. opt:
i) cross out:
(1) incorrect
(2) too similar to distinguish
(3) look for one that is extremely diff.
(4) usually correct choices
(c) if confused, read ea. opt. as true/false
i) this way, you can focus on ea. piece separately vs. the question as a
whole
(d) try to answer ea. question
i) skip any you don’t know, come back later
ii) look for clues in other questions
(2) true/false
(a) look for absolute terms
i) always, never, all, none, etc.
(1) usually false
ii) usually, frequently, rarely, seldom
(1) usually correct
(a) allow for exceptions
(b) if you can think of exception
i) most likely false
(c) don’t make assumptions or read anything that is not explicitly stated in
question
(d) beware of negatives
i) they change meaning of q
(3) matching
 (a) start with column containing longest list
6. subjective questions
a) id’s, short answers, essays
b) id’s
(1) require:
(a) who
(b) what
(c) when
(d) were
(e) how
(f) significance
c) short answer
(1) define, describe term/concept
(2) cite source
(3) give example
d) essay
(1) read ENTIRE question
(a) usually 1+ questions embedded in prompt
(2) determine if prompt is statement/question
(a) if statement, turn into question
(b) identify limit/directional words
i) analyze
ii) compare
iii) contrast
iv) define
v) describe
vi) discuss
vii) enumerate
viii) evaluate
ix) explain
x) identify
xi) illustrate
xii) interpret
xiii) justify
xiv) list
xv) outline
xvi) prove
xvii)state
xviii) summarize
xix) support
(c) outline answer
(d) structure:
i) answer in thesis (1st par)
ii) examples/details in body
iii) big picture conc
7. End of test
a) review work-10 mins
b) reread any unanswered q’s
(1) choose best
c) T/F q’s
(1) if any unfamiliar-->false
(2) if still unsure-->true
 (a) its harder to write an incorrect statement
d) do not change answers unless you recalled something or you got a clue from another q
e) reread essay q’s, answers, and correct any errors you see
(1) make sure you included everything asked for
(2) if run out of time, outline response
G. Analysis of Performance
1. when test is returned, look for strengths and weaknesses
2. content error vs. careless error
a) make sure you address both
3. analyze and reflect on previous tests
a) predictions
b) preparation
c) performance
d) evaluation
e) future
H. Commitment
1. promise we make to an idea, group, another person, or ourselves
a) strength rests on determination to fulfill that promise
2. choose carefully
3. honor
4. personal vs. institutional commitments
a) institutional
(1) commit to institution
(a) success
b) personal
(1) personal
5. strategies
a) reflecting
b) journaling
c) focus on your attention to commitment of personal academic goals
d) realistic inventory
(1) consider what we really value