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

Kids need to set as ide an

amount of time, and

a place, and accompl ish

a dai ly study

goal.

Chelsey Bertram, a 12-year-old Denver

Public Schools student, was feeling

pressured by unrelenting homework and

tests. She had a knack for what was being

taught, but she didn't have an efficient way

to grasp all the material.

Her mom, Sue Bertram, was pitching in,

encouraging Chelsey. Ultimately, however,

they came face to face with a common

problem: There is much to learn but not

much training in how to capture it, organize

it, and master it.

Lynn Carey, a parent and elementary

school teacher in Colorado Springs,

Colorado, can empathize. "We educators

could do a better job of teaching study skills

across the board," she says. Teachers are

under pressure to keep kids climbing the

academic ladder—and to meet the

benchmarks of standardized tests.

With all of the reading, worksheets, and

papers to write—the typical mountain of

school work— Lynn says it's easy to let

study skills fall between the cracks. For

younger kids it's a shock. One day you're

playing with paste and scissors, says Lynn,

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, organiza-

tion, 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

at an early age will establish a

lifetime routine, Lynn says. The

sense of accomplishment becomes a

learned response that keeps them

coming back for more.

Don't just memorize—understand

In addition to setting aside time for

study, Susan Stainback, an author

and professor emeritus of education

at the University of Northern Iowa,

Iowa Falls, advises parents to pro-

mote studying for understanding.

"When children understand what

they study, they remember it more

easily than if they simply memorize

it," she says.

Susan suggests that the student

begin each study session with the

most difficult assignments, and she

advises parents to have their child

use what's called the "survey-read-

resurvey" procedure.

"Tell your child first to survey for

the main ideas in the chapter. This continued on page 118

116 BETTER HOMES AND GARDENS

Instill Study Skills continued from page 1 1 6

can be done by reading the intro-

duction and summary to the chapter

and any study questions that might

be listed at the beginning or end of

the chapter," Susan says.

“Once your child gains an under-

standing of the main ideas, he or she

should carefully read the chapter.

Finally,” Susan says, “have your

child look back through, or resur-

vey, the chapter and try to further

understand and remember the main

ideas and important details.”

Study specialists available

Depending on your child's aptitude,

her goals and your goals—and

whether or not you're an effective

study captain—you may elect to

seek the help of a tutor or learning

cen- ter. To help her daughter, Sue

Bertram enrolled Chelsey in a study

skills course at the Denver Sylvan

Learning Center.

There Chelsey learned that in

order to master studying, she

needed to understand the four most

critical study skills: organization and

time management, note taking, test

taking, and reading.

Sylvan Learning Center offers these

suggestions for students seek- ing to

improve their study skills:

• Organize your workspace. Have all

necessary tools readily available.

• Use a daily planner. Note all tests,

quizzes, projects, and due dates.

• Make daily "to do" lists.

• Break down large projects into

smaller, manageable tasks, and then

prioritize the project's steps.

• Review notes every night. This

will eliminate cramming before a test.

• Highlight all important informa-

tion from notes and handouts.

• Read all test directions carefully

and critically.

• Answer all test questions you

know first; then go back to the others.

• Budget your test-taking time so

you can get through all the questions.

"Chelsey learned study tips and

shortcuts," says Sue, who estimates

the classes cost about $45 an hour. "It

was such a confidence booster."

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:

Page 1

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

hm Study Skills Program Level I

NAESP The National Association of Elementary Principals

Arlington VA 22209, 1980

Compiled and written by:

Jo Ann J. Whitlow

Page 2

Philosophy

Learning to Learn

Schools and employers

place an increasing

emphasis on the ability to

absorb, process, and apply

new information

Comparative Learning

Employers want

employees who can work

together to achieve

organizational goals. More

and more teachers are

adopting cooperative

learning strategies.

Learning Style

Study skills give students

insights into their own

style of learning and

provides practice in their

learning style strengths.

Listening Skills

In most schools, 50% of

the day or more is spent in

listening. On the job, 55%

of the time spent

communicating is spent in

listening

Creative Problem

Solving

National reports in

mathematics, science, and

social studies call for

teaching students to solve

problems creatively. Work

organizations succeed

when their employees can

solve problems.

Adaptability

In a rapidly changing

world, students and

employees must be able to

deal successfully with

change. Students learn

skills from managing and

making sense of new

conditions, ideas, and

information.

Personal Management

Goal setting, time

scheduling and self

esteem: These are

characteristics of a

successful student-and

worker.

Page 3

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.

Page 4

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.

Page 5

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

Page 6

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

Page 7

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