This page provides an overview of useful skills for academic success.
Contents
Part 1. Improving your memory through active learning
Part 2. Other memory-enhancing strategies
Part 3. SQ3R: An active learning strategy for reading textbooks
Part 4. Emergency test preparation (i.e., cramming)
Part 5. Effective test-taking strategies
Part 6. Online resources
Part. 1. Improving your memory through active learning
Active learning: Research shows that memory is enhanced by what is called elaborative rehearsal. This means taking an active approach to incoming information that organizes it, links it to existing knowledge, and makes it more meaningful. Another term that is sometimes used to describe this is active learning. Active learning can be contrasted with passively taking information in or simple rote rehearsal, both of which result in poor long term retention.
Active learning while reading: Less effective readers simply begin at the beginning and read to the end. Often, they try to maintain the same rate of reading speed despite the difficulty of the material. More effective readers create an overall context for reading and take a much more active approach in previewing what they are going to read, pausing to really understand the material and to relate it to previously learned material, and to review it after reading. The SQ3R method of reading is one way to put active learning into practice (see below).
Active learning while taking lecture notes: Less effective note takers try to write down everything that is said, and this does not allow mental space for active learning. Plus, it is impossible. Professors speak 150 - 200 words per minute; we write about 25 words per minute. More effective note takers think about what is being said, draw connections with other material (e.g., from previous lectures and the textbook), and then summarize the main points clearly and concisely. With lecture notes, often less is more. It also is a very good idea to review your lecture notes as soon as possible after the lecture to fill in missing details and elaborate on them. Most forgetting occurs in first few hours after an event.
Part 2. Other memory-enhancing strategies
Distributed practice: Distributed practice involves learning in multiple sessions over a period of time. It is far better to learn something in 10 one hour blocks than in one 10 hour block.
Mnemonics: Mnemonics are tricks for encoding, storing, and retrieving information. These include acronyms (such as ROY G BIV, for the sequence of hues in the visible spectrum). They can also include creating a memorable story or image connected with a piece of information. For example, if you park your car in a lot labeled A1, you might imagine a bottle of steak sauce sitting on top of your car. Sometimes mnemonics are helpful and worth the time, but sometimes other strategies are more appropriate and useful.
Additional strategies: Review material (e.g., lecture notes) in a different order each time. Study under the same conditions as when you will take the exam, especially if taking a practice test. Memory is “state dependent” – we are more likely to remember things when we learn them under the conditions (or state) we are going to have to remember them. You learn the most in the first 30 minutes you start studying. It progressively deteriorates. Study one subject in the same way only one hour at a time.
Part 3. SQ3R: An active learning strategy for reading textbooks
SQ3R is a five-step strategy for increasing your understanding and retention of what you read. It is based on scientific principles of how people learn and remember. The steps for the strategy are: survey, question, read, recite, and review. Joe Landsberger provides an excellent tutorial on SQ3R on his website Study Guides & Strategies.
Part 4. Emergency test preparation (i.e., cramming)
While cramming is generally not recommended, sometimes it is necessary. Tips for effective cramming can be found on the following webpages:
Emergency test preparation (at Study Guides & Strategies)
Cramming techniques for exams (at TestTakingTips.com)
Part 5. Effective test-taking strategies
Prepare
Gather the things you will need for the test the night before (e.g., pens, pencils, calculator). Allow extra time to get the exam, and arrive at least 5 minutes early. Bring a watch so that you can better pace yourself during the exam.
Maintain an optimal anxiety level
Too little anxiety results in a lack of alertness. Too much anxiety interferes with concentration. Avoid behaviors that tend to create too much anxiety, such as last minute memorization and discussing the exam with other students. If your anxiety level is too high, use relaxation techniques including: (a) slow, regular breathing; (b) a simple focusing meditation (e.g., counting each breath silently on each inhale, and saying the word relax on each exhale; or fully imagining a pleasant experience such as sitting on the beach); and (c) deliberately relaxing your muscles.
Read the test instructions and questions carefully
Read the professor’s instructions for the test. Always read each question in its entirety, and make sure you really understand it. If in doubt, ask the professor for clarification.
Strategize an approach to the test
Briefly review the entire test before beginning to determine how to efficiently budget your time. Decide how much time you will spend on each item. If there are different points for items, plan to spend the most time on the higher value items. All things being equal, answer the easiest questions first. If you cannot answer an item after using most of the time you have budgeted for it, mark it so you can return to it later, and move on to other items. Do not change your answers unless you have a very good reason.
For multiple choice tests, answer the question yourself before looking at the choices. Read all the choices carefully before choosing. Eliminate answers you know aren't right. For essay questions, before beginning to write, brainstorm key concepts and create an outline. Focus on one main idea per a paragraph and proofread your work. For math tests, when you get your exam, write down all the key formulas on the margin of your paper. Read the directions carefully and don't forget to answer all parts of the question. If possible, estimate the answer before calculating it, so you can recognize when you have made a calculation error. Show all your work, be neat with your columns, and write as legibly as possible.
Review
If time permits, review the test to make sure you have answered all of the questions and to catch any careless mistakes. Resist the urge to leave as soon as you have completed all the items. Don't worry if others finish before you, as that is irrelevant. Focus on your own test. Try to be the last to leave, not the first.
Part 6. Online resources
The SQ3R reading method: http://www.studygs.net/texred2.htm
Reading difficult material: http://www.studygs.net/texred1.htm
Taking notes from a textbook: http://www.studygs.net/booknote.htm
Reading texts - Marking & underlining: http://www.studygs.net/marking.htm
Concept mapping or mind-mapping: http://www.studygs.net/mapping
Index study system: http://www.studygs.net/tstprp4.htm
The ASPIRE study system: http://www.studygs.net/aspire.htm
Using flashcards: http://www.studygs.net/flashcard.htm
Using memory effectively: http://www.studygs.net/memory/index.htm
Study tips and study skills: http://www.testtakingtips.com/study/index.htm