Study Skills for Life, TTC Crossville ..

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Study Skills for Life

• ,
• TTC Crossville

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Why Study Skills?

• This class will help all students overcome study
  issues and identify common study problems.
• If you have been in the adult education program
  for more than 6 weeks, you need better study
  patterns.

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• Learning is an active process.
• If you dont participate in learning, you will
  not be successful.
• Each step in the learning process takes effort on
  your part.

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• Do you, as a student
• Have goals you want to achieve?
• Know how to study?
• Understand your learning style?
• Understand time management?
• Use a calendar or planner?
• Plan to attend all classes?

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• 7. Maintain an organized notebook or binder?
• Know how to take notes?
• Read the text books effectively?
• 10. Memorize class material and are recall it for
  tests?
• 11.Take tests successfully?

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The Requirements

• You MUST complete this Study Skills and Key Terms
  block to enter the GED program of study.
• You MUST call Jena if you are going to miss any
  class, FOR ANY REASON, and reschedule for the
  next available session.
• If you miss more than 2 days, you must restart
  the GED program of study, including the study
  skills classes and orientation.

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What is covered in Study Skills classes?

• Goal Setting
• What YOU want
• How to ACHIEVE it
• Effective Study Habits
• When
• Where
• How much, daily
• Identify Your Learning Style
• Visual
• Auditory
• Kinesthetic
• Time Management
• Use a planner or calendar
• Attend all classes
• Organization
• Notebook or Binder
• Tabs

• Critical Thinking
• Taking Notes
• How to take notes
• What to listen for
• How to use your notes
• Read a Text Book
• Reading speed
• Skimming
• Scanning
• Memorization
• How to effectively memorize material
• Mnemonic aides
• Test Taking
• True/False
• Multiple Choice
• Fill-in-the-Blank
• Essay

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Goals

• GED
• College Degree
• Trade School
• Certified Job
• Management Position
• More Money ..

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Goal Setting

• What do YOU want? A goal is something you
  want to achieve. It can be either short-term or
  long-term.
• Short-term goal - something you want to achieve
  soon.
• Set short-term goals for yourself
• Today
• This week
• This month
• Long-term goals something you want to achieve
  in the distant future.
• Set long-term goals for yourself
• The end of this course GED
• New Job?
• New Car?
• New House?
• College?

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Characteristics of Appropriate
Goals

• Your goals should be
• within your skills and abilities. Knowing your
  strengths and weaknesses will help you set goals
  you can accomplish.
• realistic. Setting a goal to learn the spelling
  of three new words a day is realistic. Trying to
  learn the spelling of fifty new words a day is
  not.
• flexible. Sometimes things will not go the way
  you anticipate, and you may need to change your
  goal. Stay flexible, so when you realize a
  change is necessary, you will be ready to make
  the change.
• measurable. It is important to be able to
  measure your progress toward a goal. It is
  especially important to recognize when you have
  accomplished your goal and need to go no further.
  Failure to measure your progress toward a goal
  will result in effort that is wasted.
• within your control. Other than when working as
  part of a group, accomplishment of your goal
  should depend only on you. You can control what
  you do, but have little or no control over what
  others do. You may do what you have to do, but
  others dont and they may cause you to not
  accomplish your goal.

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Lets Set Some Goals!

• To set a goal, you should state WHAT you will do
  and WHEN you will do it. Implied in each goal is
  your WILL(determination) to do it.
• Short-term Goals
• Today, Tomorrow, This Month
• Goal 1 - _______________________________________
  ________________________
• Goal 2 - ________________________________________
  __________________
• Goal 3 - ________________________________________
  __________________
• Long-term Goals
• GED, Job, Car, House, College, etc.
• Goal 1 - _______________________________________
  ________________________
• Goal 2 - ________________________________________
  __________________
• Goal 3 - ________________________________________
  __________________
• Goal 4 - _________________________________________
  _________________
• Goal 5 _________________________________________
  _________________

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How do I get there from here?

• Set Goals and Update Often
• Goals must be updated often .
• Some may take more time than you planned, so
  dont give up!
• When goals are accomplished, add new ones.
• Seek Support
• Spouse or Significant Other
• Children
• Parents
• Employer
• Eliminate Transportation Issues
• Have a car, GREAT!
• Ride with a classmate you can depend on
• Have a support group member drive you
• Arrange for a taxi

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Its Study Time!
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Effective Study Habits

• Study Time
• Find a place to study that is best for you.
  Consider whether you it is best for you to be
  away from people, if noise will bother you, and
  the way the light effects your studying.
• Have everything you need to study, nearby while
  you study. This will save time when you dont
  have to hunt for equipment and materials.
• Reward yourself for hard work. Set a goal for
  the work time. When you achieve it, reward
  yourself with something you like. Some examples
  are food, TV time, video games, phone time,
  etc.
• Create a checklist of all the tasks you need to
  do before you begin to study. Prioritize these
  tasks starting with the most important tasks to
  be done. Check each item off as you complete it.
  This gives you a sense of accomplishment.
• Keep a worry pad while you study. Write down
  anything that distracts you. These are the
  things that pop into your head while you study.
  Each time a worry interrupts your studying, write
  it on the pad to be completed later.

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Procrastination!

• What is procrastination? Putting off or
  avoiding to do something that must be done.
• Its natural to procrastinate occasionally.
  However, excessive procrastination can result in
  guilt feelings and anxiety about not doing a task
  when it should be done.
• Procrastination can interfere with school and
  personal success.
• Why do students procrastinate?
• Perfectionism
• Fear of Failure
• Confusion
• Poor Motivation
• Task Difficulty
• Difficulty Concentrating
• Task Unpleasantness
• Lack of priorities

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How to Eliminate procrastination!

• Motivate yourself to work on a task. Tell
  yourself things such as Theres no time like
  the present. or The quicker I start, the
  quicker Im finished.
• Prioritize the tasks you have to do.
• Commit your self to completing a task once youve
  started it.
• Reward yourself when the task is complete.
• Work on tasks at the times you work best.
• Break large tasks down into small, manageable
  parts.
• Make a schedule of the tasks you have to do and
  stick to it.
• Work on the smaller tasks first. This leaves more
  time for the difficult and time consuming tasks.
• Find a good place to work that is free of
  distractions.
• Take breaks when working on a task so you dont
  wear down.

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• Use a Study System
• Break large assignments, such as essays or
  research papers, into smaller tasks. Schedule
  those tasks our over several days, depending on
  when the completed assignments are due.
• Study least difficult subjects first. This will
  eliminate so many tasks hanging over your head,
  and give you a sense of accomplishment when they
  are finished. It also give you more time for the
  more difficult, time consuming tasks.
• Take breaks. Dont try to study for several
  hours straight! Youll become distracted, tired,
  and cranky. Take a short break, about 5 minutes,
  every hour. This will allow you to relax and be
  alert.
• Reward yourself. When you complete a task,
  especially a difficult one, give yourself a
  reward such as a healthy snack, phone a friend,
  or listen to music. Then get back to work.
• Study from YOUR OWN textbooks! Do Not share
  books with a friend. You may have a difficult
  time having the book enough to properly study the
  material.

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I like your Learning Style!

• Visual
• Auditory
• Tactile

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Discover and Use Your Learning Style

• Discovering and using your learning style is the
  key to successful learning. Like everything else
  about you, your learning style is uniquely your
  own, different from anyone elses. It is the
  conditions under which you find it easiest and
  most pleasant to learn and work.

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VISUAL Learner

• Prefer visual sense.
• Must see to understand.
• Learns best by reading and watching.

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AUDITORY Learner

• Prefers auditory sense.
• Must hear to understand.
• Learns best by listening to an explanation.

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TACTILE Learner

• Prefers tactile sense.
• Must touch or feel to understand.
• Learns best by engaging in hands-on activity.

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What are your learning preferences?

• I learn best by reading on my own.
• I get the best results from listening to
  lectures.
• I enjoy courses where there is some physical
  activity.
• I can learn how to do something by watching a
  demonstration of how its done.
• Class discussions are helpful to me.
• I like to type and to use the computer.
• Illustrations, charts, and diagrams improve my
  understanding.
• Id rather listen to the teachers explanation
  than to do the assigned reading.

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• 9. I get more out of lab classes than lectures
  because of the hands-on approach.
• How-to manuals and printed directions are helpful
  to me.
• I like to use audio lessons and exercises.
• Id rather work with machines and equipment than
  listen to or read explanations.
• I can learn to do something if someone shows me
  how.
• I can follow directions best when someone reads
  them to me.
• Its not enough to show me I have to do it
  myself.

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What these say about me

• If you checked 1, 4, 7, 10, and 13 you have the
  characteristics of a VISUAL LEARNER.
• If you checked 2, 5, 8, 11, and 14 you have the
  characteristics of an AUDITORY LEARNER.
• If you checked 3, 6, 9, 12, and 15 you have the
  characteristics of a TACTILE LEARNER.
• If your checks spread evenly among 2 or more
  categories, you may be equally comfortable using
  one or more of your senses when learning.

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Lets Experiment . .
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Learning Style Experiment . . .

• Fold your hands.
• Look at which thumb is on top. Left or Right?
• Now, fold your hands again so that the other
  thumb is on top. Does this position feel
  comfortable to you?
• Fold your hands your preferred way and notice any
  difference in feeling.
• Folding your hands is something you do
  automatically, and because you always do it your
  preferred way, it feels comfortable. If you do
  it differently, you feel uncomfortable. This is
  exactly like your preferred learning style,
  everything feels right, but if the environment
  doesnt match your style, you feel out of place,
  uncomfortable, and unable to do you best. To
  combat these feelings, find ways to adapt your
  style to fit the environment.

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Lets ADAPT . . .

• Lecture (Auditory)
• Media presentations- use of visual aids
  (Visual)
• Hands-on activity (Tactile)

• Take notes.(tactile visual) Watch for visual
  cues such as gestures facial expressions that
  emphasize important points.(visual) Pay attention
  to visual aids or written information on the
  board. (visual)
• Listen to instructors explanations or comments
  and COPY them into your notes. (auditory
  tactile)
• Summarize presentation in your notes read it
  aloud to review. (auditory visual)
• Listen to any explanation that accompanies
  the activity. (auditory)

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What enables you to put two and two together?
How do you know what you know?

• Its the magic of
• CRITICAL THINKING!!!

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What is Critical Thinking?

• When you think critically you are conscious and
  aware that you are thinking with a purpose.
• You are constructing and evaluating meaning in a
  logical way that helps you analyze everything you
  read, see and hear.
• Critical thinking also involves self-reflection,
  examining your actions, the consequences and
  determining whether changes are needed.
• There are 4 steps to critical thinking
• Examine your assumptions
• Make predictions
• Sharpen your interpretations
• Evaluate what you learn.

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• Assumption - is an idea or belief taken for
  granted. It is based on what we know or have
  experienced. Assumptions are compelling. Your
  beliefs, the ideas you take for granted, shape
  your thoughts and actions.
• This chart shows how you can examine your
  assumptions to use them for Critical Thinking.
• Reading Writing Math Problem Solving
• Determine what Brainstorm to Determine what
  Determine what you
• you already know generate ideas. is given in a
  assume or believe to be
• about a topic build ideas. problem. true
  about the problem,
• background for what you think you can
• reading. or cannot do.

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Assumption Exercise
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Assumption Exercise

• What can you assume about this man based on his
  clothing?
• What time of day do you assume it is?
• Based on his expression, what can you assume
  about what he is doing?
• How do your assumptions about the man in the
  picture relate to your own experiences?

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Predictions

• Prediction - is a decision made beforehand about
  the outcome of an event. Predictions are based
  on assumptions. Because you believe that certain
  things are true, you expect or believe that
  certain things will happen. They are usually the
  result of asking yourself questions and looking
  for answers.
• Make Predictions How you can use Critical
  Thinking to
• Make Predictions.
• Reading Writing Math All
  Decision
• Courses Making
• Turn headings Have a Determine
  Anticipate Look ahead
• into questions purpose for the kind
  of exam questions to the outcome.
• to guide your writing. Have answer
  you and make What do you
• readings. a plan to need
  practice tests. think will happen?
• follow. a fraction?
• a percent?

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Predict
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Predict
1. What do you think will happen next? 2. What do
you think caused this emotion? 3. What will the
outcome be? 4. How did you come up with your
answer?
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Interpretations

• Intrepretation - occurs on 2 levels literal that
  is the stated meaning, the authors or speakers
  main idea and details, and implied that is the
  suggested meaning-what you can guess or conclude
  from what is said or deliberately been left out
  or is unsaid.
• Interpretations How you can use
  interpretations in Critical
  Thinking.
• Reading Writing Math Science
  Decision Making
• Read for Develop your Identify both
  Determine Gather facts, learn
• literal and ideas logically what is
  significance from experience,
• implied meaning. and draw valid known and
  of research and decide, what
• conclusions. what is
  findings or you want to do.
• unknown. lab results.

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Interpretation

• Deep in the Maine woods,
• On a starless September night,
• Lights flicker, then go out.
• Miles from any incandescence,
• I sit in the middle of fear,
• Black, thoroughly,
• And mourn the sudden loss of sight
• As if it were not temporary.
• The mind adjusts, takes its measure
• Of eternity.
• My book lies open in the dark
• I read by lights I cannot see.
• A writing by Carol Kanar about reading a favorite
  poem.

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Interpretation

• Deep in the Maine woods,
• On a starless September night,
• Lights flicker, then go out.
• Miles from any incandescence,
• I sit in the middle of fear,
• Black, thoroughly,
• And mourn the sudden loss of sight
• As if it were not temporary.
• The mind adjusts, takes its measure
• Of eternity.
• My book lies open in the dark
• I read by lights I cannot see.
• A writing by Carol Kanar about reading a favorite
  poem.

• What was the authors or speakers meaning in
  this writing?
• What is implied in the writing?
• Are there any unfamiliar words or passages?
• What is implied in this writing?

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Evaluate what you learned.

• Evaluate - This means you determine the worth or
  value, and you will judge whether you something
  is right or wrong, good or bad, fair or unfair.
  You use this critical thinking strategy in every
  aspect of your life. It is a measurement of
  worth in continuing or stopping an action or
  situation.
• Evaluate what you are learning This is Critical
  to Thinking and Learning!
• Reading Writing Math All Problem
• Courses Solving
• Determine Evaluate your Use a Learn
  from Evaluate
• the reliability writing/work. formula or
  your mistakes. your plan. Is
• objectivity, and Proofread to system for
  Determine why it working?
• usefulness of find errors checking
  you make them Revise plan as
• online and revise for content your work.
  and how you can needed, or
• printed sources. and organization,
  overcome them. make new plan. edit
  grammar, etc.

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To Evaluate

• Reliability
• Who says so?
• What are his or her qualifications?
• How does he or she know?
• Objectivity
• What is the purpose?
• Are all sides of the issue presented?
• Is the language free of slanted or manipulative
  words?
• Usefulness
• What have I learned?
• Will I use what I have learned either now or in
  the future?
• Does the new knowledge relate to my course of
  study?
• Having learned the material, am I now more
  interested in the topic?

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What TIME is it?

• Make your time work for YOU!

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Time Management

• Control your time, dont let it control you.
• Dont procrastinate, getr done !
• Make effective use of time spent studying.

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The G.R.A.B. Method

• G Goal Set a goal.
• R Responsibilities Determine your
  responsibilities.
• A Analysis Analyze where your time goes.
• B Balance Balance work, class, studying,
  and leisure time.

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• Goal - What do you want to do? Would you like to
  set aside a block of time each day for completing
  your assignments? Do you want to set aside time
  to work in the Library, write essays, etc.?
• Responsibilities - To manage time, you must first
  determine what your responsibilities are. Do you
  live alone? If not, you have responsibilities to
  others at home. Do you work? Etc
• Analysis - Analyze where your time goes. What
  are the fixed times in a typical day for you?
  What are things you like to add to your day?
• Balance - Balance your work, class, study time,
  and leisure time. A schedule is a structure you
  impose on the events of your day, week, or month.
  Schedules set a plan for getting things done in a
  timely manner.

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I Love It When a PLAN Comes Together!
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Plan to Work Work your Plan

• Use a planner or calendar
• Schedule everything - school, work, family, etc.
• Dont forget anything by writing it in the
  planner
• Write assignments, tests and projects in planner
  by when they are due

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It all starts NOW.

• Enter when classes begin and end, work schedule,
  special events, other important dates
• Review the instructors syllabus and write in the
  dates listed, especially tests and assignment
  due dates
• Enter any other information, events, or
  activities you want to include. For example
  sporting events, holidays, birthdays, etc.
• Be sure to leave enough space in square to add
  items as the month goes on.
• Consider using different color pens or pencils
  for the importance of the events you list.

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Attendance
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Attendance

• Dont miss class! When you miss class, you miss
  instruction.
• Skills for each class are taught in sequence.
  Each lesson builds on the last.
• Regular attendance lets you know what to expect
  in order to be successful in the class.
• Punctuality is essential! If you arrive late, or
  leave early, you miss instruction.
• If you cant get to class on time, can you get
  to work on time???
• If you dont go to work, would your boss pay
  you, or allow you to continue to work there???

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What are YOU going to do?
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• If youre going to earn your GED, then youve got
  to EARN IT!
• Anything worth this much of your time should be
  taken seriously.
• Your success is up to
• YOU!!!

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Get it TOGETHER.

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Youve got to get ORGANIZED

• You need supplies
• 3-ring Binder Notebook
• Dividers
• Pens, Pencils, Highlighters
• Paper
• Notecards

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• Choose a notebook that suits you.
• Not too big, not too small
• Sturdy! You dont want to have to replace it.
• View binder or non-view binder.
• Price doesnt always reflect quality.
• If you buy wisely, you can use it for a long
  time.

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• Tab dividers
• Purchase pre-made tab dividers
• Make your own
• Re-useable tabs

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• Standard loose-leaf paper
• Pre-punched notebook paper
• 8 1/2 x 11 paper is best
• If you prefer unlined paper, pre-punch it and
  have it in your binder for use
• Keep a small hole punch in your binder for use
  with class hand outs

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I can name that in a Note

• Note-taking is a important strategy for classroom
  success.
• There is NO BEST WAY to take notes.
• Find a style of note taking that consistently
  gives you good results.

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Guidelines for Note Taking

• Keep track of your notes by heading your paper
  with
• Date
• Name of Course
• Lecture Topic
• Number pages
• Write headers within each set of notes

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• Keep notes from one class separated from the
  notes for other classes.
• Use dividers to keep notes separated.
• Some prefer to use several spiral notebooks,
  rather than 1 large binder.
• Keep a small hole punch to place instructor
  handouts with your notes.

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• Use the right writing instrument!
• Use ballpoint pens for note-taking.
• Felt-tip pens blur and soak through the paper,
  leaving spots underneath.
• Pencils smear and fade over time.
• Stick with standard color ink, blue or black.

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• To speed up your note taking, use abbreviations
• Equal 11. Introduction intro.
• With w/ 12. Information info.
• Without w/o 13. Department dept.
• Number 14. Advantage adv.
• Therefore th4 15. Organization org.
• And 16. Maximum max.
• And so forth etc. 17. Individual ind.
• For example e.g. 18. Compare cf.
• Against vs. 19. Association assoc.
• Government govt 20. Politics pol.

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I dont understand you

• It doesnt matter how much you know if the
  instructor cant understand what you write!
• If you know your handwriting is poor, print
  everything. Illegible handwriting makes what you
  write, hard to read. This could cost you the
  grade you deserve.

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Practice makes perfect!

• a b c d e f g h I j k l m n o p q r s t u v w x y
  z
• A B C D E F G H I J K L M N O P Q R S T U V W X Y
  Z
• Copy this
• We the people,
• In order to form a more perfect union,
• Establish justice, insure domestic tranquility,
• Provide for the common defense,
• Promote the general welfare and
• Secure the blessings of liberty
• To ourselves and our posterity
• Do ordain and establish this Constitution for the
  United States of America.

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TASSEL Method

• T Try not to doodle while taking notes.
• A Arrive at each class prepared.
• S Sit near the front of the classroom.
• S Sit away from friends.
• E End daydreaming.
• L Look at the teacher.

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• Try not to doodle while taking notes.
• Doodling breaks your concentration and takes your
  focus from note taking.
• Each time you feel yourself wanting to doodle,
  take that urge and write down what the teacher is
  saying.
• Arrive at each class prepared.
• Read all assigned readings and review all
  previous lecture notes so that you will
  understand what is covered in the lecture.
• If you are not prepared, you will be more likely
  to daydream and become distracted
• Sit near the front of the classroom.
• Sit near the front so you can clearly see the
  teacher, the board, and any overheads, Power
  Point or computer presentation.

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• Sit away from friends.
• If you sit near friends, you will be tempted to
  talk or pass notes to them.
• If you have assigned seats and you have to sit
  near friends, resist talking to them or passing
  notes during class.
• End daydreaming.
• If you become aware that you are daydreaming,
  immediately change your position. Sit forward
  and look at the teacher.
• Turn your attention to the teacher and write down
  whatever he/she is saying, even if you may later
  find that it was not important.

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• Look at the teacher.
• Make eye contact with the teacher as much as
  possible. This will give the feeling that you
  are having a conversation with the teacher.
• Whenever you are not taking notes or looking at
  the board, overheads, Power Point presentation,
  or computer screen, keep your eyes on the
  teacher.

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• Class time, note taking, study time these are
  all NO CELL PHONE activities!

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read, Read, READ!!!

• The more that you read,
• the more things you will know.
• The more that you learn,
• the more places you'll go.
• Dr. Seuss

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Read to Know

• Reading is a lifelong skill and is key to your
  success in school and in your career.
• It is also a necessary part of any study system.
  You gain essential information from your
  textbooks by using these 3 strategies to improve
  the way you read.
• Take control of you reading by becoming an active
  reader.
• Read for main ideas, details, and their
  implications.
• Use a marking system to focus your attention and
  identify information to recite and review.
• Active readers control their interest level and
  concentration. They read with a purpose. They
  know what information to look for and why.
  Active readers question what they read and look
  for ways to relate the authors ideas to their
  own experience and prior knowledge.

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Lets READ as a Active Reader

• One of the most important goals that a student
  can aim for is an expanded vocabulary. One
  reason this goal is important is that an expanded
  vocabulary can improve students writing. With
  sufficient words and definitions at their
  command, students will have less difficulty
  writing what they mean. Also, increased reading
  improves vocabulary, which leads to greater
  comprehension. A third reason for improving
  vocabulary is the confidence the students feel
  when they use words correctly. Students are less
  afraid to speak out in class discussions or give
  reports when they know they are not going to
  mispronounce or misuse words. Increasing the
  vocabulary is a worthwhile goal for students who
  also what to improve their speaking, reading, and
  writing.
• Now find
• The main idea - the most important thing in the
  paragraph.
• 3 supporting details - these tell about the main
  idea.

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• The Main Idea
• One of the most important goals that a student
  can aim for is an expanded vocabulary.
• 3 Supporting Details
• An expanded vocabulary improves writing.
• An increased vocabulary improves reading.
• An improved vocabulary results in confidence.

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• When reading a text, look for signal words or
  phrases.
• first, next, also, etc.
• one reason and third reason
• These help you learn things in the right order or
  confirm what you have in your notes from a class
  lecture.

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I remember when

• You will always be required to memorize
  information for tests.
• Use the BREAK method
• Break memorizing into short time periods.
• Recite information aloud.
• Establish mnemonics.
• Always try to picture information in your mind.
• Key words help.

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• Break memorizing into short time periods.
• Never try to memorize a lot of information at one
  time. This leads to overloading and your mind
  wont let you memorize any more information. Or
  it leads to boredom and you cant get motivated
  to keep working.
• Try to arrange short, frequent blocks of time for
  memorization. Spend a specific amount of time
  working on methods to memorize some information
  and then review theses at certain times
  throughout your studying time.
• NEVER CRAM!!! Dont try to memorize information
  you havent worked on the night before a test.
  If you do, this will make you anxious. However,
  before a test you should review what youve
  memorized.

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• Recite information aloud.
• Read aloud the note cards you are studying. Read
  questions on one side and then the answers on the
  other side.
• After reading aloud, test yourself on the
  information by shutting your eyes and asking and
  answering the questions again.
• If you get the answer wrong, write it several
  times as you say it over and over.

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• Establish mnemonics to help you remember
  information.
• Mnemonics are words and letters that help you
  remember information.
• TO make up a mnemonic, make a list of the
  important facts you need to remember. Use the
  first letter of each fact to make up another word
  that will help you remember the ideas to be
  memorized. Heres an example HOMES was
  created to help students remember the names of
  the Great Lakes.
• H-Huron
• O-Ontario
• M-Michigan
• E-Erie
• S-Superior

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• Another type of mnemonic involves using the first
  letters of the words or ideas to be memorized to
  create a catchy sentence. Using the first
  letters of the Great Lakes
• M (Michigan), H (Huron), S (Superior),
• O (Ontario), E (Erie)
• Make these into the sentence
• Monkeys have seven orange ears.

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Now you try.

• To shoot a gun you need to follow 5 steps.
• Aim
• Squeeze
• Breath
• Sight
• Relax

• Create a word by putting these in order to make
  a mnemonic word. This is called an Acrostic.

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Howd you do

• To shoot a gun you need to follow 5 steps.
• Aim
• Squeeze
• Breath
• Sight
• Relax

• Here they are in order as an acrostic.
• B Breath
• R Relax
• A Aim
• S Sight
• S Squeeze

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How about these

• There are 9 planets in our solar system.
• Make your own mnemonic sentence for these.

• Mecury
• Venus
• Earth
• Mars
• Jupiter
• Saturn
• Uranus
• Neptune
• Pluto

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Here are some examples..

• "My Very Educated Mother Just Served Us Nine
  Pickles.
• "My Very Easy Method Just Speeds Up Naming
  Planets."

• Here are some sentences to help you remember the
  planets in order from the sun.

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• Always try to picture in your mind words or
  pictures to help you remember.
• As you study, try to visualize in your mind words
  and pictures that help you remember. For
  example, if youre trying to remember the parts
  of an animal cell, you may picture in your mind
  the diagram from your science book where the
  different parts are shown.
• After looking at the picture, shut your eyes and
  try to recall as much detail as possible. If you
  cant recall all the details, study the picture
  and then repeat the recall process.
• When answering a test question involving material
  you visualized, shut your eyes for a second and
  try to recall the picture, just as you did when
  you were studying.

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• Key words help!
• If you have to memorize words or facts that are
  new or hard for you, it may help to associate
  these with key words. For example, if you cant
  recall the meaning of the word ziggurat ( a
  temple built in a series of terraces with each
  terrace smaller than the one below with a
  staircase and a shrine on top) for a history
  test, look at the word to find something that is
  related to the meaning. The small word zig
  appears in the word and the series of terracea
  zig-zag up.
• It is best to combine key words with visualizing.
  Once you identify a key word, picture in your
  mind a relationship between the key word and the
  original word (picture the zig-zag pattern of the
  ziggurat).

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This is only a TEST!

• Tests are just your instructors way of measuring
  how much youve learned of the materials that
  were taught.
• The most important thing to remember before every
  test is

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• Dont Panic!!!

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Test Types

• There are 4 major test types
• True or False
• Multiple Choice
• Fill in the blank
• Essay

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True or False

• Since a true/false question only has 2 possible
  answers, you have a 50 chance of choosing the
  right answer if you have to guess. Use 2
  strategies for guessing the right answer
• Assume a statement is false if it contains
  absolute words. (always, never, none, everyone)
• Assume a statement is false if any part of it is
  false. (To bake a cake you need flour, eggs, and
  pepper.)

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True or False

• The sun rises in the east and sets in the west.
• The temperature is always colder in winter than
  spring.
• You can only make paper from trees.
• Coffee drinking can stain your teeth.

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Multiple Choice Tests

• When taking a multiple choice test, you usually
  have 4 options. Your job is to identify the one
  correct option. You can do this by
• IF you know the material, first answer the
  question mentally and then read all the options
  and choose the correct one.
• IF you know the material but cant answer the
  question mentally, read all the options,
  eliminate those you know are incorrect, and
  choose the answer from those items remaining.
  The more options you eliminate, the more likely
  you are to choose correctly.
• If you do not know the material, or if you cant
  figure out the answer, guess.

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Multiple choice question

• 1. The name of Crossvilles country radio
  station is___________.
• A. 102.5 Country Live
• B. 102.5 Wow Country
• C. Wow 102.5 Country
• D. Wow Cow 102.5 Country
• 2. What is one healthy way that people can help
  to maintain their weight?
• A. eating a balanced diet
• B. sleeping 8 hours daily
• C. exercising regularly
• D. all the above

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Fill-in-the-blank Tests

• Fill-in tests may require you to recall an answer
  from memory or choose an answer from a list of
  options.
• Decide what kind of answer the statement
  requires. Knowing what it asks will help you
  recall or select the right way.
• The way in which a statement is written may help
  you decide how to complete it. Your answer
  should complete the statement logically and
  grammatically.
• Key words in statements may help you determine
  what topic the question covers.

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Fill-in-the-blank question

• Tennessee is the 16th state of the United States.
  On the flag there are 3 stars. What do they
  stand for?
• _________________________________________________
  __________________________________________________
  _____________________________________

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Essay Test

• There are 2 types of essay questions, those that
  require a short answer and those that require a
  longer, more developed answer.
• Read the question carefully and make sure you
  understand what the question asks.
• Watch for instruction words. Short-answer
  questions often ask you to supply definitions,
  examples, or other specific pieces of
  information.
• Concentrate on answering the questions briefly
  and precisely.
• Stay on the topic and avoid stating your opinion
  or making judgments, unless the questions ask for
  you to do so.
• Restate the question in your answer. Doing this
  makes it easier for your instructor to read and
  follow your answer.

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Some Test Taking Strategies

• F First read the directions.
• L Look over the test.
• E Easiest questions answered first.
• A Answer questions that are worth more.
• S Skip a question your unsure of.

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BE CAREFUL!

• When taking a test, use the RAINS method to
  help you identify what is being asked for.
• R Read the ENTIRE question and ALL choices
  before answering.
• A Analyze the context and figure out unknown
  words.
• I Identify key words in the question and
  answer choices.
• N Notice the negatives. They can change the
  meaning of the question or answer, so BE
  CAREFUL!
• S Search for grammatical clues in fill in the
  blank questions. If it doesnt sound right, IT
  ISNT!

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Map your goals set your course for achievement!

• If youre going to be successful, youve got to
  see yourself successful!

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• The 10 study habits of a SUCCESSFUL STUDENT
• Try not to do to much studying at one time.
• Plan specific times for studying.
• Try to study at the same time each day.
• Set specific goals for your study time.
• Start studying when you planned.
• Work on the assignments you feel most difficult
  first.
• Review your notes before beginning an assignment.
• Tell your friends not to call during your study
  time.
• Call another student when you have difficulty
  with an assignment.
• Review your class-work over the weekend.

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• Help Yourself Succeed
• Focus on homework. Make sure you review your
  notes everyday.
• Keep your notes neat and clear. Highlight or
  underline important information.
• Keep your school materials organized together.
• Use your time efficiently. If you get stuck on
  an assignment, put it aside and come back to it
  later.
• Always look ahead. If you get done early, do a
  little extra.
• Do research wisely. Use internet sources
  cautiously!
• Use technology. Computer programs like Word,
  PowerPoint, etc. can make life easier if you
  learn how to use them.
• Find your way. You will have to find what works
  best for you when studying and completing
  assignments.
• Prioritize what you have to get done. School
  must come before fun!
• Communicate with teachers. If something is
  unclear, ask for help.

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• TOMORROW
• we will cover some
• KEY TERMS
• to help you be successful
• as a student.