The Learning Process

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TheLearningProcess
by Dennis W. Ritz Shippensburg University Fall
2001 Revised Jan. 2007
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TheLearningProcess
by Dennis W. Ritz Shippensburg University Fall
2001 Revised Jan. 2007
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• How to study and prosper in the academic world.

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• How to study and prosper in the academic world.

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How to LEARN--based on

• Ch. 1 Material and information organization
• Learning takes time.
• Process and mechanics count.
• Ch. 2 Information processing
• How you think about material is crucial.
• Ch. 3 Use of information
• Dont just swallow and regurgitate facts.
• Digest information and use it to synthesize a
  factually nutritious story.

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Chapter 1

• Material and information organization

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Read BEFORE class

• Take the time to do this regularly. It is
  important!
• 10-15 minutes only
• DO NOT take notes!
• Get the BIG picture.

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Take notes during class!
Topic 1 item item
Leave this blank!!
Topic 2 item item
Perhaps, draw a line down the middle of the
page.
Topic 3 item item
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Brief note-taking side trip, p.1

• Write least letrs wrds th/ convey message
• No complete sentences
• Use abbreviations
• Dev personal sys
• Spelling
• Use symbols
• lt gt ( more)

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Brief note-taking side trip, p.2

• Organize notes by levels of detail, e.g.
• Opera

Topic
Literature
Visual
Music
5x detail level
aria recitative ensemble overture
scenery costumes lighting hall décor acting blocki
ng
plot text
10x detail level
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Re-read AFTER class

• Take the time to do this the same day. It is
  important!
• It will usually take 15-30 minutes.
• Have your class notes beside your text and
  refer to them often as you read. THINK about
  class notes text Compare, relate, evaluate,
  write!

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Take notes while you read
CLASS NOTES
TEXT NOTES
Topic 1 item item
Topic 1 Fill in important information to get
complete picture
Topic 2 item item
Topic 2 Fill in important information to get
complete picture
Topic 3 item item
Topic 3 Fill in important information to get
complete picture
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Take notes while you read
CLASS NOTES
TEXT NOTES
Topic 1 item item
Topic 1 Fill in important information to get
complete picture
Topic 2 item item
THINK about what you are reading. RELATE it to
the class notes. EVALUATE it. (Does it add
important information to the class notes?) WRITE
down ONLY what is necessary to fully understand
the topic.
Topic 3 item item
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Your investment of time is paying double
dividends

• You are already learning!
• You are organizing for future exam preparation.

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Your notes are organized!
CLASS NOTES
TEXT NOTES
Topic 1 item item
Topic 1 additional info additional info
Topic 2 item item
Topic 2 additional info additional info
Topic 3 item item
Topic 3 additional info additional info
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Information is centralized.
CLASS NOTES
TEXT NOTES
Topic 1 item item
Topic 1 additional info additional info
Topic 2 item item
Topic 2 Sometimes you will have NO additional
information.
Topic 3 Occasionally you will have NO Class
notes.
Topic 3 additional info additional info
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You are ORGANIZED to study for an exam!
EVERYTHING you need to know about TOPIC 1!
EVERYTHING you need to know about TOPIC 2!
TEXT NOTES
CLASS NOTES
EVERYTHING you need to know about TOPIC 3!
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You are usingPowerful Learning Tools
THINK about what you are reading. RELATE what you
are reading to the class lecture. EVALUATE what
you are reading. WRITE down information. ORGANIZE
your information so that studying is more
efficient.
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Chapter 2

• Information processing

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Organize your thinking about information
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BIG
Get the
picturefirst!
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Levels of detail VIMP!!!

• Opera

Topic
Literature
Visual
Music
5x detail level
aria melody acc by orch stops
plot recitative text acc by basso
cont advances plot ensemble duo, trio,
4tet lead characters may portray conflicting
moods overture prefaces opera orchestra plays
scenery costumes lighting hall décor acting blocki
ng
plot text
10x detail level
20x detail level
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Think and learn according to levels of detail
(macro to micro)
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• Opera

Topic
The broadest categories of operas components
Literature
Visual
Music
Least detailed
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• Opera

Literature
Visual
Music
aria recitative ensemble overture
scenery costumes lighting hall décor acting blocki
ng
plot text
fleshing out the categories
Some details within broad categories
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• Opera

Literature
Visual
Music
aria melody acc by orch stops
plot recitative text acc by basso
cont advances plot ensemble duo, trio,
4tet lead characters may portray conflicting
moods overture prefaces opera orchestra plays
scenery costumes lighting hall décor acting blocki
ng
plot text
Complete picture with Topic broad
categories details micro facts
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Chapter 3

• Use of information

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Isolated facts are often USELESS
information,ANDthey can be very difficult to
learn!
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Consider 11 facts

• Ca. 1800
• E.T.A. Hoffman (1776-1822)
• French Revolution (1789-93)
• Ludwig van Beethoven (1770-1827)
• Beethoven Symphony No. 3 (1803)
• Beethoven Symphony No. 5 (1806)
• Beethoven Symphony No. 9 (1823)
• Napoleon (1769-1821)
• Many people considered Napoleon a tyrant.
• Romantic period (1820-1900)
• Nationalism on rise soon after 1800

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Consider 11 facts

• Ca. 1800
• E.T.A. Hoffman (1776-1822)
• French Revolution (1789-93)
• Ludwig van Beethoven (1770-1827)
• Beethoven Symphony No. 3 (1803)
• Beethoven Symphony No. 5 (1806)
• Beethoven Symphony No. 9 (1823)
• Napoleon (1769-1821)
• Many people considered Napoleon a tyrant.
• Romantic period (1820-1900)
• Nationalism on rise soon after 1800

NOT HELPFUL
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Think and learn relationships causes effect
sTry to construct a story that weaves all the
information together.
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Some relevant questions

• Who are the principal figures ca. 1800?
• How do they shape the coming era?
• What are the defining events ca. 1800?
• What are the relationships between these people
  and events?

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Beethoven Sym No. 9
Beethoven Sym No. 5
Beethoven
French Revolution
Beethoven Sym No. 3
Ca. 1800
Napoleon
E.T.A. Hoffman
tyranny
Coming romanticism
Growing nationalism
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Learn and know

• How are Napoleon and the French Revolution
  related?
• How are Beethoven, Bs Symphony No. 3, Napoleon,
  and tyranny related?
• How are E.T.A. Hoffman and Beethovens Symphony
  No. 5 related?
• How are both Sym No. 5 and Sym. 9 related to the
  coming romanticism?
• How are romanticism and nationalism related?

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Remember

• Know what the core issue or central idea is.
• Develop your understanding of the big picturethe
  overall ideasurrounding that core issue.
• Think of the BIG PICTURE as a puzzle of pieces
  that fit together and relate to one another.
  Know those relationships.
• Add appropriate details, NOT TRIVIA, to flesh
  out the image your puzzle makes.