“Learning How to FaceTime with Your Academics by Using the Study Cycle”

Algernon Kelley, Ph.D.Brockport University

225 Smith Hallemail: akelley@brockport.edu

Counting vowels in 45 seconds

How accurate are you?

Count all the vowels in the words on the next

slide.

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

How many words or phrases do you remember?

Let’s look at the words again…

What are they arranged according to?

Dollar BillDiceTricycleFour-leaf CloverHandSix-PackSeven-UpOctopus

Cat LivesBowling PinsFootball TeamDozen EggsUnlucky FridayValentine’s DayQuarter Hour

NOW, how many words or phrases do you remember?

2. We knew how the information was organized

What were two major differences between the two attempts?

1. We knew what the task was

Topics to be reflected upon

• Exploring speaker’s background • Understanding the most common causes of

failing grades, including the “cell phone addiction”

• Understanding how you learn and metacognition

• Achieving long lasting academic success • Making technology a study aid instead of a

hindrance • Student success examples• Summary and students’ questions

Let’s Count

• One

• Two

• Three

• Four

• Five

• Six

• Seven

• Eight

• Nine

• Ten

10

Why don’t most students know how to learn or how to study?

Common causes of poor classroom performance

• “I don’t need these classes!” or “This class is too easy!”

– “This class is a waste of time!”

– “They think I’m dumb anyway, so why bother?”

• Underestimating how much time you need to prepare for your classes

• Being the “over-committed” student (clubs, BSG, etc.)

• Thinking exam scores and/or final grades are a true reflection of your intelligence

• “I am so angry!”– Leads to pity parties, depression, and/or other non-productive

behaviors

12

Arrogantly over-confident Leads to an “I got this!” type of attitude When grades start to slip, one often feels:

Embarrassed Ashamed

This embarrassment results in one: Not getting help, which leads to:

Studying poorly or not at all Earning a failing grade in one or more courses

Dangers of chronic cell phone usage

• Loss of valuable learning time• Addiction• Dependence behavior• Short attention span• Not paying attention to your

surroundings• Poor academic grades

Reflection Questions• What’s the difference, if any, between

studying and learning?

• For which task would you study more? A. Make an A on the test B. Teach the material to the class

Mindset* is Important!

Fixed Intelligence MindsetIntelligence is staticYou have a certain amount of it

Growth Intelligence MindsetIntelligence can be developedYou can grow it with actions

Dweck, Carol (2006) Mindset: The New Psychology of Success.New York: Random House Publishing

Responses to Many Situations are Based on Mindset

Fixed Intelligence Mindset

Response

Growth Intelligence Mindset Response

Challenges Avoid Embrace

Obstacles Give up easily Persist

Tasks requiring effort Fruitless to Try Path to mastery

Criticism Ignore it Learn from it

Success of Others Threatening Inspirational

Turn Yourselves into Expert Learners:

Metacognitive Learning Strategies!

- Dear Dr. Kelley, As you know, I was REALLY struggling with my grades at mid-semester, not just Chemistry, but the majority of my classes. I started to meet with you twice a week to go over my questions in Chemistry and I began using your study techniques in my other classes... I got a 175.9 out of 200 on my final Chem test!!! I was fluctuating between C+ and low B- all semester and I finished with a solid B! I finished my first semester in college (very far from home) and while taking 18 credits with a 3.6 GPA. I cannot thank you enough Dr. Kelley! You didn't just help me in Chemistry. You helped me in all of my classes, and you helped me get my confidence back in my academic work.Student 2

- Hi Dr. Kelley! I hope you had a great Christmas and a happy New Year! I just wanted to say thank you for all of your help last semester; I ended up with an A!!! Thanks again, and I'll see you next semester!-Student 4

Brockport Students’ Personal Testimonials (2013)

MetacognitionThe ability to:• Think about thinking• Be consciously aware of oneself as a problem

solver• Monitor and control one’s mental processing

– (e.g. “Am I understanding this material, or just memorizing it?”)

• Be aware of the type of learning that you are doing

Metacognition

Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Making decisions and supporting views; requires

understanding of values.

Combining information to form a unique product; requires creativity and

originality.

Using information to solve problems; transferring abstract or theoretical

ideas to practical situations. Identifying

connections and relationships and how

they apply.Restating in

your own words;

paraphrasing, summarizing, translating.Memorizing verbatim

information. Being able to remember, but not

necessarily fully understanding the

material.

Bloom’s Taxonomy

Louisiana State University Center for Academic Success B-31 Coates Hall 225-578-2872 www.cas.lsu.edu

Identifying components; determining

arrangement, logic, and semantics.

Gra

du

ate

S

chool

Un

derg

rad

uat

eH

igh

Sch

ool

This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that

precedes it. It is required that we learn the lower levels before we can effectively use the skills above.

Becoming the perfect learner

The Study Cycle “The untold great learner secret”

Phase One: Preview material to be covered in class…

before class (Create chapter maps)

Phase Two: Go to class. Listen actively, take notes, participate in class

Phase Three: Review and process class notes as soon as possible after class

Phase Four: Incorporate Intense Study Sessions

Repeat

Once per week, review the entire week’s notes

What do these letters represent?

OTTFFSSENT Hint: You have seen this before. Remember when you saw letters that were multi-colored?

24

Let’s Count (You did see it before)

• One

• Two

• Three

• Four

• Five

• Six

• Seven

• Eight

• Nine

• Ten

25

If you knew what it represented, good for you!!What helped you to remember that it represented

the numbers 1-10?

If you did not remember, why do you think you were unable to recall it?

This illustrates why it is hard for you to recall information you see in class once you get home.

You see the information, but you are not making any connections!!!

That is why it is critical to review notes as soon as you can!!!

Pre-class Preparation

• Benefits of previewing– Active/involved student– Answer/ask questions– Non-verbal communication

• How?– The Study Cycle– Discussion with other students

In-Class Behavior

• Be Attentive– Make eye contact, avoid slouching posture,

use slight head nodding and pleasant facial expressions

• Keep a positive attitude– Internal dialog is crucial here

• Avoid distracting behaviors – No cell phone/beepers, talking

Intense Study Sessions (The Workout)

2 - 5 minutes: Set goals for next 40 min.

30 - 40 minutes: Read text more selectively/highlightMake doodles/notes in marginsCreate mnemonics, work

examplesCreate maps

5 minutes Review what you have just studied

10 minutes Take a break

Repeat

4Reflect

4Reflect

3Review

The Study Cycle

1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session

2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack4 Review (5 min) Go over what you just studied

*Intense Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?

Preview

Assess

Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make

connections

Give yourself time for some good ole’ learning

• Must practice daily or will lead to poor performance– Need to make a study schedule to go along with new

study habits • Study schedule necessities:

– Mandatory note review time after classes – At least 3 hours dedicated study time– At least 30 minutes a day for previewing– Weekend study time– Rest and relaxation time

Your Practice Schedule A Mock Student “Learning” Schedule incorporating the Study Cycle

Time M T W T F Sat Sun

6:00 AM Wake up Wake up Wake up Wake up Wake up 7:00 AM 8:00 AM English English English Wake up Wake up9:00 AM Math Biology Math Math

10:00 AM Review Biology Review Biology Review Vol Church11:00 AM Review Review Vol Church12:00 PM Lunch Lunch Lunch Lunch Lunch Lunch Church1:00 PM History Chemistry History Chemistry History Study Lunch 2:00 PM Lab1 Chemistry Lab2 Chemistry Review Study Study3:00 PM Lab1 Review Lab2 Review Study Study Study4:00 PM Lab1 Lab2 Study Study Study5:00 PM Review Review Study Fun Study6:00 PM Dinner Dinner Dinner Dinner Dinner Fun Dinner7:00 PM Study Study Study Study Fun Fun House 8:00 PM Study Study Study Study Fun Fun House 9:00 PM Study Study Study Study Fun Fun House

10:00 PM Preview Preview Preview Preview Fun Fun Preview 11:00 PM Sleep Sleep Sleep Sleep Sleep Sleep Sleep

Turning Yourself into a Phenomenal, Expert Learner

Extra is a must for dynamic academic success

• Simply studying materials presented in lecture might only be good enough to pass with a C

• Must go beyond what is being taught– Read the text book—selectively– For better understanding of the subject matter,

study relevant books or articles not assigned

• Take the time to decipher the language/or wording in textbook or teacher notes– Requires going to various educational sources– Translate complex ideas into your own words. Don’t

simply memorize !!!!!!

Getting the most out of tutoring• Have questions written out and organized prior to

coming for help• Seek to understand the concepts instead of simply

getting the answer– See if you can re-explain the questions and methods

used to solve the problem in your own words– Be an active participant in solving problems (i.e.

Don’t expect the tutor to do all of the work for you!)• Bring work showing problems attempted

– It does not have to be correct or complete– E.g I cannot read vs. I cannot read compound words

Using cell phones to your advantage • With changing times I must adapt (with protest)• What can you do?

– Use it as a instant recording device in and out of class

– Do Q and A sessions with friends with texting and snap chat

– Search online to look up quick facts or definitions

– Compare notes by sending snap chat of your notes

Exam taking strategies

• Remember it is only a test and not a reflection of your intelligence

• Number questions 1-3– 1= easy– 2= medium– 3= hard

• Do problems from easy to hard • Keep your first choice when in doubt • If you have formulas and constants, write

them all down as soon as you get the test

Enjoying studying with various learning styles

• Auditory– Reading or talking out loud– Tape recorder (or with your cell phone)

• Used to record lectures of myself explaining concepts

• Tactile or Kinesthetic– Using hands

• Feel the pages as I read• Illustrate a concept

– E.g. Moving my arm like a worm means ‘water flow’ for osmosis

– Building models of what is being explained– Relating material to something I do routinely

• E.g. Solubility with adding sugar to hot tea or coffee

• Procrastinating

• “Chilling at the UC”

P’s and C’s to Avoid

Respect: A key concept of professionalism

• It’s a two-way street• How do you show respect for your professors?

– Class preparation– Being on time for class– Non-verbal communication – attentive, involved

Eye contact, posture, head nodding, facial expressionsAttitude (internal dialog), activities, cell phone/beepers,

talking– Verbal communication- Ask questions!

Behaviors that strengthen student/faculty relationships

• Visiting office hours on a regular basis• Sitting in the “T” in class• Excellent performance on exams/quizzes• Submitting work that is a cut above the rest

Communication outside of class

• After-class discussion – Show you’re thinking!• Email – be careful of tone and content• Voicemail – leave appropriate message and

contact information; have appropriate answering message on your phone

• Office Hours – Visit office hours for discussion of the material, not to whine!

What to do if the relationship becomes irreparable

• Contact your Academic Advisor • Speak with a Counselor• Make an appointment with Mental Health • Contact the Dean of Students (Contact

Academic Affairs • Take action!

The Story of Four Students MH, Senior, Exercise Physiology major

Taking Chemistry 205 (Fall 2013) 70, 60, 95 A- in course

AB, Sophomore, Biology majorTaking Chemistry 206 ( Spring 2014) * had concussion during semester

58, 70, 75, B in course

CT, Junior, Chemistry major Taking Cell biology

58, 64.4, 83 B in course

• Kathy, Freshman, Chemistry major Taking Cell biology

50, 56, 92, 83.6 (ACS standardized final) B- in course

Hello Dr. Kelley, I got a 92 on my final for one of my classes I think I will have all As and Bs for this semester! Thank you so much, Dr. Kelley, for showing me how to study. I feel a lot more confident in my school work and also in myself!This student earned a grade of B in Chem. 205 and was taken off of academic probation (Probation 1). The student’s Fall 2014 semester GPA was the highest since attending The College at Brockport (SUNY).

Hey Dr. Kelley, I'm sorry that I am emailing you so late, but I finally decided to look at my grades. The reason I took so long is because I was very nervous that I did not pass and would be academically dismissed, but this is not the case! I passed everything- I earned a C+ in Calc, a C in Bio, and a C- in Econ. I understand that these grades are still very subpar for my capability, and I am determined to work a lot harder this coming Fall semester. Overall, my GPA was a 2.20 which got me off of probation, but I still have to attend a "study hall" for lacrosse; this can only help. Anyway, I am very thankful that you took time to work with me and give me words of encouragement. It helped tremendously. I can't thank you enough!!Student 16 (athlete facing academic dismissal )

More Brockport Testimonials: 2013-2014

Final Note • You’re 100% responsible for your success

at Brockport• You can impact how your professors view

you• Implement positive behaviors and see the

difference!• Have fun with the faculty; they’re people

too!

Useful Websites

• www.cas.lsu.edu• www.howtostudy.org• www.vark-learn.com • www.drearlbloch.com• www.khanacademy.org • Searches on www.google.com

If you don’t start trying these techniques to enhance your

academic learning life within the next 48 hours...

… you probably never will.