Difference between revisions of "Study tips"

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1. [[Vary where you teach and students study.]]
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== Share these study tips with your students. ==
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{{hidden|1. Vary where you study.|Studies show that studying in different environments improves material retention. Often times instructors promote studying in a specific place, such as a quiet room in the library, which may not necessarily be beneficial. By studying in the same location time and time again, the environment can provide cues which a student can use subconsciously to recall information. In other words, when it comes to test time, a student may not be able to recall information as efficiently because aspects of the quiet room in the library are not present in the classroom. Studying in various environments eliminates this reliance on the same external cues, forcing students to retrieve the same information in different contexts and in turn truly learn the material.  
  
2.  [[Incorporate 'breaks' into your lectures.]]
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'''Suggestion:''' Choose at least three different locations to study (e.g., library, room, cafe, academic building, etc.).
  
3.  [[Vary your assessments and retrieval exercises.]]
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{{hidden|Sources|
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Carey, Benedict. "Research Upends Traditional Thinking on Study Habits - NYTimes.com." The New York Times - Breaking News, World News & Multimedia. 06 Sept. 2010. Web. 20 June 2011. <http://www.nytimes.com/2010/09/07/health/views/07mind.html>Click [http://www.nytimes.com/2010/09/07/health/views/07mind.html here] to read the article. 
  
4.  [[Incorporate 'desirable difficulties' into your course.]]
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McEachern, William A. "THE TEACHING ECONOMIST." The Teaching Economist. Cengage Learning, 2008. Web. 10 June 2011. <http://www.cengage.com/economics/mceachern/theteachingeconomist/issue_34/index.html>Click [http://www.cengage.com/economics/mceachern/theteachingeconomist/issue_34/index.html here] to read the article.}}
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}}
  
Interesting Articles:
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{{hidden|2. Vary the type of material studied in a single session.|Improve your comprehension of material by seeing it applied and presented in multiple ways.}}
  
[http://www.nytimes.com/2010/09/07/health/views/07mind.html NY times]
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{{hidden|3. Space study time.|Improve your comprehension of material by letting it sink in between multiple encounters with it.}}
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{{hidden|4. Test yourself.|[http://fortune.com/2016/10/12/to-learn-more-get-uncomfortable/ Read "How to Learn Something and Actually Retain It"]}}
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{{hidden|5. Take notes in class.|Improve your comprehension of material by identifying and summarizing the most important ideas as they are presented.}}
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{{hidden|6. Practice drawing diagrams and writing equations.|Don't just memorize images, but use these tools to think through problems.}}
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{{hidden|7. Use practice tests and quizzes.|Practice thinking like an economist by using the tools to think through novel situations.}}
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{{hidden|8. Fake it until you become it.|Click [http://youtu.be/Ks-_Mh1QhMc here] to watch Amy Cuddy's TEDTalk.}}
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Check out [http://www.howtostudy.org/resources_subject.php?id=7 this site] [https://twitter.com/smerrill777/status/1153081252544520193 and this one] for more study tips.
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== Read "Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology." ==
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[[File:studyratings.jpg|right|500px]]
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Dunlosky, Rawson, Marsh, Nathan, and Willingham(2013) assess ten commonly used study techniques, describing each in detail and reviewing the evidence on effectiveness. Their findings, as reported [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html here], are summarized in the following text and table.
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:"According to the authors, some commonly used techniques, such as underlining, rereading material, and using mnemonic devices, were found to be of surprisingly low utility. These techniques were difficult to implement properly and often resulted in inconsistent gains in student performance. Other learning techniques such as taking practice tests and spreading study sessions out over time — known as distributed practice — were found to be of high utility because they benefited students of many different ages and ability levels and enhanced performance in many different areas." [http://www.psychologicalscience.org/index.php/publications/journals/pspi/learning-techniques.html]
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Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266
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==  Post this graphic from ''The Wall Street Journal." ==
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in "Toughest Exam Question: What Is the Best Way to Study?," SUE SHELLENBARGER, OCTOBER 26, 2011:
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[[File:study tips wsj.jpg|center]]
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'''
 
   
 
   
[http://www.sciencemag.org/content/early/2011/01/19/science.1199327.abstract Science Magazine]
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==  Share the video series,  [http://www.youtube.com/playlist?list=PL85708E6EA236E3DB How to Get the Most Out of Studying]. ==
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Is an outgrowth of  Stephen Chew's [http://www.psychologicalscience.org/index.php/publications/observer/2010/april-10/improving-classroom-performance-by-challenging-student-misconceptions-about-learning.html  Improving Classroom Performance by Challenging Student Misconceptions About Learning].  Professor Chew, an expert in the study of teaching and learning, recently won the prestigious "Professor of the Year Award" from the Carnegie Foundation. (These resources were recommended by William Goffe, Department of Economics, Pennsylvania State University.)

Latest revision as of 21:17, 22 July 2019

Share these study tips with your students.

Check out this site and this one for more study tips.

Read "Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology."

Studyratings.jpg


Dunlosky, Rawson, Marsh, Nathan, and Willingham(2013) assess ten commonly used study techniques, describing each in detail and reviewing the evidence on effectiveness. Their findings, as reported here, are summarized in the following text and table.

"According to the authors, some commonly used techniques, such as underlining, rereading material, and using mnemonic devices, were found to be of surprisingly low utility. These techniques were difficult to implement properly and often resulted in inconsistent gains in student performance. Other learning techniques such as taking practice tests and spreading study sessions out over time — known as distributed practice — were found to be of high utility because they benefited students of many different ages and ability levels and enhanced performance in many different areas." [1]

Dunlosky J., Rawson K. A., Marsh E. J., Nathan M. J., Willingham D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266



Post this graphic from The Wall Street Journal."

in "Toughest Exam Question: What Is the Best Way to Study?," SUE SHELLENBARGER, OCTOBER 26, 2011:

Study tips wsj.jpg

Share the video series, How to Get the Most Out of Studying.

Is an outgrowth of Stephen Chew's Improving Classroom Performance by Challenging Student Misconceptions About Learning. Professor Chew, an expert in the study of teaching and learning, recently won the prestigious "Professor of the Year Award" from the Carnegie Foundation. (These resources were recommended by William Goffe, Department of Economics, Pennsylvania State University.)