Learning Guides

Below are some helpful hints for succeeding on exams, starting with the five day test preparation plan.

• Day Five: Organize
  Organize and review your class notes and text notes carefully. Prepare a list of all topics that will be on the exam. List them in order of importance so you can focus your attention accordingly.

• Day Four: Review and Recall
  Review your notes thoroughly. That is, until you can recall all of the important information. Concentrate on the topics that are more difficult for you to remember. Use mnemonic devices or visualization to help you recall more effectively.

• Day Three: Rewrite
  Briefly rewrite all important information. Review these notes repeatedly. Trying to recall your own explanations will be more effective than trying to recall what the text and your professors have said.

• Day Two: Question
  Make a list of questions that might be on the exam and answer them in as much detail as possible.

• Day One: Prepare
  Review your notes and rewritten notes a few hours before the exam. Take time to relax before the exam. If you are afraid you will forget information or "blank out" when you receive the exam, write reminders on the back that you can come back to during the exam.

1. Think differently about the material. Students are conditioned from an early age to think in terms of discrete facts and 'correct' answers rather than looking for the relationships which are characteristic of essay answers. One of the first steps toward improved essay answers is to adopt a different perspective on the nature of what is to be learned from the material presented and read.

• Integrate material from class to class and unit to unit. Each time you begin a new topic, ask yourself questions like:
  • How does this topic compare with/relate to what has gone before?
  • How is it different? How is it similar?
  • Why is it included in the course? Why at this point?
  • What are its main points, its strengths, its weaknesses?
  • How does it apply to the overall goal of the course?
• Write your own sample essay questions for each lecture or reading assignment.
• Rather than focusing on the conclusions alone, focus on the process so that you begin to understand how conclusions are reached.

2. Study the material differently. Studying for essay exams is much different from studying for objectively scorable exams.

• Create outlines of readings and lecture notes which emphasize the relationships among the ideas.
• Draw concept maps - visual diargams of how terms, principles, and ideas interconnect.
• Paraphrase or create an executive summary for each reading or lecture.

3. Write structurally sound answers.

• Preview a list of key words used in essay questions and what they imply in terms of answer content and structure.
• Give yourself opportunities to practice writing essay answers. Examine the structure of the answers.
• Learn how to use algorithms for answering typical question types. For example, a prototype answer for a "compare and contrast" item might always include two points of similarity between the two concepts and two points of difference. Develop generic outlines or concept maps for common types of questions into which you can plug the specifics of the topic.
• Learn time-management techniques for essay writing, for example, scanning all the items and parceling out an appropriate amount of time to spend on each according to weight or importance; spending a few minutes outlining an answer before writing, or having a checklist for quickly evaluating answers before completing the exam (such as "did you answer the question?" "are the transitions clear?" "is evidence provided for each assertion?" and so on).

1. Avoid Exam Panic! If you are well-prepared, you are not likely to block or panic on exams. Plan ahead so you're truly prepared.
2. To be well-prepared:
   1. attend class consistently
   2. read all assigned material, preferably using the SQ3R method(pre-read)
   3. take good class notes, preferably using the Cornell Method
3. You should start preparing for exams on the very first day of classes!
4. What To Study ...........
   1. Focus on key terms, definitions of these terms and examples that clarify meaning--(boldface, italics, charts, diagrams, etc.)
   2. Be aware of enumerations (lists of items) found in your notes or text. These lists can be the basis for an essay question.
   3. Points emphasized in the text and lecture/class.
   4. Questions on past quizzes and tests or questions at the end of textbook chapters.
5. Getting ready..........
   1. Be prepared to memorize a certain amount of material.
   2. Ask your instructor what kind of items will be on the test.
   3. Be sure to review carefully all the main points presented in the class.
   4. Make up practice test items. (This way you will be getting into the rhythm of taking the test and you may even be able to predict some of the questions the instructor will ask)

Taking the exam

1. Answer all easier questions first. (Put a check mark beside more difficult ones and continue working through the test.)
2. Go back and spend remaining time with more difficult questions you have marked.
3. Answer ALL questions! Guess if you must; by doing so, you are bound to pick up at least a few points.
4. Ask the instructor to explain any item that isn't clear.
5. Circle or underline the key words in a difficult question. This strategy can help you untangle a complicated question.
6. Take advantage of the full time given and go over the exam carefully for possible mistakes.

1. You may not always be given a perfect answer. You must choose the best answer possible.
2. If you can write on the test, cross out answers that you know are incorrect.
3. Read all possible answers, especially when the first answer seems correct.
4. With difficult items, do the following:
   1. Read the question and then the first possible answer. Next, read the question again and the second possible answer and so on until you have read the question with each separate answer. Breaking the items down this way will often help you identify the option that most logically answers the question.
   2. Try not to look at the answers when you return to difficult questions. Instead, supply your own answer and then look for the option which is closest to your response.
5. If and when you must guess (which should NOT be often):
   1. The longest (most complete and inclusive) answer is often correct.
   2. If two answers are similar, except for one or two words, choose one of these answers.
   3. If two answers have similar sounding words (intermediate-intermittent), choose one of these answers.
   4. If the answer calls for a sentence completion, eliminate the answers that would not form grammatically correct sentences.
   5. An answer in the middle, especially the one with the most words, is often correct.
   6. If two answers have opposite meaning, one of them is probably correct.
   7. Answers with qualifiers, such as generally, probably, most, often, some, sometimes, and usually, are frequently correct and true.
   8. Answers with absolute words, such as all, always, everyone, everybody, never, no one, nobody, none and only, are usually incorrect or false.
6. Make up practice test items. (This way you will be getting into the rhythm of taking the test and you may even be able to predict some of the questions the instructor will ask)

The following words are commonly found on test questions. Understanding them is essential to success on these kinds of questions. Study these key words thoroughly. Know them backwards and forwards.

• ANALYZE - Break into separate parts and examine, discuss or interpret each part.
• COMPARE - Examine two or more things. Identify similarities and differences. Comparisons generally ask for similarities more than differences. (See CONTRAST).
• CONTRAST - Show differences. Set in opposition.
• CRITICIZE - Make judgments. Evaluate comparative worth. Criticism often involves analysis.
• DEFINE - Give the meaning, usually a meaning specific to the course or subject. Determine the precise limits of the term to be defined. Explain the exact meaning. Definitions are usually short.
• DESCRIBE - Give a detailed account. Make a picture with words. List characteristics, qualities, and parts.
• DISCUSS - Consider and debate or argue the pros and cons of an issue. Write about any conflict. Compare and Contrast.
• ENUMERATE - List several ideas, aspects, events, things, qualities, reasons, etc.
• EVALUATE - Give your opinion of an expert. Include evidence to support the evaluation.
• ILLUSTRATE - Give concrete examples. Explain clearly by using comparisons or examples.
• INTERPRET - Comment upon, give examples, describe relationships. Explain the meaning. Describe, then evaluate.
• OUTLINE - Describe the main ideas, characteristics, or events. (Does not mean "write a Roman numeral/letter outline.")
• PROVE - Support with facts (especially facts presented in class or in the text).
• STATE - Explain precisely.
• SUMMARIZE - Give a brief, condensed account. Include conclusions. Avoid unnecessary details.
• TRACE - Show the order of events or progress of a subject or event.

Are you having problems with your written assignment? Below are some helpful hints to get you started.

Writing, no matter what the topic or form, is a process:

• Establish, narrow, and define your topic 
  • State your thesis or theme in a sentence or two at most
• Define your audience
  
  • Is it your instructor who grades you or a teaching assistant?
  • Your classmates who will critique your work?
  • A conference of professionals for review?
  • Keep your audience in mind as you write

• Plan ahead
  • Set a timeline and allow for unexpected developments and planned revision
• Gather resources
  
  • People: instructor, teaching assistant, research librarian, academic coach, subject matter experts, professionals
  • References: text book, reference works, web sites, journals, diaries, professional reports

• Research: 
  • Read, interview, experiment, gather data, etc. and take notes completely as possible and document sources. Either use index cards or a system in word processing...
• Organize your notes with a prewriting exercise: 
  • Focused freewriting, brainstorming, mapping, and/or outlining
    
• Write your first (rough) draft 
  • Determine how you will develop your argument: Use good logic in a reasoned argument to develop the theme and/or support the thesis. Will you compare or define? Will you criticize or describe?

• Introduce the topic!
• Inform the reader of your point of view!
• Entice the reader to continue with the rest of the paper!
• Focus on three main points to develop

The first paragraph is often the most difficult to write. If you have trouble, just get it down with the intention of re-writing it later, even after you have finished with the rest. But remember this first entry draws your audience into your topic, your perspective, and its importance to continue with the rest.

• Establish flow from paragraph to paragraph
  • transition sentences, clauses, or words at the beginning of a paragraph to connect one idea to the next
  • topic sentences in each paragraph, also near the beginning, define their place in the overall scheme
  • avoid one and two sentence paragraphs
    which may reflect lack of development of your point
• Keep your voice active
  • "The Academic Committee decided..." not "It was decided by..."
  • Avoid the verb "to be" for clear, dynamic, and effective presentation
    (Avoid the verb "to be" and your presentation will be effective, clear, and dynamic)
  • Avoiding "to be" will also avoid the passive voice
• Use quotations to support your interpretations
  • Properly introduce, explain, and cite each quote
  • Block (indented) quotes should be used sparingly;
    they can break up the flow of your argument
• Continually prove your point of view throughout the essay
  • Don't drift or leave its primary focus of the essay
  • Don't lapse into summary in the development--wait until it's time, at the conclusion

• Read your first paragraph and the development
• Summarize
• Conclude your argument
• Refer back (once again) to the first paragraph(s) as well as the development
  • do the last paragraphs briefly restate the main ideas?
  • reflect the succession and importance of the arguments?
  • logically conclude their development?
• Edit/rewrite the first paragraph to better set your development and conclusion

Take a day or two off!

• Re-read your paper with a fresh mind and a sharp pencil.
  • Re-read aloud, as if you want to communicate with a trusted friend or family member. The person/people can be real or imaginary. You will be surprised what you find to change!
• Having someone else read your paper 
  • For proofing editing errors that you missed
  • For the big question: did you accomplish your purpose for your intended audience?

• Edit, correct, and re-write as necessary
• Turn in the paper
• Celebrate a job well done, with the confidence that you have done your best.

Math makes a lot of people nervous. Is there any hope? Of course there is. Below are 10 helpful tips to help reduce the anxiety that math can cause. To begin, there are two big reasons why people have math anxiety

1. People don't try to understand, they just memorize
2. They are underprepared - MATH IS CUMULATIVE

The following 10 tips may help you!

1. You are not alone! Relax. Many people dislike and are nervous about math. Even mathematicians are unsure of themselves and get that sinking, panicky feeling called "math anxiety" when they first confront a new problem.
2. If you have math anxiety, admit it. If you pretend not to have it, you will not learn to overcome it or manage it.
3. If you're having math trouble, practice a little math each day. (Do you think Mozart learned how to play the piano or Michelangelo learned how to paint just by watching?)
4. Ask questions. Some people think asking questions is a sign of weakness. It's not. It's a sign of strength. In fact, other students will be glad. (They have questions, too.)
5. Do math in a way that's natural for you. There's often more than one way to work a math problem. Maybe the teacher's way stumps you at first. Don't give up. Work to understand it your way. Then it will be easier to understand it the teacher's way. Remember, "each mind has it's own method."
6. Notice your handwriting when you do math. The sloppier it gets, the more confused or angry you probably are. When it gets really sloppy, STOP. Look away for a few seconds. Then erase the messy parts. Start again. Try not to let your attitude interfere with learning math.
7. Know the basics. Be sure you know your math from earlier grades. Maybe you missed something when you moved to a new high school. Face it: Math builds on itself. You have to go back and relearn that stuff. (Don't think, "I couldn't learn it before. So I can't learn it now." Remember it's never too late to learn. Besides, you're older now. It'll be easier and quicker to learn.)
8. Don't go by memory alone. Try to understand your math. Memorizing is a real trap. When you're nervous, memory is the first thing to go.
9. Trouble with the text? Get another math book. Maybe a book in the library will explain things better.
10. Get help. Everyone needs help now and then. Try to form a study group with friends (two heads are better than one), take a review course, or work with an HKC math academic coach.

Grab a sheet of paper and rate your achievement on the statements below using the following scale:

• 3 for almost always
• 2 for sometimes
• 1 for almost never
• 0 If you have never even thought about doing what the statement says.

1. I schedule my math class at a time when I am mentally sharp.
2. When I register for a math class, I choose the best instructor for me.
3. If I have a choice, I select a math class that meets three or four days a week instead of one or two.
4. I schedule the next math class as soon as possible after I have completed the current course.
5. I am sure that I have signed up for the correct level math course.

1. I study math every day.
2. I try to get my math homework immediately after math class.
3. I have a specific time to study math.
4. I have a specific place with few distractions to study math.
5. I get my math homework in the lab where I can get help.
6. I am careful to keep up to date with math homework.
7. I study math at least 8 to 10 hours a week.

1. I read my textbook before I come to class.
2. If I have trouble understanding the text, I find an alternate text.
3. I take notes in math class.
4. I am careful to copy all the steps of math problems in my notes.
5. I ask questions when I am confused.
6. I go to the instructor or lab when I am confused.
7. I try to determine exactly when I got confused and exactly what confused me.
8. I review my notes and text before beginning homework.
9. I work problems until I understand them, not just until I get the right answer for homework.
10. I use flashcards for formulas and vocabulary.
11. I develop memory techniques to remember math concepts.

1. I preview the test before I begin.
2. Before I begin the test, I make notes on things such as formulas that I might need.
3. I begin with the easy questions first.
4. I take the full amount of time allotted for the test.
5. I carefully check or rework as many problems that I have time to before I turn in my test.
6. When tests are returned, I keep a log of the types of mistakes I make on tests: concept errors, application errors, or careless errrors.
7. I keep up-to-date so that I don't have to cram the night before a test.

1. I believe that I can succeed in math class.
2. I have study partners in my math class.
3. I take practice tests.
4. I know several good relaxation techniques.

Scoring

Total the scores from all of the statements above.

If your score is 90 - 103, give yourself an A. You are using the study skill you need in order to be successful in math.

If your score is 80 - 89, give yourself a B. You are using good math study skills. Choose a few strategies to work on each day, and you are well on your way to an A.

If your score is 70 - 79, give yourself a C. Your study skills are average. If you want an A, choose one or two strategies in each category to work on until you are using most of the strategies described above.

If your score is below 70, you are probably having a difficult time in math class. Math may not be your trouble! More than likely, your main problem is the study strategies you are using (or not using). Make yourself do the things on the list above.

What is different about reading in the sciences?

• Readings contain a large number of facts and specific details. This kind of reading requires an overall understanding of the information presented in order to process details.

• Placement of main ideas and details is usually straight forward (headings and subheadings), but grasping all of the details can be awesome. Information may be dense.
• Organizational pattern is usually "relationships", i.e., ideas and details building upon previous information. A solid background of the basics in the discipline is necessary to understand and comprehend the information.
• Terminology is subject specific and must be understood to comprehend information presented. Often important terms are boldfaced or italicized. A review of terminology before reading increases understanding and comprehension.
• Diagrams, figures, charts, and graphs are numerous. Time is needed to study these both before reading and as one reads, as these visual aids help integrate information. Visualizations aid in the understanding and retention of information.
• Knowledge and comprehension of the readings and lectures must be taken to an "application " level, i.e., the ideas learned should be applied to new or different situations other than those presented in the texts or lectures.
• Research is an extension of information. In order to read research and understand it, the basics of the discipline must be understood. Think of research as taking an idea, analyzing, synthesizing, and extending it.
• Difficult material often necessitates more than one reading for thorough understanding of information.

Before the lecture

• Preview the chapter. Briefly look over titles, introductions, subheadings, first few sentences beneath subheadings, figures, diagrams, italicized or boldfaced words and terms, and summaries. As you preview, ask yourself
  • What is this about?
  • What do I know about this ... and don't know, or don't remember?
  • Where does the author begin and where is he or she going?
  • What is the organizational pattern (relationships, chronological, topics?)
  • How does this fit into what we are learning in this course?
  • How difficult or easy is this?
  • Is there terminology that is unfamiliar or that I will need to review?
  • How important is this information? Are there parts I could skim and get the main ideas?
  • Where can I make logical breaks in the reading to divide up my study time?
  • In what order might I read the information in the chapter? Would it be easier and more motivating to read the most interesting section first?
• Skim the chapter - in more detail, but don't try to read it thoroughly yet. Read first and last sentences of paragraphs. Pull out some major ideas and details. Examine charts and figures. Try to understand the more important and frequently repeated terminology. Think about the overall organization of ideas.
• Don't panic or become overwhelmed with the readings. They may be dense, but not unconquerable. By previewing and skimming the materials before the lecture, you can then use the lecture to clarify the level and depth of comprehension you'll need to achieve when you actually read the chapter more thoroughly.
• If the material is quite difficult and detailed, and if you have little recent background in the discipline, it might be useful to review the fundamentals and basic terminology in an introductory text in the field.

In class

• Be prepared to anticipate information acquired from pre-skimming your textbook, and listen for clues during the lecture that will help you focus on an appropriate level of comprehension when you read the related chapter(s) after the lecture.
• Take lecture notes on the right side of your notebook page, and leave the facing left page free to add related notes summarized from your textbook.

• Review and edit your notes taken from the lecture. Begin thinking about what additional information you'll need to add from the text.
• Read the related textbook material that you have previously skimmed.
  • Preview the text again, and break the reading into logical sub-sections to be tackled one at a time.
  • Plan far enough ahead of time that you'll be able to take a break and move away from the material at the end of each sub-section if you feel overwhelmed. Often, time is needed to allow the mind to gradually absorb complex ideas.
  • Read carefully and methodically, referring to figures and diagrams as appropriate.
  • "Self-pacing" by moving a card or pencil finger along as you read may help keep your attention focused on the task.
  • After reading a sub-section, stop and recall what you've read: tell it to yourself in your own words; take relevant notes along side the related lecture notes in your notebook , and/or make marginal notes in the textbook and highlight key details. (However, just highlighting in dense texts may not be the best form of recall since nearly all of many paragraphs may need to be highlighted and review would be difficult.)
  • Draw your own diagrams or charts to summarize and translate information.
  • Review your notes and the reading periodically. Information needs to be reviewed and used periodically for it to be stored in long term memory.
• Reflect upon the information in various ways - e.g., How are these functions related to each other? How do they affect each other? Apply ideas learned to other or new situations: What would happen to the body if one of these areas/functions/organs were damaged or destroyed?, etc.
• Anticipate and practice responding to the kinds of test questions which might be asked.

The SQ5R study method enables you to actively study textbooks and readings. This method can help you process information actively which in turn leads to higher memory and mastery of the material. SQ5R is an excellent technique to use with textbooks that provide a lot of information and require you to learn material in depth. Textbooks in many disciplines such as biology, psychology, and sociology fall into this category.

SURVEY - Before reading the actual chapter, read the introduction and summary (if given). Skim through the chapter paying attention to topic headings, bold-faced words, pictures, charts, and graphs. These can give you an idea of the general structure and content before you begin reading.

QUESTION - Set a purpose for your reading by developing questions about the material. Use the topic and heading information you gathered in the survey step to create questions to be answered. Begin asking yourself who, what, where, when, why, and how questions. Questions are most beneficial when they are general, covering main topics and important points.

READ - Break the material into sections that will take about 20 minutes to read (often the chapter is already broken into sections which will work just fine). Read the material section by section. Look for answers to your questions, key concepts, and supporting details. Study charts, graphs, tables, and pictures. These can serve to present new information as well as tie together concepts from the reading.

RESPOND - After each section, think about the material you have just read and answer the questions you have asked. This can be done at the same time as the reading step, since often response is automatic. The main point of this step is to think about the material, and take notice of what is important.

RECORD - Go back and underline key concepts and take notes. This can be done on a separate sheet of paper, on note cards, in the margins of the textbook, or any way that works well for you. (Do this after each section.)

RECITE - Next, look away from the material and try to recite the key information and ideas. Put the material in your own words and go back and re-read until you feel comfortable with it. This may be frustrating at first, but it will lead to better understanding and save you review time in the long run. (Do this after each section.)

REVIEW - After completing the entire chapter, scan back over the reading and review the information aloud or in your head. Talk about the material with a classmate if possible. Try to identify overall themes and relationships between concepts. Make any necessary revisions of your notes or markings so they can be easily understood later.

Now that you know about the SQ5R method for reading text books, the next step is to use this strategy while reading your next assignment. You may want to begin by selecting one class for which you will use SQ5R to read every chapter prior to your next test. Below are some additional strategies you may want to implement along with reading the chapter using this method:

• Plan ahead and start early. SQ5R takes time and is not a strategy that can be employed or used effectively the night before a test. 
• Plan to read each chapter before it's discussed in class. Doing this will make the class lecture a review. It is also likely to help you to understand the material that is presented in class at a deeper level.
• Identify information in the chapter you don't understand and plan to talk with the professor after class or during his/her office hours if you still don't understand the material after it's covered in class.
• Make an appointment with an academic coach in the Harvey Center for individualized instruction.

Location, location, location

The study environment you choose can make the difference in how much you accomplish during that study session. A bad study environment is distracting and takes away from your studies. A good study environment facilitates learning and allows you to make the best use of your allotted time.

Factors to consider in picking a study environment:

• Lighting - There should be ample light, so as not to cause eye-strain.
• Noise - The location you choose should have a low level of noise. Classical music has been shown to aid learning in some cases, but music other than that tends to be distracting. Talking is also generally distracting, so you want to minimize the amount of chatter that is audible from your study location. (Also, consider using earplugs!)
• Possibility for interruption - You want to minimize the likelihood that you will be interrupted. If you choose to study at home, you may want to turn off your ringer, put a "do not disturb" sign on the door, and alert your roommate(s) that you have work to do.

Do not study in bed

The human body gets trained to behave in certain ways based on the environment it is in. When in bed, the environment is telling your body that it is time to go to sleep, and you probably will.

Variety and movement

• To fight boredom and burnout, try varying your subjects. Spend forty-five minutes to an hour on one then switch to another. Sometimes the change of pace is all you need.
• Take a short break. Get a drink of water. Walk around a little. This can stimulate better blood circulation to your brain.
• Take some deep breaths. Breathe with your diaphragm instead of your chest. This allows more oxygen to get to your brain, which in turn increases effectiveness in areas involved with concentration and learning. This tip also works during class.

NetTutor is an online 24/7 tutoring service that is free to Radford University students. Access it through OneCampus.

Please note that NetTutor is NOT a replacement for going to class.

Khan Academy is a free site with videos for learning mathematics, statistics, some sciences, and more.

Please note that Khan Academy is NOT a replacement for going to class.