“If I can just stay motivated for a few more weeks…”
Motivation for College
Are you finding it difficult to stay motivated this time of year? With only a few weeks left in the semester, it can be hard to stay focused on the end goal. Let’s revisit the motivating factors that were in place at the beginning of the semester for you. You can also complete the section of personal motivating factors at the bottom of this week's feature.
The following questions are designed to help you think about your motivation and to give you some insight into it. Read completely through each group of items; then check those items that apply to you.
1. I came (or will go) to college because:
______ I know what career I desire, and college preparation is necessary for that.
______ My parents or guardians wanted me to attend college.
______ I thought college would be a lot of fun.
______ I wanted to gain a better knowledge and understanding of the world in which I live.
______ Many of my friends went to college, and I wanted to be with them.
______ I wanted to get away from home.
______ I am particularly interested in athletics and student life activities.
______ I like to study and am particularly interested in certain subject areas.
______ I don’t know what my career goal is at this time, but college may make the choice easier for me, and open doors of opportunity that I didn’t know existed.
2. I want to make grades that are good enough to:
_____ Allow me to stay in college.
_____ Meet college degree requirements.
_____ Receive financial aid.
_____ Let me participate in college athletics.
_____ Put me on the President’s List and give me special recognition.
3. Other personal motivators: (i.e. At the end of this semester, I will be the first person in my family to graduate from Lincoln Land.)
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The end of the semester is coming!
Use your motivating factors to help you stay committed to finishing the
semester successfully.
Visit the Learning Lab in the lower level of Sangamon Hall or
call 786-2396 for a variety of study skills assistance.
Sending a Professional E-mail
1. Subject lines should be clear and concise. Example: CSS 100-HY Communication Assignment
2. If you have never contacted someone before, first introduce yourself and give a brief explanation of your purpose for emailing. (Example: Hello, my name is Ima G. Student from Lincoln Land Community College. I am currently enrolled in the CSS 100 course and am seeking assistance with a communication assignment.)
3. Please do not use casual greeting or salutations, such as “Hey!” or “Talk to ya later!” Acceptable greetings and salutations include “Dear ________, Hi _________, Best regards, Thank you,” etc. Text messaging abbreviations are not to be used. When in doubt of how to greet someone or how to conclude a message, it is always better to be more formal than casual.
4. Consider the circumstances. Is the situation you are writing about professional or casual? Writing to an instructor would be a professional situation however, writing to a friend or family member may be casual.
3. Keep the message focused and readable.
Use standard capitalization and spelling, especially when your message asks your recipient to do work for you.
Skip lines between paragraphs.
Avoid fancy typefaces. Don't depend upon bold font or large size to add nuances. Many people's e-mail readers only display plain text. In a pinch, use asterisks to show *emphasis*.
Use standard capitalization. All-caps comes across as shouting, and no caps invokes the image of a lazy teenager. Regardless of your intention, people will respond accordingly.
4. Did you attach the document you want to send? Is the document attached at all?
5. Be kind – think before you click! If you are writing an email while you are angry or upset, write a draft and come back to it later – but do not send yet! Consider how the other person will feel and react if you were to send an angry email.
6. Proofread – always take a second look before you send. Some mistakes in writing will not be caught by the spelling or grammar checks. (Example: using “is” instead of “it”)
7. Lastly, add the addresses of those you are emailing. Be cautions when replying to a large group or using the CC (carbon copy) function of your email account. Adding the address last (if in your address book) may prevent you from sending an email to the wrong person.
Using the Cornell Note taking System
Adapted from Chapter 6, How to Study in College by Walter Pauk, 3rd Edition, 1985
Why take quality notes?
Your lecture notes can be used to supplement the reading notes you wrote as part of using the SQ4R process. Lecture notes can serve as a wonderful review tool, if they are done correctly and are meaningful to you!
How do I take good notes using the Cornell System?
1. Start by using your own notebook paper! Be sure to write the course, date, and topic of the lecture for the day on the page.
2. Move the left margin of your paper approximately one inch to the right. This will give you a wider left column; and establish for you the recall column and the record column.
The Record Column is where your lecture notes during class will be written; the Recall Column will be left blank until your review time (preferably, within 24 hours after learning new information.) Be sure to leave a generous amount of white space between ideas – this helps the brain keep information separate, and gives you space to draw pictures, add detail or make other notes later.
What to write in the record column:
- Shortened phrases/definitions
- Abbreviations
- Main ideas
- Information generally given by your instructor
The Recall Column is not to be used during class, but will be used at a later time when you review.
What to write in the recall column:
- Terms
- Possible test questions
- Ideas or facts
- Relationships between ideas
Note: As you review, cover the record column and use the recall column to spark your memory. Recite the answers in your own words. Uncover the record column to check your answers and help transfer the information to your long-term memory. Try to find relationships within the material; tie old material to new material, categorize information, and consider which topics will appear on quizzes and tests.
Review new information within 24 hours of learning it; review weekly to maintain long-term retention.
Feel free to bring a sample copy of your notes and have them evaluated by a Study Skills Specialist for proper format and other note taking questions.
Test Taking Guide
General Study Hints
1. Plan your study time well in advance. Last minute cramming is nonproductive.
2. Several review sessions are better than one long one.
3. Be rested; have a good study area—free of distractions, take breaks, stay
away from pep pills or caffeine-laced items.
4. Group study is most beneficial only after individual study. Beware that group study does not drift into casual conversation.
Develop a 4-Day Study Plan
4 Days Ahead—Get ready to study, organize books, pencils, and notes.
Complete any reading or assignments not done.
3 Days Ahead—Begin to study, 4 hours divided into 2-hour blocks (with breaks on the hour).
2 Days Ahead—Practice for essay exam, if applicable. Make a word outline
from a practice essay. Focus your review on material you haven’t completely
learned.
The Day Before the Exam—Review cards, outlines, etc. to answer practice
questions.
Day of the Exam—Don’t study one to one and one-half hours before the exam.
Practice relaxation right before the exam.
Suggested Review Techniques
1. Compare lecture notes to the textbook or readings. Topics stressed in both
are usually sure to be included on tests.
2. Try to recall main headings of chapters, or try to remember sub-headings and
main ideas of each.
3. Use 3x5 cards for review of terminology, formulas, and other brief facts.
4. Review reading and lecture notes by turning headings into questions and
seeing how complete an answer you can give.
5. Try to make an outline of each section of a chapter. Write a few summary
notes.
6. In sciences, be sure you include laboratory notes in study. Combine all notes
on each topic as you study.
7. Try to formulate questions that might be asked and prepare answers.
8. Prepare study aid sheets for the most important material, coordinating
reading and lecture notes.
9. You are well prepared if you can give a 15-minute summary without looking at your notes.
General Test Hints
10. Have a positive attitude. A test is an opportunity to show what you know.
11. Be sure you have a pen or pencil with you, if possible wear a watch too.
12. Arrive at the exam 3 or 4 minutes ahead of time, so that you are settled
before the test is handed out. Do not talk about the material just before the
test.
13. Read the directions carefully.
14. Look quickly through the whole test and plan time allowance. Allow time for rechecking. There is no advantage to being the first one done—take all the time allowed.
15. Pay attention to the number of points per question. More points = more time.
16. Answer the questions you know first. Then go back to others.
17. Watch for qualifying cue words in the questions, such as: one, best, most, or generally.
18. Answer easiest questions first.
19. Be aware of the questions that might have information that answers other questions.
20. Be very sure before changing any answers.
Different Types of Questions:
Questions that require you to tell all that you know use terms such as: comment on, describe, discuss, review, or state.
Questions that are looking for specific characteristics, or limited facts, use terms such as: compare—likenesses, contrast—differences, diagram—charts and tables, illustrate—concrete examples, prove—show why by evidence, explain— restate in your own words, define—tell meaning, qualities, characteristics.
Questions that are looking for important facts without elaborating ask you to: enumerate, list, tabulate, trace, summarize, or outline.
Questions that are asking for your supported opinion ask you to: evaluate,
interpret, justify, select, choose, or criticize.
Essay Questions
1. Plan your answers. Jot down ideas, brief outline, organization, before you
start writing.
2. Plan your time, on the basis of points if possible. Set your watch where you can easily see it.
3. Make your answers specific and direct. The first sentence is the direct
answer; the rest are support for that statement. Use technical terms
wherever possible.
4. Be sure you are giving the information that was asked for.
5. Write legibly. Leave space between answers for possible additions.
Short Answer Questions
1. Generally follow rules for essay questions.
2. These questions usually require two sentences. The first identifies the term and the second states why it is important.
3. Read questions carefully
4. Recall specific fact.
5. Understand what is being asked.
6. Stick with the first answer.
7. Be brief and to the point.
8. Don’t leave a question blank—write in something, your intuition may be good.
Multiple Choice Questions
1. Try to supply the answer before reading the alternatives.
2. Cross out the choices you know are wrong.
3. Be careful with “all of the above” or “none of the above” type answers.
4. Read all the choices to be sure you have the best answer.
5. Refer choices directly back to the question for relationship.
6. Identify the key phrase in the question.
Matching Questions
1. Recall any related facts and look for associations.
2. Cross out the choices as you use them.
3. Pick the answer that is the most closely related.
True/False Questions
1. Read the whole statement; it must all be true.
2. The broader the statement, the greater chance that it is false.
3. Beware of the double negative and the change in thinking necessary.
4. Words that are usually a clue to a true statement: usually, probably,
sometimes, most, or some.
5. Words that are usually a clue to a false statement: always, never, all, or
none.
Follow-up after the Test
1. Try to determine why you got wrong what you did.
-Is it an indication of poor preparation?
-Did you not answer the questions asked?
-Did you misread the directions?
2. Had you accurately predicted the type of questions that would be asked?
3. As soon after the test as possible, check on the material you were in doubt about.
Hopefully these tips will make preparing for exam day more orderly,
predictable, and a lot less stressful for you so that test taking can become a part of the classroom learning experience
that you face with confidence.
Now what was it I was supposed to remember?
Memory Part II
You can improve your memory!
Samples of Memory Devices:
Acronyms – words
Use the first letter of a word to create a new word.
Ex: NASA = National Aeronautics and Space Administration
ROY G. BIV = The order of the colors in a spectrum; Red, Orange, Yellow, Green, Blue, Indigo, Violet
Acronyms – sentences
Ex. My very excited mother just sent us nine pickles = the order of the planets in our solar system: Mercury, Venus, Earth, Mars Jupiter, Saturn, Uranus, Neptune, Pluto
Grouping
· You can always use the alphabet to organize a list you need to memorize.
· Learn in small sets of 3-5 items.
· Remember how many begin with “T,” how many have no “Q,” etc.
Association
· Visualize an object, then visualize it’s label or name
· Use post-it notes to label furniture in a room as parts of the body
· Think of people you know – to remember that the sensorimotor stage is the infant stage, I recall a relative who is 9 months old and using her senses to learn. (She puts everything in her mouth.)
Note cards
· Making cards is kinesthetic. It makes a stronger, more lasting impression on the brain.
· You can review cards during waiting time between classes, while standing in line at the grocery store, while sitting at the doctor’s office.
· Reciting aloud from the cards uses more of your senses. You must speak the questions and hear yourself answer. This also creates a stronger impression on the brain.
Memory devices can be goofy, gross, or highly personal –
nobody has to know what they are, except you!
Find the type of memory device that works best for you
and use it to your memory advantage.
Now what was it I was supposed to remember?
Memory (Part I)
You can improve your memory!
Memory is a 3-step process of:
1) Input (data)
2) Storage (classifying, memorizing)
3) Output (recall)
Input and storage must be improved before one can expect increased effectiveness.
Input rules for memory improvement:
A. Eliminate distractions for optimum input. (Turn off the cell phone, Ipod, TV)
B. Space out memorization tasks to keep data clearly organized.
C. Study memorization tasks just prior to sleep.
D. Break up memory tasks into small, manageable groups of 5 items or less.
E. Develop a memory system.
Keep in mind that there are several types of memory.
Kinesthetic memory stores memory of physical movement and how the body performs acts such as riding a bike or throwing a ball.
Emotional memory stores memory of emotional experiences such as guilt, grief, or love.
Visual memory stores memory of what something looks like such as a favorite dress, or a special photograph.
Auditory memory stores memory of certain sounds such as a familiar voice or a favorite song.
Use a variety of senses while studying.
The more senses you involve, the better your memory will be of that information!
AMC
Are you a good listener?
Rank yourself on a scale of 1 to 5 on the following
qualities of a good listener:
(1=almost never, 2=seldom, 3=occasionally, 4=usually, 5=almost always)
1. Do you like to listen to other people talk?
2. Do you encourage other people to talk?
3. Do you listen if you do not like the person who is talking?
4. Do you listen equally well whether the person talking is man or woman, young or old?
5. Do you listen equally well to a friend, acquaintance, or stranger?
6. Do you put what you have been doing out of sight and out of mind?
7. Do you look at the speaker?
8. Do you ignore the distractions about you?
9. Do you smile, nod you head, and otherwise encourage the speaker to talk?
10. Do you think about what the speaker is saying?
11. Do you try to figure out what he or she means?
12. Do you try to figure out why he or she is saying it?
13. Do you let the speaker finish what he or she is trying to say?
14. If the speaker hesitates, do you encourage him or her to go on?
15. Do you restate what he or she has said and ask whether you got it right?
16. Do you withhold judgment about the idea until he or she has finished?
17. Do you listen regardless of his or her manner of speaking and choice of words?
18. Do you listen even though you anticipate what he or she is going to say?
19. Do you question him or her in order to get the idea explained more fully?
20. Do you ask the speaker what the words mean as he or she uses them?
Total your score and evaluate your results!
If your score is 75 or better, you are a good listener.
If your score is 50-75, you are an average listener.
If your score is below 50, you are a poor listener.
For more information on becoming a better listener, click here for our
guidelines on Listening Effectively.
What's My Style?
Your Learning Style can have an enormous impact on the quality and efficiency of your study sessions. I am a visual learner in most situations. As I am learning something new, I will naturally gravitate toward pictures, charts, graphs and diagrams. Now that I know my learning style, I don't avoid information that is not in my preferred learning style however, I do change the information to a visual format. This makes my study time more efficient and I retain information much better!
Do you know your learning style?
Follow the directions to take a short Learning Style quiz, then click on linked help sheets within the VARK Online Questionnaire site to explore ways in which you can become a better learner.
1. Logon to the VARK Online Questionnaire site.
2. Take the quiz - choose the answer which best suits you and select the box next to it. (Note: You may choose more than one answer if you feel that it applies to you. For a question that does not apply to you, the answer may also be left blank.)
3. Click "OK" at the bottom of the screen.
4. Your learning style preference will be bresented to you in the format of your learning style. For example, a visual learner will be given his/her results using diagrams or charts, etc.
5. Click on the help sheets at links toward the center of the page for more information about your learning style preference(s). Please do not be alarmed if your answer is "multimodal" - this can actually be a good thing! Multimodal simply means that you have many learning styles - you may learn best by reading, doing a task or listening. You can take advantage of this by doing several different activities during your study sessions.
For more detailed information on how you can use your Learning Style Preference to be successful college student, call 786-2396
to make an appointment with a Study Skills Professional.
SQ4R Reading Technique
Do you often fall asleep while reading your textbooks? Do you read the text only to forget what you just read? Do you skip the reading altogether - because it’s boring, difficult to understand, or too lengthy? I often say that students are academic athletes. Like sports athletes, it’s important to follow a training routine in preparation for the big game – or big exam coming up. Follow the steps below for implementing the SQ4R Reading Technique to guide you through how to effectively and efficiently read your textbooks.
1. S – Survey – an overview of the main ideas
Warm up! Scan the table of contents, read over the chapter title and subheadings. Look over charts, pictures and graphs in the chapter. Read the summary, key terms, and other help at the end of the chapter.
2. Q – Question – a purpose for reading
Brain research has proven that your mind wants to learn and appreciates question and answer format. Recall from a previous language or English course, “who, what, when, where, why and how” - and apply those to the chapter headings and subheadings. Next, read the learning objectives and read the questions at the back of the chapter. (Note: some textbooks provide this question format for you in the headings and subheadings.)
3. R – Read – for comprehension
Read to find the answers to your questions! Identify the main ideas and locate the details in the section.
4. R – Recite – for understanding
Talk aloud to yourself. You know a topic well if you can give a 15 minute verbal summary of the information. Read your questions and answer them out loud. Give yourself a summary about the section.
5. R – Rephrase – in brief notes
Do you write in your book, or do you prefer a clean copy? Either is fine, depending on your personal preference. If you like writing in your book, highlight or underline main ideas. Write annotations in the margins. Mark for emphasis with asterisks, circles, boxes, etc. If you prefer not to write in your text, you can simply highlight and make annotations on your own notebook pages. Write a summary of what was read, or create an outline of the section.
6. R – Review – for retention
Review newly learned information within 24 hours! Review using a variety of methods: compare your reading notes to class lecture notes, answer the questions you have written, create memory cues, write study guides, create flash cards (preferable in question/answer format), organize information into charts, and repeat, repeat, repeat. Review weekly for maximum retention. AC
"If only there were more hours in a day!"
168 hours per week...sounds like enough time, doesn't it? Enough time each week to go to work, go to class, do homework, take care of commitments, take care of the family, take care of yourself.
If you find yourself running late to class, skipping the recommended reading, or cramming for tests, click here for your own weekly Learning Lab Planning Schedule. Follow the directions below for completing your personalized schedule today for successful time management!
1. First, record your weekly commitments in ink - such as class meetings, work schedule, family obligations, community activities, sleeping time, etc.
2. Second, consider the number of credit hours in which you are enrolled this semester, and multiply that number by 2. (i.e. Psychology 101 is 3 credit hours; 3 X 2 = 6 hours) This number is represents the "chunks" of time, outside of class, in which you should study.
3. Lastly, fill in those chunks of time on your planning schedule. Keep in mind that these "chunks" are to be distributed throughout the week.
4. Now analyze your planning schedule - additional time management tips are provided below:
Do you find that you are generally studying outside of class for 2 hours per week per credit hour enrolled? (For example, if your math class is 2 credit hours: 2 cr. hrs X 2 hrs = 4 hours outside of class of recommended studying. Some textbooks encourage 3 per credit hour.)
Are you studying for 45-50 minute pockets of time with 10-15 minute breaks between sessions? Brain research has proven that the brain "shuts down" around roughly 50 minutes. I recommend using the 45/15 rule because it is easy to apply. (This does not mean that if you are working smoothly at writing a paper or other assignment that you must stop!)
Are you studying each subject, each day - preferrably at the same time?
Are you working on the harder subjects first?
Are you alternating subjects with each session?
Are you alternating activities with each session? (Example: Doing math problems, then reading history.)
Are you reviewing your more difficult information before bedtime? Studies have shown that the brain consolidates information (moves it from your short-term to your long-term memory) and strengthens neural connections (your memory) while you sleep. This is why you may find you are dreaming of doing algebra or going over the bones of the body at night!
For recent high school graduates, or those who have been away from a classroom for years, making the transition to college can be stressful and sometimes overwhelming!
Here at the Learning Lab, we offer a variety of free professional services to help make your transition and your time at Lincoln Land successful.
Step 1: Start by setting goals this semester. For our purposes, we have shortened the time frame for each type of goal. Be as specific as possible!
Create a short-term goal that you hope to achieve in a week or even a month during this semester. A short-term goal may frequently change based on the due dates of your semester assignments.
(Example: Brainstorm ideas for COM 111 paper by 1:00 pm this Friday; complete Math 096 homework for Section 3.1 by September 15th.)
Create a mid-term goal that you hope to achieve in 3-6 months. This type of goal might be independent of your short-term goal or an accumulation of several short-term goals. (Example: Set up job shadowing with the LLCC Child Development Center for January; complete the Math 096 course with a grade of "C" or better.)
Create a long-term goal that you hope to achieve in approximately 1 year. This type of goal could represent a major accomplishment in your life during the semester. (Example: Complete the math requirements for my selected major by August 2010. This might include taking summer courses.)
Step 2: Analyze your goals and adjust them as needed.
Effective goal setting requires us to periodically evaluate our goal and the progress we are making toward our achievement at the end. From time to time, consider the goals you have set, the timeline in which you hope to achieve them, and make adjustments if necessary.
(Example: Toward the end of my Math 096 course I realize that I may need to repeat the course due to low test grades. I have attended class regularly and completed the homework assignments however, I am struggling with the exams in this course. As a result, I might not achieve the required grade needed my major. At this point, I will plan to repeat the course next semester and seek help in the Learning Lab through peer tutoring, the math center and by learning test taking strategies.)
Step 3: Evaluate your achievements.
Following the completion of your goal, evaluate the effectiveness of your goal setting, the timeline used and your end result. Was your goal setting effective? Did you achieve what you expected to achieve? Was your goal attainable and specific?
(Select a link below for more information.)
Learning Lab Goal Setting Handouts:
http://www.llcc.edu/LinkClick.aspx?fileticket=oNbNlmHagbw%3d&tabid=617&mid=1181
http://www.llcc.edu/LinkClick.aspx?fileticket=LuprvpUvAlA%3d&tabid=617&mid=1187
Additional helpful handouts:
http://www.worksheetplace.com/mf/goalh.pdf