1 STUDENT SUPPORT SERVICES PRESENTS SCHEDULING TIME FOR STUDY
2 1. PLAN ENOUGH TIME FOR STUDY. A college expects a student to average about two hours in studying (including library work, term papers, themes, etc.) for each hour spent in the classroom. This is an appropriate and realistic guideline. A genuinely high ability student may get by adequately with less. However, many students would do well to plan for somewhat more than the two-forone ratio.
3 2. STUDY AT THE SAME TIME EVERY DAY. In so far as possible, a student should schedule certain hours which are used for studying almost every day in a habitual, systematic way. Having regular hours at least five days a week will make it easier to habitually follow the schedule and to maintain an active approach to study.
4 3. MAKE USE OF THE FREE HOURS DURING THE SCHOOL DAY. The hours between classes are perhaps a student's most valuable study time yet, ironically, the most frequently misused. A student may effectively utilize these hours reviewing the material and editing the notes of the preceding class and/or studying the material to be discussed in the following class.
5 4. PLAN STUDY PERIODS TO FOLLOW CLASS PERIODS. This should be done whenever possible. The next best procedure is to schedule the period for study immediately preceding the class. A student should specify the particular course he will study rather than just marking "study" on his schedule.
6 5. SPACE STUDY PERIODS. Fifty to ninety minutes of study at a time for each course works best. Relaxation periods of ten or fifteen minutes should be scheduled between study periods. It is more efficient to study hard for a definite period of time, and then stop for a few minutes, than attempt to study on indefinitely.
7 6. PLAN FOR WEEKLY REVIEWS. At least one hour each week for each class (distinct from study time) should be scheduled. The weekend is a good time for review.
8 7. LEAVE SOME UNSCHEDULED TIME FOR FLEXIBILITY. This is important! Lack of flexibility is the major reason why schedules fail. Students tend to over-schedule themselves.
9 8. ALLOT TIME FOR PLANNED RECREATION, CAMPUS AND CHURCH ACTIVITIES., etc. When a student plans his schedule, he should begin by listing the activities that come at fixed hours and cannot be changed. Classes and laboratories, eating, sleep, and jobs are examples of time uses which the student typically cannot alter.
10 8. ALLOT TIME FOR PLANNED RECREATION, CAMPUS AND CHURCH ACTIVITIES., etc. Next, he can schedule his flexible time commitments. these hours can be interchanged with other hours if he finds that his schedule must be changed during the week.
11 8. ALLOT TIME FOR PLANNED RECREATION, CAMPUS AND CHURCH ACTIVITIES., etc. Recreational activities are planned last.
12 SCHEDULING TIME FOR STUDY When forced to deviate from his planned schedule (and that will invariably occur), the student should trade time rather than steal it from his schedule. Thus, if he has an unexpected visitor at a time he has reserved for study, he can substitute an equal amount of study time for the period he had set aside for recreation.
14 NOTE-TAKING AND IN-CLASS SKILLS
15 NOTE-TAKING Adequate notes are a necessary addition to efficient study and learning in college. Think over the following suggestions and improve your note- taking system where needed.
16 IN-CLASS SKILLS Listen actively - if possible think before you write - but don't get behind. Be open minded about points you disagree on. Don't let arguing interfere with your note-taking. Raise questions if appropriate.
17 NOTE-TAKINGS Develop and use a standard method of note-taking including punctuation, abbreviations, margins, etc. Take and keep notes in a large notebook. The only merit to a small notebook is ease of carrying and that is not your main objective. A large notebook allows you to adequately indent and use an outline form.
18 NOTE-TAKING Leave a few spaces blank as you move from one point to the next so that you can fill in additional points later if necessary. Your objective is to take helpful notes, not to save paper.
19 Do not try to take down everything that the lecturer says. It is impossible in the first place and unnecessary in the second place because not everything is of equal importance. Spend more time listening and attempt to take down the main points. If you are writing as fast as you can, you cannot be as discriminating a listener. There may be some times, however, when it is more important to write than to think.
20 Listen for Cues Listen for cues as to important points transition form one point to the next repetition of points for emphasis changes in voice inflections enumeration of a series of points, etc.
21 See The Main Points Many lecturers attempt to present a few major points and several minor points in a lecture. The rest is explanatory material and samples. Try to see the main points and do not get lost in a barrage of minor points which do not seem related to each other. The relationship is there if you will listen for it. Be alert to cues about what the professor thinks is important.
22 Write So You Can Read Make your original notes legible enough for your own reading, but use abbreviations of your own invention when possible. The effort required to recopy notes can be better spent in rereading them and thinking about them. Although neatness is a virtue in some respect, it does not necessarily increase your learning.
23 Copy down everything on the board, regardless. Did you ever stop to think that every blackboard scribble may be a clue to an exam item? You may not be able to integrate what is on the board into your lecture notes, but if you copy it, it may serve as a useful clue for you later. If not, what the heck -- you haven't wasted anything. You were in the classroom anyway.
24 Chose The Right Seat Sit as close to the front of the class as possible, there are fewer distractions and it is easier to hear, see and attend to important material.
25 The Right Stuff Get assignments and suggestions precisely - ask questions if you're not sure.
26 Taking Lecture Notes Using the Cornell Method
27 Taking Notes Using the Cornell Method style for taking notes in class is an effective way to visually organize your information for studying. Simply draw a line approximately 1½ - 2 away from the left edge. The Notes column on the right is for taking notes as you normally would. The Recall Column on the left is for main ideas, questions, and comments that are relevant to the notes on the right. This format is to reduce visual clutter, and to help you learn and remember your notes more efficiently and effectively.
28 Taking Notes The following table represents a Cornell layout; the content notes additional strategies for actually taking your notes. Recall Column Notes from Lecture Before Lecture Organizing everything I need Have notes easily accessible. Control time as to not miss class NOTES: Get a 3-ring binder for notes from all classes TIME: Classes are my primary appointments, and therefore attendance is important instructors notice. Syllabus usage What good is it? How can it help? Priming the mind for class Use previous notes as a warm-up to next lecture. Take 10 min to look them over. Think of? s to ask. The syllabus is a great source for being aware of future assignments. Use it to stay on top of the material discussed in class lectures and to plan your master calendar for tests. Frequently looking at the syllabus prevents getting lost or behind. Reviewing notes from the last lecture will be a reminder of where the instructor left off. Reading over the section of the text to be covered in class will build mental scheme, allows for better concentration. If nothing else, preview the TITLE, SUBTITLES, and SUMMARY to prime the mind about what can be expected in lecture. Formulate questions to ask during lecture to stay awake and involved.
29 Taking Notes During Lecture Actively Listening How can I stay awake and pay attention? Listen Actively. Sit in the T-zone, somewhere in the front row or center aisle. Ask questions, even if completely lost. Pick out verbal clues like pausing, facial expressions, gestures, loudness, etc. Taking notes more quickly What if the instructor is going faster than my pen? Streamline Notes. Take out vowels when trying to keep up with the lecturer (e.g. tk out vwls whn trng 2 keep w/ prof). Write incomplete sentences if possible or some style of shorthand with symbols and abbreviations. Leave blank space. If miss part of the lecture, it s best to skip down the page and leave a large empty section to fill in later. Making notes visually stimulating How can I make my notes easier to read and less boring? Record notes in a logical manner that is easy to see and understand. Recording the DATE at top of each page of notes facilitates your organization. The Cornell Method unfolds data logically from left to right, then down the page. Mind Maps or diagrams in notes are easy to remember and help break the monotony of words on paper. Use COLOR with a variety of colorful pens, pencils, or highlighters to make material visually pop out for easier reading and remembering.
30 Taking Notes After Lecture Writing in the Recall Column is studying. When and how do I use it? Take advantage of the material being fresh in mind after class. How do I know if I took good notes? Should I rewrite my notes? Only when necessary; avoid just copying. Review notes within 4-6 hours after class for approximately minutes while the lecture is still fresh in the mind. During this time and/or during class fill in the recall column with questions about the material, main ideas of the lecture, and/or comments about the material. Reflect. Good questions to ask are Self, do my notes do a good job of representing what was presented in the lecture? ; Self, do I understand the key points and do they reflect the instructor s presentation of them? Rewriting notes is helpful if notes are sloppily unorganized to begin with. Caution: keep from simply copying and pasting; thinking about the material while rewriting is the key to learning it.
31 Taking Notes Try the Cornell method the next time you take notes in class and see the difference for your self. Share Your Note Taking Method
32 Study/Note Taking Skills We hope something you read will help you achieve your goals here at TCL. Please complete the evaluation form. Thank you for bringing the completed evaluation to Patricia S. Tolbert, B-2, RM 248.
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