Study Skills Worskhop - Student Handouts

Study Skills Workshop

Study Tips for Different Learning Styles

Source: American River College

Directions: Use the study tips outlined for your first learning preference and then reinforce what you
are learning with tips from your second preference.

Tips for Visual Learners

1. Write down anything that you want to remember, such as a list of things to do, facts to learn facts for
a test, etc.
2. Try to write down information in your own words. If you don't have to think about the material and
restate it in your own words, you won't really learn it.
3. Underline or highlight important words you need to learn as you read.
4. When learning a new vocabulary word, visualize the word.
5. When you have a list of things to remember, keep the list in a place where you will be sure to see it
several times a day. Suggestions: bulletin board by your desk at home, in your notebook, on the mirror
in the bathroom, etc.
6. Try drawing a picture of any information you want to learn. Try making a diagram, a chart, or
actually drawing people, things, etc.
7. Always read any material in the textbook before going to class so you have a chance to
visually connect with the information before hearing it.

Tips for Auditory Learners (Oral, Interactive)

1. Use a tape recorder to record notes when reading instead of writing facts down. Play it back
while you are riding in the car, doing dishes, washing the car, jogging etc.
2. Subvocalize--that is, talk to yourself about any information you want to remember. Try to recite it
without looking at your notes or the book.
3. Discuss with others from your class and then quiz each other on the material. Really listen to
yourself as you talk.
4. When learning a new vocabulary word, say it out loud. Then spell it out loud several times. See if
it rhymes with a word that you know. You could even try singing the word in a song.
5. To learn facts, say them out loud, put the facts to music or read them into a tape recorder. Then
listen to what you have recorded often.
6. When writing, talk to yourself. First tell yourself what you will write, say it out loud as you write it,
and then read aloud what you have written or tape record it.
7. Always read material in your textbook to be learned after hearing the information first in the class
lecture, (unless the instructor assigns the reading first before class so you can participate in class
discussions).

Tips for Physical Learners (Tactile, Kinesthetic)

1. Try to study through practical experiences, such as making models, doing lab work, or role-playing.

2. Take frequent breaks in study periods--only 5-10 minutes in length.
3. Trace words and letters to learn spelling and to remember facts.
4. Use the computer to reinforce learning through the sense of touch.
5. Memorize or drill while walking, jogging or exercising.
6. Try expressing your abilities through dance, drama, or sports.
7. Try standing up when you are reading or writing.

8. Write facts to be learned on 3" x 5" cards, with a question on one side and the answer on the other. Lay
out the cards, quiz yourself, shuffle them, lay them out again and quiz yourself again.

9. When working with a study group, think of TV quiz games (Jeopardy, etc.) as ways to review
information.

Tips for Multi-Sensory Learners (Any combination of the Above Styles)

Use any combination of the above study tips. It may take some experimentation before you find the
best technique for you.

Learning Styles Supplement

Source: “Unlocking Potential” by B. Scheiber and Jeanne Talpers, pg. 21

Visual Learners

Clues Learning Tips
Use graphics to reinforce learning--films, slides,
Needs to see it to know it. illustrations, and diagrams.
Color coding to organize notes and possessions.
Strong sense of color. Write out directions.
Use flow charts and diagrams for note taking.
May have artistic ability. Visualizing spelling of words of facts to be memorized.

Difficulty with spoken directions.

Overreaction to sounds.

Trouble following lectures.

Misinterpretation of words. Learning Tips
Use tapes for reading and for class and lecture notes.
Auditory Learners Learn by interviewing or by participating in discussions.
Have test questions or directions read aloud or put on tape.
Clues
Prefers to get information by listening, needs to hear it to
know it.

Difficulty following written directions.

Difficulty with reading.

Problems with writing.

Inability to read body language and facial expressions. Learning Tips

Kinesthetic Learners Experimental learning (making models, doing lab work,
and role playing).
Clues
Prefers hands-on learning. Frequent breaks in study periods.

Can assemble parts without reading directions. Trace letters and words to learn spelling and remember
Difficulty sitting still. facts.
Learns better when physical activity is involved.

May be very well coordinated and have athletic ability. Use computer to reinforce learning through sense of touch.

Memorize or drill while walking or exercising.

Express abilities through dance, drama, or gymnastics.

Note Taking Tip Sheet

Cornell Method

Outline Method

Mapping Method
Charting Method

Sentence/Paragraphs

Reading Technical Texts

While reading through technical texts, pay special attention to:

 Definition and terms
 Examples
 Classifications and listings
 Comparison and contrast
 Cause and effect relationships

Remember to:

 Learn the terms that are essential to understanding the concepts
presented in the text

 Figure out the structure and organization of the textbook (use table
of contents)

 Skim the chapter, asking questions about your purpose for reading
 Be analytical as you read
 Read slowly to digest every word of the material
 Pay close attention to examples and memorize all formulas
 Review after you complete your reading

Source: Fry, R. W. (2000). Improve Your Reading (4th ed.). Delmar Thomson Learning.
This document was compiled by Shirley “Mandy” Sexton, Ph.D.

SQ3R Method

Effective Memorization Techniques

If trying to memorize the order of Parallel Execution try the following:
Mnemonics

 Example: Fred Did Extremely Well  Fetch, Decode, Execute, Write
Create Associations

 Example: FeDeXite  Fetch, Decode, Execute, Write
Repetition

 Fetch, Fetch, Fetch, Fetch, Fetch, Decode, Decode, Decode, Decode, Decode,
Execute, Execute, Execute, Execute, Execute, Write, Write, Write, Write, Write

Create an Acronym
 FDEW  Fetch, Decode, Execute, Write

Make a Rhyme or Song
 To the melody of Twinkle, Twinkle, Little Star  Fetch, Fetch, Fetch, Fetch lets
Decode, Execute, and Execute now let’s Write

Source: http://www.nmu.edu/acac

STUDY SKILLS

PATS

To help me not get distracted when I study.

Pick the right environment to study.

• Choose a place to study where you feel most comfortable. You may like to study
in a place with people around (e.g., the library) or with no people (e.g., your room
at home). You may like music or TV to drown out background noises or you may
want complete quiet. You also may like to study with bright light or with dim
light.

• Reserve the place for studying only so that you associate that place ONLY with
studying. For example, if you study in your bed, you may confuse yourself
because your bed is associated with sleeping, and not studying.

Always reduce visual distractions.

• If you are visually distracted, be sure to find a place to study where there is
nothing to distract you (e.g., the desk in your room). If you are studying in the
library, make sure to sit away from the main desk and the door. If possible, sit

facing the wall or the book stacks.
• Even if you like to study with people around, you need to be sure that you will not

be tempted to watch people rather than study. For example, if there is a baseball
game happening outside the room where you're studying, be sure to sit far from

the window so that you're not tempted to watch the game.
• Do not study near things that you may be tempted to play with (e.g., a video game

or a stapler)

Try to eliminate noise around you.

• If you are distracted by noises, study in a quiet room. If you are still distracted by
noises (e.g., the air conditioner), use earplugs to block out all background sounds.

• If you like to study with music or TV, make sure that they are not distracting you.
Find out if music helps you or not. If you listen to song lyrics while studying, you

are distracted by the music. If you ignore the lyrics, you may be helped by the
music. If you have the TV on and you are listening to what people are saying,

then the TV is distracting you. If you don't pay attention to what people are
saying, then the TV may block out background noise.
• Use earplugs if necessary.

Self talk to control internal distractions

• Sometimes people are distracted by internal factors from their own bodies (e.g.,
grumbling stomach, itch, thoughts about other things to do).

• When you become aware of internal distractions, talk to yourself and direct your
attention back to studying. For example, if your stomach is grumbling, say to
yourself: "It's almost lunch time and I'm hungry. I have to study for another 30
minutes before lunch, so I'll ignore my stomach noises."

Learning Toolbox. Steppingstone Technology Grant, James Madison University,
MSC 1903, Harrisonburg, VA 22807.

What Is Intrinsic Motivation?

Intrinsic motivation involves performing an action because you enjoy it, not because you are trying to earn a reward.. Blend Images -
Moxie Productions / Brand X Pictures / Getty Images

By Kendra Cherry
Updated December 08, 2015
Intrinsic motivation refers to behavior that is driven by internal rewards. In other words, the
motivation to engage in a behavior arises from within the individual because it is intrinsically
rewarding. This contrasts with extrinsic motivation, which involves engaging in a behavior in
order to earn external rewards or avoid punishments.
Consider for a moment your motivation for reading this article.

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If you are reading it because you have an interest in psychology and simply want to know more
about the topic of motivation, then you are acting based upon intrinsic motivation. If, however,
you are reading this because you have to learn the information for a class so you can avoid
getting a bad grade, then you are acting based upon extrinsic motivation.

When was the last time you did something just for the enjoyment of the activity itself? Some
examples might include painting a picture, playing a game, writing a story, and reading a book.

When you pursue an activity simply for enjoyment, you are doing so doing so because you are
intrinsically motivated. Your motivations for engaging in the behavior arise entirely for within
rather than out of a desire to gain some type of external reward such as prizes, money or acclaim.

Of course, that isn't to say that intrinsically motivated behaviors are without their own rewards.

Instead, these rewards involve creating positive emotions within the individual. Activities can
generate such feelings when they give people a sense of meaning (like participating in volunteer
or church events), a sense of progress (seeing that your work is accomplishing something
positive), or competence (learning something new or becoming more skilled at a task).

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Definitions of Intrinsic Motivation

 "Intrinsic motivation occurs when we act without any obvious external rewards. We
simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our
potentials."
(Coon & Mitterer, 2010)

 "Intrinsic motivation refers to the reason why we perform certain activities for inherent
satisfaction or pleasure; you might say performing one of these activities is reinforcing
in-and-of itself."
(Brown, 2007)

Intrinsic Rewards and Motivation

Researchers have discovered that offering external rewards or reinforcements for an already
internally rewarding activity can actually make the activity less intrinsically rewarding, a
phenomenon known as the overjustification effect. Why?

"A person's intrinsic enjoyment of an activity provides sufficient justification for their behavior,"
explains author Richard A Griggs in his text Psychology: A Concise Introduction. "With the
addition of extrinsic reinforcement, the person may perceive the task as overjustified and then
attempt to understand their true motivation (extrinsic versus intrinsic) for engaging in the
activity."

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Experts also suggest that people are more creative when they are intrinsically motivated. In work
settings, productivity can be increased by using extrinsic rewards such as bonuses, but the actual
quality of the work performed is influenced by intrinsic factors. If you are doing something that
you find rewarding, interesting, and challenging, you are more likely to come up with novel
ideas and creative solutions.

Motivation to Learn

Intrinsic motivation is an important topic in education, as teachers and instructional designers
strive to develop learning environments that are intrinsically rewarding. Unfortunately, many
traditional paradigms suggest that most students find learning boring so they must be
extrinsically goaded into educational activities.

Malone and Lepper (1987) suggest that this need not be the case and identify several different
ways to make learning environments that are intrinsically rewarding.

Malone and Lepper define activities as intrinsically motivating if "people engage in it for its own
sake, rather than in order to receive some external reward or avoid some external punishment.
We use the words fun, interesting, captivating, enjoyable, and intrinsically motivating all more
or less interchangeably to describe such activities."

The factors that they identify as increasing intrinsic motivation are:

 Challenge: People are more motivated when they pursue goals that have personal
meaning, that relate to their self-esteem, when performance feedback is available, and
when attaining the goal is possible but not necessarily certain.

 Curiosity: Internal motivation is increased when something in the physical environment
grabs the individual's attention (sensory curiosity) and when something about the activity
stimulates the person to want to learn more (cognitive curiosity).

 Control: People want control over themselves and their environments and want to
determine what they pursue.

 Cooperation and Competition: Intrinsic motivation can be increased in situations where
people gain satisfaction from helping others and also in cases where they are able to
compare their own performance favorably to that of others.

 Recognition: People enjoy having their accomplishment recognized by others, which can
increase internal motivation.

Observations

Experts have noted that offering unnecessary rewards can have unexpected costs. While we like
to think that offering a reward will improve a person's motivation, interest and performance, this
isn't always the case.

For example, when children are rewarded for playing with toys that they already enjoy playing
with, their motivation and enjoyment of those toys actually decreases.

It is important to note, however, that a number of factors can influence whether intrinsic
motivation is increased or decreased by external rewards. Salience or the significance of the
event itself often plays a critical role.

An athlete competing in a sporting event might view the winners prize as a confirmation of the
winner's competence and exceptionalism. On the other hand, some athletes might view the same
prize as a sort of bribe or coercion. How the individual views the salience of different
characteristics of the event impacts whether the reward will affect a person's intrinsic motivation
for participating in that activity.

More Psychology Definitions: The Psychology Dictionary

References

Brown, L. V. (2007). Psychology of motivation. New York: Nova Science Publishers.

Coon, D. & Mitterer, J. O. (2010). Introduction to psychology: Gateways to mind and behavior with concept maps. Belmont, CA: Wadsworth.

Griggs, R. A. (2010). Psychology: A concise introduction. New York: Worth Publishers.

Horn, T. S. (2008). Advances in sport psychology. Champaign, IL: Human Kinetics.

Malone, T. W. & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr
(Eds.), Aptitude, learning, and instruction: III. Conative and affective process analysis. Hillsdale, NJ: Erlbaum.

Myers, D. (2005). Exploring psychology, Sixth edition in modules. New York: Worth Publishers.

Time Management

1. Write everything down. Have, maintain, and use a quarter planner to indicate when major projects will
be due, exams will be given, and events will be held. Copy important deadlines (tests, papers due) into
your date book from your syllabi. Write down deadlines in stages: research, outline, 1st draft, etc.

2. Consolidate information into your date book. Six lists means six pieces of paper to keep track of. One
list is easier.

3. Consolidate your planning time. Take a half-hour to plan a day or week at a time, specifically looking
at which assignments to do when. This way, when you have a chunk of good study time, you don’t take
up the first 20 minutes deciding what to work on.

4. Structure your out-of-class time. Write down a specific assignment into a specific time slot, as if it
was a class you were planning to attend. Be there on time.

5. Use small bits of time between classes and meetings effectively. In fifteen minutes you can review,
edit, and revise your notes from a recent lecture. A half-hour is good for beginning a problem set.

6. Handle each piece of paper once. Stop shuffling paper from one pile to the next. Make a decision
about what to do with the paper and do it. When you take time to read e-mails, respond to them
immediately.

7. Diagnose your procrastination. Is it really the WHOLE paper you’re having trouble starting, or just
deciding on a topic? Is it the whole problem set, or just one that has a section you can’t understand?
Rome wasn’t built in a day; college takes 4 years; difficult tasks are meant to be subdivided.

8. Build rewards into your schedule. Four hours of solid studying followed by a half-hour phone call to
your best friend is more productive than four mediocre hours of study interspersed with phone calls.

9. Take time for yourself. Exercise, have fun, have relationships, and sleep.
10. When distractions knock, answer the door. If you give a moment of your full attention to something

that has you worried or distracted, it is more likely to be quieted.

Center for Teaching and Learning, Sweet Hall, Stanford University
Adina Glickman (650) 723-8676 or [email protected]