How To Be A More Effective Student: Reading, Note-taking and Memory Skills
- Consider the Following
- Reading Skills
- Note-Taking Skills
- Improving Your Ability to Retain
- Other Suggestions for College Success
- Appendix I
- Appendix II
- References
I. If you think that improving your study and note-taking skills is tough, consider the following:
- Success in school and life is as much a "matter of will" as "innate ability." Remember Edison's often quoted comment, "Genius is ten percent inspiration and ninety percent perspiration."
- Most people use only a small portion of their potential. Imagine what you can accomplish if you really apply yourself!
- Most of us have sufficient intelligence and ability to master the majority of today's jobs and professions if we wanted to and were determined to succeed. We tend to be held back by feelings of doubt and outmoded beliefs.
It has been said that a motivated student without sophisticated learning skills is like a carpenter without tools. Research suggests that how-to-study programs have been quite successful in improving:
1. Reading ability
2. Organizational skills
3. Test performance
Keep in mind, there is no magic!
There is not a substitute for discipline, hard work, and knowing the right
tools.
A. How have you learned the study techniques you presently use?
1. Most students learn to study by trial and error.
- Grab bag of what has worked in the past.
2. Little time is spent learning more sophisticated study skills. Since improvements in society are dependent on education, it is surprising so little attention is given to learning how to learn!
B. Your ability to study effectively to large part will determine:
1. Test performance—effective study habits often allow less intellectually gifted persons to outperform those more gifted.
2. Test scores determine:
a. Future earning potential.
b. Career Options.
c. Self-image (in –part).
3. Effective study habits teach a discipline and a way of mastering challenges which will be useful your entire life.
C. Culture Shock…An Obstacle to College Success
1. College is to high school as:
a. Eating by yourself is to being spoon-fed.
b. Dating by yourself is to going out with a chaperone.
c. Driving by yourself is to driving with a Learner’s permit.
2. How does college differ from high school?
a. More freedom—You're on your own for the first time.
(1) Less structure than high school.
(2) Managing your freedom may be the greatest challenge and
most valuable lesson of your college career.
b. With freedom comes choices— What choice will you make?
(1) Will you go to class or sleep in?
(2) Study or hang out with friends?
(3) A host of what appear to be minor decisions will determine
the direction of your college career.
c. Volume of material assigned in college.
(1) No matter how much you master, there is always something
else to learn.
(2) Difficult to use study habits of past (e.g., cram sessions
the night before).
(3) In high school, your academic work could often be approached
as a memory task (and a disorganized one at that!)
(4) Or maybe you were bright enough to just listen in class.
d. Level of competition is higher.
Effort used to do “B” work in high school may not obtain a “C” in
college.
e. Homesickness—it’s natural. Even if you’re glad to be on your own, you’ll probably miss things about home.
3. Family and old high school friends may not understand.
a. People who haven’t been to college may not be able to appreciate your experience:
(1) Parents who haven’t attended college.
- 1st generation college students may find their parents unable to relate to
what they’re going through.
(2) High school friends.
- They may not understand the time needed for your studies.
(3) Spouse and children.
- Their needs for your time and attention may not be in sync with your need to study.
b. You may end up feeling misunderstood and alienated from those you’ve depended upon in the past.
c. College is hard on people who isolate themselves.
- Cultivate a group of friends who share and understand your experience, and can provide support.
Hint: Develop a study group.
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D. Four elements of good study behavior:
- Figure out what’s important.
- Learn it
- Apply what you learn
- Manage time.
1. Figure out what’s important
- Distinguishing important from trivial helps deal with volume of material.
2. Once you know what’s important, you have to learn it.
a. Enhanced by developing skill in reading, note-taking, and memory work.
b. Practice sound study habits.
3. Apply what you learn (test taking).
a. You are employed as a student.
b. Your job is to demonstrate what you have learned or you will never receive a degree.
4. Manage time—Running through all elements of successful studying is the skill of adopting a life- style suitable to academic goals and personal life.
a. You must learn not only how to study, but when.
b. Your mind will not tolerate all work and no play—an attempt to do so will result in distractibility, loss of motivation, increased anxiety/stress.
c. Life patterns established as a student will continue—if you lead a haphazard, putting-out- brushfires type of life as a student, chances are you will continue to do so in later life.
Hint: Find out what works for you.
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II. Reading Skills
A. Types of reading
1. Recreational— reading novel, magazine.
a. Pace: moderate
b. Purpose: enjoyment and general information
2. Survey—looking for definition of word in material already read; skimming material before reading a chapter.
a. Pace: rapid
b. Purpose: locate particular piece of information; achieve overall
picture of material to be studied.
3. Study—reading a textbook:
a. Pace: slower—especially with new concepts and ideas.
b. Purpose: understanding and remembering the material.
Hint A: Be a flexible reader.
Hint B: Early semester suggestion:
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B. Principles for Effective Reading
We will apply these principles to reading a chapter.
Principle I. Survey what is ahead to distinguish main ideas.
1. Take five minutes:
a. Scan chapter headings and subheadings for main ideas.
b. Read introductory and summary paragraphs.
c. Look at illustrations, charts and graphs.
- summarize graphically ideas that would require hundreds of words.
2. Try to:
a. Identify main themes and topics.
b. Learn how the chapter is organized— how difficult and long
etc.
3. Reviewing may spark your curiosity and interest
4. Research: Surveying may allow you to actually reduce study time.
Principle II. Have a purpose in your reading.
1. Textbook reading is not a leisurely stroll through a garden of ideas.
a. Textbooks are not written to entertain you.
b. Author’s intend to present a body of information in a
scholarly manner. You must:
- Make the effort to master facts and concepts.
- Create your own interest and motivation.
2. Challenge yourself to understand material.
3. Formulate questions and attempt to answer them.
- Research: Reading with questions in mind will result in better retention.
4. How do you obtain questions?
a. Study guides provided in test or by instructor.
b. Turn chapter headings and sub-headings into questions, then
read on to answer.
Principle III. Strive to concentrate.
1. Focus on your material.
a. Unfocused reading is a waste of time.
b. Don’t let your mind drift.
c. Clear away distractions before beginning.
- Make needed phone calls.
- Finish the dishes.
- Avoid using distractions as means of putting off your studies.
2. Easier to remember if you can make material important to you.
3. How can you do this? Consider:
a. Sense of accomplishment and mastery when you have learned
something new.
b. GPA/grades
c. Job prospects/graduate school
d. Talk to students and instructors interested in the
material.
e. What can you tell yourself to make learning this material
important?
Principle IV. Organize what you read.
1. Organize the material for meaning.
a. Identify important points.
b. Look for supporting facts and arguments.
2. Highlighting and underlining are ways of organizing.
a. Helpful, but usually not sufficient. Problems include:
(1) Getting carried away. Highlighting everything and
using too many colors.
(2) Identify main points but not organizing
relationships between them.
(3) Reader may need to reorganize text when reviewing.
(4) Gives reader false sense of security.
- Escape tactic to delay task of learning.
- Unconscious permission to forget what was
read.
- “In the eyes, out the finger”
| Hint: If you decide to highlight, read the entire paragraph before deciding what is important enough to be highlighted. Then highlight as little as possible. |
3. Use a working outline:
a. A working outline consists of phrases, concise summaries, and key words that provide a visual map of the material.
(1) Brief and to the point, not comprehensive notes
(2) Helps organize material
- Allows you to integrate and test your comprehension at the moment you are
most familiar with it.
- Makes review for exam much easier.
b. Making a working outline:
(1) Read a paragraph or subsection.
(2) Paraphrase key ideas using your own words.
(3) Place in book margin (if possible), otherwise use a
notebook.
- Summarize ideas
- Outline passage
- Jot down main points and important terms.
Key: Get involved with the material, actively digest it and put it in your own words.
Principle V. Practice what you learn.
1. Most powerful way of remembering information is to practice it.
2. Practice by reciting to self, jotting down key phrases, or writing a
working outline.
3. Practicing facilitates transfer of information from short-term to
long-term memory.
a. Short term memory
- Limited in capacity; lasts only a brief time.
- Excess information overflows and is lost (e.g. like over-filling a quart jar
with water).
b. Long term memory Unlimited and relatively permanent.
c. To transfer information from short to long-term memory.
- Stop frequently while learning new material, to
think about what you are reading and test
understanding. Don’t overload short-term memory.
- Rehearse new information by repeating to self
and, if possible, writing it down. Practice
strengthens long-term memory trace.
- Stop periodically while you are reading and
review what you have just learned. Rephrase what
you are learning into your own words and write it
down in the margin of your textbook, index card or
notebook.
4. When To Practice:
a. Immediately after reading a paragraph or section- will interrupt critical
forgetting period.
b. Rate of memory loss highest right after reading.
c. Immediate practice more efficient than re-reading.
- Reading and re-reading doesn’t test understanding of material—may provide
false sense of security.
- Write it down as you learn—i.e. brief summaries and answers to questions
you’ve developed.
d. When finished with chapter, immediately review—by going over highlights and working on an outline.
- May feel tedious but if you don’t learn the material, the time spent reading is a waste.
Key point:
1. Active review more efficient learning device than passive reading.
a. Go through material with purpose.
b. Identify and learn main points.
c. Test your comprehension by asking yourself questions and trying to answer
them.
2. Passive reading:
a. Reading and re-reading material thought to be important.
b. Often a waste of time because not checking/testing to see if material is
understood.
C. SQ3R
- Read and study approach using basic principles discussed.
- Survey, Question, Read, Recite, Review.
A. 1st step—Survey
1. Before reading a chapter, glance through quickly.
2. Read Headings, subheadings, and chapter summary.
3. Scan graphs, maps, diagrams and pictures.
4. Process takes less than 5 minutes.
B. 2nd step—Question
1. Develop question-answering attitude to maintain concentration and
interest.
2. Arouse your curiosity by asking yourself, “What are the main points
the author is trying to convey?”
3. Convert headings and subheadings into “who, what, where, why and how”
questions. Read to answer these questions.
C. 3rd step—Read
1. To answer a question or objective.
2. Active search for meaning and understanding.
- When you read passively:
- Get tired and bored
- Have casual understanding
3. Underline or highlight key words and phrases to help recall main
points.
4. Divide chapter into small sections rather than read the whole chapter
non-stop.
5. Stop periodically and reconstruct what you have read.
- Facilitates transfer of material from short-term to long term memory.
D. 4th step—Recite
1. Most important step.
2. After reading a paragraph, verbally recite main points, write down
brief summary or working outline.
a. Interrupts forgetting cycle.
b. Doesn’t have to be elaborate, be brief, concise, and use own
words.
c. Best to verbalize and write out.
(1) Mental review may fool you; vague comprehension is not
mastery.
(2) Use more sensory channels.
3. Takes time; if understand then its not a waste of time.
4. Don’t read and read without stopping.
a. Will overload short-term memory and will begin to forget.
b. Information must be transferred to long-term memory through
rehearsal of manageable units.
E. 5th step—Review
1. When finished, use working outline to review entire chapter.
- Helps fix it in your memory.
- Gives over-all, easily visualized picture.
2. Toughest step—often tedious to go over material you’ve just learned.
F. SQ3R technique moves from Whole (survey) to Part (learn by section) to Whole (review).
G. Periodically review material to refresh memory and make facts stick.
- Just before a test is a good time for final review; but not a first review.
H. At first, the SQ3R may slow you down, but practice will allow a smooth, effective approach to reading.
1. Some students abandon this approach after a brief trial; feels too
complicated; takes too long.
2. What often goes wrong is their approach.
a. Incorporate gradually.
b. Practice on brief sections first.
3. Everything worth doing takes effort— the more you practice the better you become.
III. Note-Taking Skills
A. Lectures
1. Make sure you go to class!
a. Lectures are the most practical way of recognizing what the
instructor feels is important.
b. Research: single best way to improve your G.P.A. is to go to class.
2. Learning is an active, not passive, process. To profit from lectures, listen actively.
a. Maintain eye contact with instructor.
b. Sit near front of the class.
c. Sit up and stay alert.
3. Maintain a constructive attitude about lectures.
a. Don’t assume it will be dull.
b. If you disagree, don’t mentally withdraw.
c. Voice disagreements through constructive questions.
4. Instructors vary on ability to give life to material
a. If bored, try listening as if you have a personal relationship with
the instructor.
b. Challenge self to concentrate and pay attention.
5. If lost or confused, don’t get frustrated and quit. Do something positive.
a. Ask questions.
b. Ask instructor to re-explain concept remember most instructors
want you to do well and ask questions.
c. Continue to take notes as best you can and look at a friend’s
notes after class.
- Make a study buddy
- Meet with instructor privately during their office hours.
B. Note-Taking Hints:
1. Before class:
a. Develop a. mind-set towards listening.
b. Skim relevant reading assignments to acquaint yourself with main
ideas and new terms.
- Orients, makes familiar, gives a framework.
- Most effective, but used the least.
c. Review the previous lecture while waiting for the next one to begin (especially highlighted material and working outline).
d. Do what you can to improve physical and mental alertness. Fatigue, hunger, time of day, where you sit in class, may affect your effectiveness in class.
e. Choose notebooks that enhance your systematic note-taking: a separate note book with full-sized pages is recommended for each course. You might wish to mark off the pages according to the format on the following image.
f. have a folder for each class to store syllabus, homework, tests, etc.
g. For optimal success use:
- Weekly time schedule. (see Appendix I)
- Daily to do list. (see Appendix II)
- Semester Calendar.
- In calendar write test dates and assignment due dates—offers an overall picture of the semester responsibilities, can plan for and anticipate crunch times!
h. Common dilemma in note-taking: “How much should I write?”
(1) Should I write down everything or be selective?
There are all types:
- Students who write everything.
- Students who write little and mostly listen.
- Students who watch others and start writing when they do.
(2) A suggestion
- Write down as much as you can within reason.
- If said, assume it’s important; determining importance requires too much time.
- Easier to eliminate unimportant data later than to recall important material
never recorded.
- As you become more familiar with material and instructor, you may develop
greater discrimination.
i. Use instructor’s language —test questions will be in his/her language.
j. Develop abbreviations, but be consistent! for example:
| Info—information | w/ - with |
| Def—definition | w/o—without |
| Symbols: =,<,> | - therefore |
k. If instructor lectures too fast:
- Leave small spaces.
- Fill in after class.
l. Write on one side of the page.
- Use wide margins.
- Leave plenty of room for summaries, questions, charts, etc.
- Take notes in ink-less messy.
m. Date your notes!
- Easier to search for specific info.
- If your are absent, you will know what days you need.
n. Pay close attention to charts or diagrams.
- If displayed, assume it’s important copy unless
its in the test book.
- Rich source of details.
- Record what is said about it.
o. Write down examples used by instructor.
- May clarify abstract ideas.
- You may think you understand but later realize you don’t.
2. During class:
a. Don’t be late.
- Announcements (quiz tomorrow), lecture overviews, and summary comments on previous lecture often given in first few minutes of class.
b. Make a conscious effort to resist distractions, emotional reactions and boredom.
- Focus your attention on material.
- Sit near the front.
c. In general, don’t tape record or use short-hand—takes too long to transcribe.
d. Pay attention to speaker for verbal or non-verbal clues to what’s important.
- Favorite stories told away from podium vs. summary at end of hour.
- Pay special attention to points that are repeated.
e. Don’t be a clock watcher—Pay attention.
- Instructor may cover a lot of material in the last 15 minutes.
- Especially if is behind due to questions and explanations.
f. Do not leave class early.
- Listen carefully to the instructor’s closing comments.
- They may summarize main points of the lecture.
- They may provide information regarding future classes.
3. After class:
a. Review notes as soon as possible.
- Forgetting begins quickly.
- Twenty minute review immediately after class may be worth two
hours of study later in the week.
b. Clear up any questions raised by the lecture by asking the instructor, classmates, or looking up in text.
c. Edit your notes correct and expand them as you review.
- Add enough detail so that when you study later for an exam, you
will be able to mentally reconstruct the main concepts.
- Try highlighting main ideas with different colors.
- Identifying main ideas can reduce volume of material to points
more easily retained.
d. Restate main ideas in own words.
- Mentally digest, rephrase, recite.
- Most powerful memory aid known!
e. Don’t just re-write or type notes—a non-concentration mechanical exercise.
f. Make own notes/summarize; separate from lecture notes, put key points and ideas in own words to help understand.
4. Periodically:
a. Review your notes We retain more when information is reinforced through practice.
b. Look for the emergence of themes, main concepts, and methods of presentation over the course of several lectures.
c. Figure out how the instructor covers material:
- Do they follow the text book?
- Use own set of information to expand on text.
- Practical application of text material.
d. Compare notes with another student preferably someone whose doing well in the class. Ask what works for them and incorporate techniques into own style.
e. Make a study buddy.
(1) Someone to review material with before exams.
(2) Obtain phone number and email of someone in class to exchange
notes.
- Don’t overuse and is not substitute for attending class.
- Get in a group- pooling notes can ensure missed material.
IV. Improving Your Ability to Retain
Retention involves making sure information has been imprinted in your brain as a clear, strong impression and has been transferred from short-term to long-term memory. Although forgetting can’t be eliminated, you can take steps to retain what is important.
A. Make sure material is meaningful.
1. Have purpose for remembering—look for relevance.
2. Strive to understand the material you are studying.
- Material that is clear and makes sense is easier to remember.
3. Organize the material with things you already know. Tie new information to that already in long-term memory.
B. Review immediately after learning.
- Most forgetting takes place right after initial learning.
C. Over learn material.
1. The more thoroughly the material is learned, the more slowly it’s
forgotten.
2. Caution: there is a point where over learning will yield diminishing
results.
D. Distribute learning.
1. Retention is better if studying is spread out over shorter periods than one massive cram session. Use a number of study sessions, not one long one.
2. Take a study break.
a. Determine how long you can effectively concentrate (45 minutes).
b. Take a 10 minute break—relax, talk to a friend, take a walk.
c. Get back to studying promptly.
E. Practice restating.
1. Mentally digest ideas and rephrase in your own words.
2. Giving ideas a sense of ownership makes it more familiar.
3. Improves recall.
F. Strive for a deeper understanding.
1. To most students studying means reading assignments, highlighting important ideas, working problems and re-reading notes.
- Good but not sufficient for retention.
2. Strategies for greater mastery of material.
a. Read to answer questions.
b. Summarize.
c. Paraphrase.
d. Quiz yourself.
e. Explain ideas to others.
G. Recognize negative attitudes.
1. You’ll learn more with a positive attitude.
- Dullness is not inherent in a subject.
- Our attitude can make it boring or interesting.
2. Negative feelings regarding the material or instructor can affect willingness and ability to learn.
3. Identify and resolve.
4. Your negative attitude may involve more than just class:
a. Why am I at school?
b. Whose decision is this?
c. What do I want from college?
5. Problems with concentration and motivation may relate to:
a. Family conflict
b. Interpersonal concerns
c. Depression
6. To manage concentration problems:
a. Put intruding thoughts on a “worry pad” to look at later.
b. Stop and take a break—psyche yourself up to tackle the next round
of studying.
c. If upon returning to your work you still cannot concentrate,
close your book and perform a self confrontation.
(1) Ask yourself if you want to study or not, and remind
yourself that you are in charge of your life.
(2) Perform self-exploration away from your study area (don’t
begin to associate day-dreaming, or other non study activities
with your study area).
d. Assess your study environment and create an atmosphere conductive to learning.
| Consider a consultation at the UWSP Counseling center (346-3553). If you are unable to develop a positive learning attitude due to personal concerns. |
H. Memorization
1. Perhaps least well done and misunderstood study skill—usually saved
for last minute (cramming).
2. Effective memorizing requires:
- Persistence
- Willingness to work hard
- Concentration
3. Strive for optimum concentration — if distracted, you won’t remember.
a. Main reason we forget is we were not paying attention in the
first place.
b. Material not taken in cannot be remembered.
4. When to memorize:
a. Critical period of memory loss.
- Greatest after initial learning.
b. Memorize as soon as possible after class or reading.
5. How to memorize:
a. Choose an amount you can handle.
b. Get familiar with and fix in mind.
c. Recite/write it down.
d. Compare with the correct material.
e. Review often, “use it or lose it”.
f. Spread out memory work.
(1) alternate with more pleasurable activities.
(2) Less stressful, more productive.
6. Mnemonics—artificial connections may be helpful, but:
a. Does not facilitate grasping intrinsic meaning of material.
b. The slightest error in remembering anagram/jingle can throw you
completely off.
V. Other Suggestions for College Success
A. Selecting Instructors.
1. Good instructors can make a course fun: bad instructors can make it
more difficult.
2. Students often spend more time checking out a three-hour blind date
than they do investigating an instructor with whom they will spend an
entire semester.
Hint: Learn about prospective instructors
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B. Get to know instructors.
1. Understand their expectations.
2. Most instructors have office hours, go to ask questions.
C. Registration
1. Register promptly; good courses with good instructors fill up
quickly.
2. If you can’t get into a desired course, don’t give up.
a. Courses may re-open because of drop outs. Show up for the first
day of class and if there is a no show you may get their spot in the
class.
b. Talk with instructor about adding the course. Get on a waiting
list.
3. Consider registering for 18 credits and later drop 1 or 2 during the
drop/add period.
***Make sure this is permitted and will not affect your
financial aid award. ***
D. Know the requirements for your major.
1. Memorize the college catalogue for your course of study.
2. You are your most important advisor!
E. Check out available services, for example:
1. The Counseling Center can help with everything from time management
to family relationships.
2. Career Services can help you define and refine your goals.
3. The Tutoring and Learning Center offers help with reading and writing
skills.
Appendix I
TIME SCHEDULE
| Mon. | Tues. | Wed. | Thurs. | Fri. | Sat. | Sun. | |
|---|---|---|---|---|---|---|---|
| 7:00 | |||||||
| 8:00 | |||||||
| 9:00 | |||||||
| 10:00 | |||||||
| 11:00 | |||||||
| 12:00 | |||||||
| 1:00 | |||||||
| 2:00 | |||||||
| 3:00 | |||||||
| 4:00 | |||||||
| 5:00 | |||||||
| 6:00 | |||||||
| 7:00 | |||||||
| 8:00 | |||||||
| 9:00 | |||||||
| 10:00 |
| Courses | Hours Credit | Hours Study (x2) |
|---|---|---|
Appendix II
SETTING PRIORITIES:
The Basic List
In the left column, list all the things you have to do now and in the near future. After you make the list, rate each item's level of urgency, using "A" for items that are most urgent and "C" for items that are the least urgent. Fill in the date by which each item should be completed. Use the last column to rank the priority of items that must be completed on the same date.
| Things To Do | Urgency A B C | Completed By (Date) | Priority Ranking |
|---|---|---|---|
Now Get to Work on Number 1!
If new tasks occur to you as you're completing the urgent tasks (and they will), add them to the appropriate column, reevaluate the list if necessary and get back to work.
References
Brown, W. (1993). Student's Guide to Effective Study (2nd Ed.). Iowa City: ACT.
Brown, W. & Holtzman, W. (1987). A Guide to College Survival. Iowa City: ACT.
Fry, R. (1994). How to Study (3rd Ed.). NJ: Career Press.
Get the Most our of College (1991). Association of American Publishers, Inc. NY.
Gibson, S. & Gibson, J. (1993). Making A's in College. Atlanta: Workbooks Press.
Pauk, W. (1993). How to Study in College. Boston: Houghton Mifflin.