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2	Welcome These modules will assist you as you develop more effective learning and study routines. The modules that follow address skills that help you control or regulate your time and learning activities. You must consistently practice each skill in order to develop new learning habits and study attitudes.
3	Time Management How to Get the Clock on Your Side
4	The Time of Your Life Summary Keep in mind that you cannot manage time, but you can manage yourself, you might consider the following points as you grow in prioritizing and implementing your time management strategies.
5	Alan Lakin’s Notions 1. List your goals - daily, weekly, six month, and so on. 2. Make a Daily To Do list. This is a list of tasks needing to be done for the day at hand. Order is not important. It is simply a list of planned activities. It is helpful to have only one list rather than many bits and pieces of paper. Question: Can I delegate any of the activities on my list? If so, by all means, do so.
6	Alan Lakin’s Notions 3. Using your Daily To Do list, Weekly To Do list, Six Month To Do List and so on prioritize your goals using A's for the most important, B's for moderately important, and C's for the least important. Make a decision for C tasks. If a C task cannot be elevated to a B or A task discard it. 4. Using the A's and B’s you have chosen, rank order them again from highest to lowest. 5. Start with A's not C's.
7	Alan Lakin’s Notions 6. Answer the question: What is the best use of my time right now? 7. If you start a project, do something with it. In general, handle each piece of paper only once. 8. Do it now!
8	Number of Available Hours You will have 24 hours in each day. This amounts to 168 hours of choices to make per week. 24 hrs. X 7 days = 168 hrs. per week Time management is a decision making task that each of us manages.
9	Develop a Weekly Plan.
10	Set Daily Time Goals THINGS TO DO TODAY Date _______________ Completed 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________ 5. _______________________________________________________________ 6. _______________________________________________________________ 7. _______________________________________________________________ 8. _______________________________________________________________ 9. _______________________________________________________________ 10. _______________________________________________________________ 11. _______________________________________________________________ 12. _______________________________________________________________ Notes:
11	Analyze the Time Used For the Week
12	Goal Setting Setting goals for self-improvement is crucial. The amount of time used per category is an empirical representation of your values. Hopefully your time usage will match your verbalized or philosophically believed value priorities. A goal should be reachable, believable and imply actions.
13	Time Wasters Listed below are activities or events that college students indicated as wasters of their time. These areas involve decision making about how one uses his or her time in performing academic activities. Please add additional items of your choice.
14	Time Wasters 1. Radio, Stereo and TV listening and watching 2. Sleeping excessively 3. Talking on the telephone at inappropriate times 4. Socializing at inappropriate times 5. Worrying about assignments instead of doing them 6. Leisure reading instead of assigned homeworks assignments 7. Not taking notes during class lectures
15	Time Wasters 8. Day dreaming, fanaticizing, crossing bridges before I get to them, recalling previously lived experiences‑reminiscing 9. Boredom 10. Glancing over homework instead of carefully reading 11. Idle time, doing nothing 12. Going shopping 13. Travel Time 14. Procrastination
16	Time Wasters 15. Eating when not hungry 16. Stopping at fast food restaurants for something to eat or drink because it sounds good 17. Watching other people 18. Drawing abstracts on my notes, doddling 19. Waiting around for car pool rides 20. Listening to others conversations 21. Writing other people letters but not sending them 22. Forgetting
17	Time Wasters 23. Not caring 24. Reading to get through, not understanding 25. Drinking to pass time 26. Discussing unimportant issues 27. Looking at pictures 28. Excessive exercise 29. Studying with other things on my mind, mental preoccupation
18	Time Wasters 30. Visiting 31. Playing Video games 32. Laying in bed when I can't sleep 33. Taking verbatim notes 34. Keeping late hours, not enough sleep 35. Not being prepared to listen 36. Sleeping in class 37. Not using vacant time between class to study
19	Time Wasters 38. Not concentrating while studying 39. Playing with younger children instead of studying 40. House cleaning, cooking 41. Doing unnecessary work 42. Using ineffective study habits
20	Time Givers Personal 1. Deciding what to wear the night before 2. Only allow myself 1 hour or a specific time to get ready for school 3. Using the telephone to find locate products instead of running around town 4. Setting the clock at the exact time instead of 5 minutes early 5. Getting up when the alarm goes off the first time 6. Using a calendar to keep important appointments, assignments, etc. and referring to it daily 7. Watching very little television for pleasure
21	Time Givers Personal 8.Making to do list on a daily basis 9.Eating breakfast while getting ready for school 10.Reducing napping 11.Eat only when hungry 12.Reduce excessive gossiping on the telephone 13.Reduce excessive listening to music 14.Group routine activities when possible and do on one day, for example, shopping, house cleaning, cooking, ironing, washing clothes
22	Time Givers Personal 15. Think positive about myself 16. Exercise to reduce stress and worry 17. Practice good nutrition 18. Reduce visiting friends to fill vacant space 19. Saying no to invitations that conflict with my priorities 20. Using self‑addressed envelopes when possible 21. Keep a telephone directory of frequently phoned numbers 22. Get enough sleep, six to eight hours, per night 23. Sharing responsibilities with your family
23	Time Givers Academic 1. Doing assigned work as soon as it is given 2. Studying according at the time you've planned 3. Study in the library 4. Use the library 5. Improve my study skills such as reading, note taking, listening skills, question asking skills etc. 6. Learn and use the Cornell note‑taking system 7. Organize my study materials such as note books, handouts, syllabi, pencils, paper‑ clips, staples, etc.
24	Time Givers Academic 8. Adjusting your course load to match other obligations 9. Learn to say no to social distracters 10. Review between classes 11. Review while waiting for service i.e., getting gas, doctors office 12. Review notes while eating, doing dishes 13. Make academic to do list, order your priorities 14. Concentrate on lectures avoid daydreaming 15. Take notes during lectures
25	Time Givers Academic 16. When unsure about a topic ask questions, use tutors, confer with instructors, use library resources 17. Don't waste time calling words/learn to understand 18. Recite, Review, and Reflect lectures and notes 19. Watch the news for only 60 minutes per day 20. Force myself to study, remain disciplined 21. Determine which T.V. programs will be watched on a weekly basic 22. Use a dictionary to define new or unclear words
26	Time Givers Academic 23. Plan social, relaxation or general escape time 24. Don't cram 25. Control study breaks 26. Monitor the slackening off process 27. Accept my present behavior but diligently try to improve 28. Study in a quiet place 29. Study the most demanding task first 30. Study with others who desire to learn
27	Time Givers Academic 31. Study when I have the most energy 32. Plan study sessions on a weekly basis 33. Do long range or collateral reading assignments early in the term 34. Enter important dates on my calendar 35. Avoid procrastination 36. Clear desk of distractions prior to studying 37. Ask how will this course help me in life or my career 38. Use a study system, be consistent
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29	Goal Setting and Problem Solving A Goal should be Reachable, Believable and Imply Measurement
30	Goal Setting and Problem Solving In order to reasonably expect to achieve a goal, it must be stated so as to be: 1.Conceivable - stated so those involved understand it 2.Believable - in terms of your values 3.Achievable - with your strengths or those you can draw on 4.Controllable - involvement of others require their permission 5.Measurable - in terms of time and space 6.Desirable - something you really want to do 7.Stated with no alternatives 8.Growth facilitating
31	Academic goal setting can be visualized as a clock
32	Goal Setting and Problem Solving Think of the clock's face as representing the total amount of time for a week. You may configure or develop slices which represent how your total time will be allocated to the priorities of your life.
33	Decision Making Using SOCS Situation - What is the problem area, stated in realistic (objective) terms? Options - What choices do I have; good and bad/positive and negative? Consequences - Which of my choices will hurt either me or someone else. Cross them out of your list. Solution – Solutions will come from the choices you have left, after the consequences have been removed. SOC = Situation, Options, Consequences & Solutions
34	Setting Goals for Self-Regulation Self-regulation is the process of students using their own thoughts and actions to reach academic learning goals. Self-regulated learners identify goals and adopt and maintain their own strategies for reaching the goals.
35	Four Aspects of Self-Regulation Goal Setting Self-Observation Self-Assessment Self-Reinforcement
36	"Student set goals best when..." Student set goals best when they have a sense of personal need or relevance.
37	Goal Setting and Problem Solving Goals should at least address the following areas: 1) Goals which help you understand the institutional structure and rules; 2) Goals which help you manage your time; 3) Goals which help you communicate effectively in class and academic situations; 4) Goals which help you understand your textbook and improve your note taking skills;
38	Goal Setting and Problem Solving 5) Goals which improve your test preparation and test taking skills; 6) Goals which help you control and reduce stress due to academic rigor; and, 7) Goals which improve your problem identification and problem solving skills.
39	Bull's Eye Analogy
40	Self-Discipline, Attitude and Motivation (SAM) To stay on target academically depends upon visualizing your goals and follow through schemes. Follow through schemes should focus on behavioral and/or attitudinal areas. You might think of your behavioral and attitudinal goals as interwoven circles as seen in the illustration above. To hit the Bull's Eye, which is academic success, you must focus your behaviors and thoughts, your arrows, so that you are academically successful. Remember SAM , Self-Discipline, Attitude and Motivation. In a folksy way SAM is your backbone and it supports your academic success.
41	Four Aspects of Self-Regulation Goal Setting Self-Observation Self-Assessment Self-Reinforcement
42	Four Aspects of Self-Regulation You will set goals best when you have a sense of personal need or relevance.
43	Goal Setting and Problem Solving Goal setting has an end result of regulating or changing behavior. Identifying areas for change involve problem solving. Setting goals should take into consideration at least 7 areas according to Arnold Lazarus’s Modalities. The areas of consideration can be recalled by using the BASIC ID mnemonic.
44	Modalities of Behavior( BASIC ID): Problem Definition 1. Behavior - What things do you do or what habits do you have that reduce your academic, social, or interpersonal performance? 2. Affect - These are your emotional states. What feelings and emotions do you have that are troublesome, that you believe interfere with your performance? 3. Sensation - These are physical states - headaches, muscle tension aches, etc. that affect your performance. What physical reactions interfere with your performance?
45	Modalities of Behavior( BASIC ID): Problem Definition 4. Imagery - These are imaginative states - daydreams, images, and the like - that are unpleasant and hamper your performance. Do you have any? 5. Cognition - These are your beliefs, values, thoughts, and truths. Are there any that contradict your academic and social goals?
46	Modalities of Behavior( BASIC ID): Problem Definition 6. Interpersonal -These are your relationships with family and friends, which can be helpful or detrimental (supportive or unsupportive) to your performance. Do you have any relationships that are unsupportive? 7. Drugs -This would reflect your physical and mental health and the drugs and medicines you may take to modify the state of your health. If you are drowsy or high a large part of the time, this would interfere with your performance. Are drugs that interfere with your performance?
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48	Self-Regulating Your Academic Life Study Skills Considerations, Models & Paradigms Published by Educational Services and Technologies (EST)
49	Coping Skills Decision Making Skills Goal Setting Skills Problem Solving Skills Time Management Skills
50	Interpersonal Skills Assertiveness Skills Communication Skills Multicultural Awareness Skills
51	Levels of Learning and Types of Knowledge Bloom, B. S., Englehart, M.B., Furst, E. J, Hill, W.H., and Krathwohl, D.R., Taxonomy of Educational Objectives. The Classification of Educational Goals. Handbook I: Cognitive Domain, New York, Longmans Green, 1956. Gagne, E.D., The Cognitive Psychology of School Learning, Boston: Little, Brown and Company, 1985
52	Academic Learning Levels of Learning in Ascending Order of Difficulty Remembering - The lowest level of learning is simply remembering. For example, memorizing a fact for a test but not understanding what that piece of information means or how it could be applied to another situation.
53	Understanding Understanding - Understanding is the most important level of learning. We are able to explain it in our own words because we have related it to previous knowledge and concepts we already understand.
54	Application Application - Students are expected to use the understanding of what they are learning (an idea, principle, theory, etc.) by applying it in relevant situations.
55	Analysis Analysis - Students are expected to compare and contrast or explain cause and effect.
56	Synthesis Synthesis - The ability to create something new from the material we have studied and understood.
57	Evaluation Evaluation - The ability to judge the worth of something--an idea, a product, a job applicant, a proposed solution to a stated problem after examining relevant information.
58	Types of Knowledge Declarative Knowledge Procedural knowledge
59	Declarative Knowledge Declarative knowledge is when we know that something is the case. We can verbalize the underlining theoretical reasons and/or relate steps to reasons and theoretical constructs for the issue at hand.
60	Procedural Knowledge Procedural knowledge is when we know how to do something. We can produce a results by following a process or steps.
61	"These two types of knowledge..." These two types of knowledge vary in three important ways: how we acquire (or learn) information; how we store information in our long term memories; and how we retrieve and use information.
62	"Your learning strategy should maximize..." Your learning strategy should maximize your time on task by considering the type of learning mastery required. Time on task must correlate with the learning strategy if later evaluation is to be maximized.
63	Levels of Learning AS U ARE. Analysis Synthesis Understanding Application Remembering Evaluation Key questions to ask in using any of the six learning mastery strategies, AS U ARE. Is my goal to know the subject , recognize it or explain it, see the relationships? (Declarative Knowledge) Is my goal to know how to do something, perform the steps? (Procedural Knowledge)
64	Ten Principles of Learning and Remembering (Deep Processing) 1. The Principle of Motivated Interest 2. The Principle of Selectivity 3. The Principle of Intention to Remember 4. The Principle of the Basic Background 5. The Principle of Meaningful Organization 6. The Principle of Recitation 7. The Principle of Consolidation 8. The Principle of Distributed Practice 9. The Principle of Imagery: Mental Visualization 10. The Principle of Association
65	Ten Principles of Learning and Remembering (Deep Processing) I AM SAD MR. BIC is a helpful mnemonic for remembering the 10 Principles of Learning.
66	Ten Principles of Learning and Remembering (Deep Processing) 1. The Principle of Motivated Interest 2. The Principle of Selectivity 3. The Principle of Intention to Remember 4. The Principle of the Basic Background 5. The Principle of Meaningful Organization 6. The Principle of Recitation 7. The Principle of Consolidation 8. The Principle of Distributed Practice 9. The Principle of Imagery: Mental Visualization 10. The Principle of Association
67	Study Attack Systems Cornell System (Pauk, Walter.,1974) Record, Reduce, Recite, Review, Reflect OARWET (Space & Berg, 1968) Overview, Ask, Read, Write, Evaluate, Test OK4R (Pauk, Walter, 1962) Overview, Key Ideas, Read, Recall, Reflect, Review OK5R – Overview, Key Ideas, Read, Record, Recite, Review, Reflect PANORAMA (Space & Berg) 1973) Purpose, Adaptability, Need (to question), Overview, Read, Annotate, Memorize, Assess PQRST (Space & berg, 1966)– Preview, Question, Read, Summarize, Test REAP (Szabo, Robert, 1976)– Read, Encode, Annotate, Ponder SQ3R (Robinson, Francis, 1946)– Survey, Question, Read, Recite, Review
68	Reading Comprehension Reading comprehension is influenced by 1) the 10 Principles of Learning and the 7 Problem Solving Modalities, 2) Visual Perception, 3) Vocabulary and 4) use of an effective Learning Method.
69	SQ3R Francis P. Robinson, 1946, SQ3R Developer, maintained that curiosity through questioning and answering was essential to good reading comprehension. His system , the SQ3R Reading Comprehension system, has 5 steps. Using these steps consistently during reading activities will increase comprehension and retention.
70	SURVEY Survey - Use your visual skills prior to reading. Look at Charts, Pictures and/or Tables, changes in lettering styles and colors, Chapter Heading and Subheadings, Highlighted words or text, and so on. Read the preface and chapter summary prior to reading the chapter.
71	Question Question - Ask questions using the visual and non-visual material gathered while Surveying. The clearness of your questions will influence your comprehension and later recall.
72	Read Read - Read to answer the questions you developed in the Questioning step. Reading with a purpose is essential to recall and comprehension. Reading mainly influences short term memory.
73	Recite Recite- Recite by saying aloud the answers to the questions you developed prior to reading. Recite by illustrating, writing answers, citing real life examples that illustrate the reading material.
74	Review Review - Practice Reciting at least 3 times a week. Practice for 30 minutes at least each time.
75	Cornell Note Taking System Walter Pauk, 1974 Prepare Paper - Divide your paper by drawing a vertical line that separates the page into a 2.5 vs. 6.0" section.
76	Cornell Note Taking System RECORD Record - Write your notes in the 6.0" Section during reading and lectures.
77	Cornell Note Taking System REDUCE Reduce - Write key words/key phrases in the 2.5" section after the notes have been edited and understood.
78	Cornell Note Taking System RECITE Recite - Cover the 6.0" section and use the key words/key phrases in the 2.5" section to answer questions you develop. Use a variety of test taking words as you develop and answer questions. Words like compare, contrast, illustrate, define, why, what, where, when, how and so on. Be creative.
79	Cornell Note Taking System REVIEW Review - Recite at least three times a week. Reciting creates long term recall or memory. Be actively involved during recitation periods. Group discussion is very helpful, if group members are serious about learning.
80	Cornell Note Taking System REFLECT Reflect - Reflect by connecting old and new material. Look for real life examples. Think about what you have learned often and try to apply your learning.
81	Remembering Through Mnemonics 1. Association Mnemonics 2. Make a Word Mnemonic 3. Make a Sentence Mnemonic
82	Forgetting and Remembering Forgetting: the Relentless Foe 1. The greatest amount of forgetting occurs directly after finishing the learning task. 2. The greatest amount of forgetting occurs rapidly, during the first day. 3. Forgetting is still sizable during the first fourteen days.
83	Forgetting and Remembering Forgetting: the Relentless Foe 4. Forgetting slows down after two weeks, but again there is not much left to forget. 5. Remembering what you have heard is usually more difficult than remembering what you have read. 6. Forgetting is sometimes incorrectly labeled. Normally the cases are 1) Pseudo-Forgetting - You never had it forgetting and 2) Mental Blur forgetting.
84	Causes of Forgetting Retroactive Interference - In this process, new learning interferes with the recall of old learning. Proactive Interference - This kind of interference occurs when old knowledge interferes with the recall of new knowledge. Interactive interference - In interactive interference, my oldest knowledge and my newest knowledge would tend to make one lose the intermediate knowledge
85	Causes of Forgetting Interactive interference - In interactive interference, my oldest knowledge and my newest knowledge would tend to make me lose the intermediate knowledge. Reactive Interference - This kind of interference arises from negative feelings or attitudes that we may have toward a disliked subject
86	ACADEMIC PROBLEM SOLVING Academic improvement requires setting behavior goals. Improving academic behavior may require adjusting school and non-school behaviors. BASIC ID is a mnemonic for remembering how to define academic problems and set goals.
87	Modalities of Behavior( BASIC ID): Problem Definition , Lazarus, 1976 1. Behavior - What things do you do or what habits do you have that reduce your academic, social, or interpersonal performance? 2. Affect - These are your emotional states. What feelings and emotions do you have that are troublesome, that you believe interfere with your performance?
88	"3" 3. Sensation - These are physical states - headaches, muscle tension aches, etc. that affect your performance. What physical reactions interfere with your performance? 4. Imagery -These are imaginative states - daydreams, images, and the like - that are unpleasant and hamper your performance. Do you have any?
89	"5" 5. Cognition - These are your beliefs, values, thoughts, and truths. Are there any that contradict your academic and social goals? 6. Interpersonal - These are your relationships with family and friends, which can be helpful or detrimental (supportive or unsupportive) to your performance. Do you have any relationships that are unsupportive?
90	"7" 7. Drugs -This would reflect your physical and mental health and the drugs and medicines you may take to modify the state of your health. If you are drowsy or high a large part of the time, this would interfere with your performance. Are there drugs that interfere with your performance?
91	Self-Regulating Your Academic Life Study Skills Considerations, Models & Paradigms Thanks For Your Attention. We allow success by the views we hold and actions we take, with the support of others who care.
92	End of Self-Regulating Your Academic Life Study Skills Considerations, Models & Paradigms Thanks For Your Attention. We allow success by the views we hold and actions we take, with the support of others who care.
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