Slide 1

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.

Time Management

	How to Get the Clock on Your Side

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.

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.

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.

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!

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.

Develop a Weekly Plan.

Set Daily Time Goals

	THINGS TO DO TODAY
	Date _______________ Completed
	1. _______________________________________________________________
	2. _______________________________________________________________
	3. _______________________________________________________________
	4. _______________________________________________________________
	5. _______________________________________________________________
	6. _______________________________________________________________
	7. _______________________________________________________________
	8. _______________________________________________________________
	9. _______________________________________________________________
	10. _______________________________________________________________
	11. _______________________________________________________________
	12. _______________________________________________________________
	Notes:

Analyze the Time Used For the Week

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.

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.

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

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

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

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

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

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

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

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

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

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.

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

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

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

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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Goal Setting and Problem Solving

	A Goal should be
	Reachable, Believable and Imply Measurement

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

Academic goal setting can be visualized as a clock

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.

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

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.

Four Aspects of Self-Regulation

	Goal Setting
	Self-Observation
	Self-Assessment
	Self-Reinforcement

"Student set goals best when..."

	Student set goals best when they have a sense of personal need or relevance.

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;

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.

Bull's Eye Analogy

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.

Four Aspects of Self-Regulation

	Goal Setting
	Self-Observation
	Self-Assessment
	Self-Reinforcement

Four Aspects of Self-Regulation

	You will set goals best when you have a sense of personal need or relevance.

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.

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?

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?

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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Self-Regulating Your Academic Life Study Skills Considerations, Models & Paradigms

	Published by Educational Services and Technologies (EST)

Coping Skills

	Decision Making Skills
	Goal Setting Skills
	Problem Solving Skills
	Time Management Skills

Interpersonal Skills

	Assertiveness Skills
	Communication Skills
	Multicultural Awareness Skills

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

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.

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.

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.

Analysis

	Analysis - Students are expected to compare and contrast or explain cause and effect.

Synthesis

	Synthesis - The ability to create something new from the material we have studied and understood.

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.

Types of Knowledge

	Declarative  Knowledge
	Procedural knowledge

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.

Procedural Knowledge

	Procedural knowledge is when we know how to do something. We can produce a results by following a process or steps.

"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.

"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.

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)

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

Ten Principles of Learning and Remembering (Deep Processing)

	I AM SAD MR. BIC is a helpful mnemonic for remembering the 10 Principles of Learning.

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

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

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.

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.

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.

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.

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.

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.

Review

	Review - Practice Reciting at least 3 times a week. Practice for 30 minutes at least each time.

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.

Cornell Note Taking System
RECORD

	Record - Write your notes in  the 6.0" Section during reading and lectures.

Cornell Note Taking System
REDUCE

	Reduce - Write key words/key phrases in the 2.5" section after the notes have been edited and understood.

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.

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.

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.

Remembering Through Mnemonics

	1. Association Mnemonics
	2. Make a Word Mnemonic
	3. Make a Sentence Mnemonic

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.

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.

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

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

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.

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?

"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?

"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?

"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?

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.

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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