Six Hour D

The first step to successfully study for any type of material is to keep the material organized and make sure the information is correct. A good routine would be to check notes periodically

In some circles, failure to plan is more often than not likened to planning to fail. As I have already pointed out in the introductory section, preparing for tests should begin way before the actual exam or test taking period. Indeed, in the opinion of Gardner, Jewler and Barefoot (2008), "believe it or not, you actually begin preparing for a test on the first day of the term." According to the authors, all the assigned readings as well as lecture notes should constitute an important part of this very preparation. It is however important to note that although having well-organized lecture notes and completing all the assigned readings before sitting an exam does not guarantee an individual success in the same; it surely does give one a head start prior to the exam period.

In most studies regarding overlearning, tests were given within an hour, or at most a week after the study session.

The article “The Six Hour D…and How to Avoid It” by Professor Dewey was helpful. As a college student I found the tips useful. Dewey gave me ideas on how to increase my likelihood for success. The article also made me realize that the way I am and have been studying is not the most beneficial time wise or information wise. I plan to take my newly gained knowledge to benefit my future academic

What study tips described in the text can you incorporate into your study efforts? (SQ3R) Survey, Question, Read, Recite, Review. I prioritize each upcoming exam and the supporting materials, including the assigned chapters. I take advantage of the instructor’s office hours and asking, “which material is most important for me to learn?” If that information wasn’t communicated in class hours. Also, I have completed the practice questions/test and I read the summary at the end of the chapter. I Incorporated index cards to help me understand and remember the chapter’s glossary terms. If I use these tips, I usually do well on my exams.

After seeing the video of professor Chew’s talk on “How to get the most out of studying, part 1” I realize the mistakes I’m doing when I’m studying. I been doing the same mistake since high school and now I know why I was struggling so much in some classes. Because I was multitasking most of the time when I was studying and being over confidents about knowing the topic I wasted a lot of time learning.

          The test taking tutorial taught me different strategies for different types of test. For multiple choice test I have learned to eliminate options that are unrelated to the question. I learned to do that because I would sometimes just pick what sounded good and not really read the rest of the choices available. I also had a problem with essay test. One strategy I would use that is to check my answer for grammar, spelling, and completion. I used to not do that because I felt rushed, but when I would get my test back it would be all marked up with corrections that needed to be made, resulting in a bad grade. On matching test I learned to single out the correct answers by going down the left column and figuring out the questions that I knew and leaving the ones that I wasn’t to sure on, and that would make It easier to single out the right answers.

Then, when the test approaches, he does the majority of his studying a couple of days prior to the exam. Since Tyler best retains information by memorizing material, he first reviews his completed assignments from throughout the learning period. Later, he compiles a list of important information that will likely be found on the test. Next, Tyler studies the terms on the list and subsequently memorizes any important definitions or dates. Finally, after studying in this manner for several hours, he feels he is adequately prepared for the

There seems to be a disengagement with students when they need to study course content that requires a deeper understanding. In the article entitled “The Six Hour D” it was stated that a student can spend hours studying, but still do poorly on a test. Why? Because they are using the wrong method to review the material.

Fourth, study throughout the course; do not wait till the last day before the test to sit and cram your notes. In order to follow your course material schedule, you will have to decide approximately how many hours you will need to study for tests. Get a calendar and clearly mark off the hours each week that

Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learned and know from experience, I have also devised a structured plan for improvement of time management and study skills.

In the results provided in the journal, we see that in the free recall testing, the use of the 3R method was more successful across the board than those who used note taking or rereading as their study strategy. The results of the students who used the note-taking strategy and the rereading strategy were not as significant as students using the 3R strategy.

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.

Similarly, Tests are a way to ensure students are keeping up with the material. Tests can be worth as much as 40% of the possible grade in the class; therefore, it keeps students fully aware that they must study in order to do good on the test or else receive a negative grade. In my experience, every assignment that has a big impact on my grade is on my high priority list, Therefore I study as much as I can. I even stay up for hours at night.

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.