Singersdad study manifesto

Parents Forum
1

<p>Before I present this to my study skills challenged S I wanted the wise counsel of the College Confidential community If anyone has any additional suggestions please feel free to improve this list, Thanks in advance for your opinions.</p>

<p>General Best Practices;</p>

<p>Maintain general wellbeing: eat, sleep, and hydrate regularly.</p>

<p>Avoid /eliminate Alcohol use.</p>

<p>Study in blocks of less than one hour per session. Take a minimum 10-15 minute breaks.</p>

<p>Study is more effective early in the day, Try to study before dinner</p>

<p>Avoid group study until you feel you have learned the material (in order to avoid distractions and procrastination)</p>

<p>Review notes and important material many times weekly.</p>

<p>Rewrite the most important concepts in a given class on one page “exam review sheets” prior to exams</p>

<p>Prepare for tests well in advance, do not cram.</p>

<p>Do not mistake familiarity for mastery. You really know something when you can explain it to someone who knows nothing about it, or you take practice tests in test like conditions and prove complete mastery.
.
When in doubt, find and master more “test like” problems Practice does make perfect.</p>

<p>Keep track of mistakes, look for trends,and ask yourself or your professor how you can learn from mistakes.</p>

<p>Triage all tests: do the easiest problems and questions first.</p>

<p>Practice and improve the accuracy of your “judgment of learning.” Before you take a test estimate how well you will do, write it in your notebook; compare it to the actual results. As you become better at knowing what you know, your grades will be better and less time will be wasted over studying.</p>

<p>Make use of generic exam wrappers</p>

<p><a href="http://www.cmu.edu/teaching/designteach/teach/examwrappers/"&gt;http://www.cmu.edu/teaching/designteach/teach/examwrappers/&lt;/a&gt;&lt;/p>

<p>This activity is designed to give you a chance to reflect on your exam performance and, more importantly, on the effectiveness of your exam preparation. Again, please answer the questions sincerely. </p>

<ol>
<li><p>Approximately how much time did you spend preparing for this exam? _______ </p></li>
<li><p>What percentage of your test-preparation time was spent in each of these activities? </p></li>
</ol>

<p>a. Reading textbook section(s) for the first time _______
b. Re-reading textbook section(s) _______
c. Reviewing homework solutions _______
d. Solving problems for practice _______
e. Reviewing your own notes _______
f. Reviewing materials from blackboard _______
(What materials? _____________________ )
g. Other _______
(Please specify: ______________________ ) </p>

<ol>
<li><p>What aspect(s) of your preparation for this exam seemed different from your previous exam preparation? Did these changes have any effect? </p></li>
<li><p>Now that you have looked over your graded exam, estimate the percentage of points you lost due to each of the following (make sure the percentages add up to 100): </p></li>
</ol>

<p>a. Trouble recalling specific facts _______
b. Mathematical errors _______
c. Problem applying concepts _______
d. Lack of understanding of the concept _______
e. Not knowing how to approach the problem _______
f. Careless mistakes _______
g. Other _______
(Please specify: ______________________ ) </p>

<ol>
<li>Considering your performance on this exam list three things you will do differently in preparation for the next exam? (Spend more time studying, rewrite notes, use diagrams, attend professors office hours )
1_________________________________
2_________________________________
3_________________________________</li>
</ol>

2

<p>If you don’t understand something, talk to the instructor…before it becomes a major problem.</p>

<p>I can’t begin to count the number of office hours I used to spend wiling away the time, waiting for students to show up during the first half of the semester. Most of the time, when students did start showing up, they were already floundering and there was only so much I could do, even working with them one-on-one. On the other hand, if they had come in with questions three or four weeks earlier, they would be have been fine.</p>

3

<p>Instead of eliminating alcohol use, I’d emphasize that alcohol should be drunk in moderation. A couple of drinks at a party on Friday or Saturday night is a much more realistic goal IMO.</p>

<p>I also think group study can be very effective.</p>

4

<p>Actually, studies have shown several things about study habits:</p>

<ol>
<li>reviewing the material immediately prior to going to sleep allows your brain to work on it overnight. You will retain much more.</li>
</ol>

<p><a href=“Study Before Bed for Significantly Better Retention”>Study Before Bed for Significantly Better Retention;

<ol>
<li>Vary your location to increase retention.</li>
</ol>

<p><a href=“http://www.tuftsdaily.com/features/varying-study-locations-could-improve-content-retention-psychologists-say-1.2358170#.U4N7OS9JOnc”>http://www.tuftsdaily.com/features/varying-study-locations-could-improve-content-retention-psychologists-say-1.2358170#.U4N7OS9JOnc&lt;/a&gt;&lt;/p&gt;

5

<p>In the classes my D1 had the most trouble in, she would try to stay one day ahead in reading and doing problem sets. Then when she went to lecture she knew where she was having trouble already. Another tactic she used while living in the dorms to take her materials to the cafeteria with her and NOT go back to the dorm after dinner, but go straight to the library and study so she did not get sucked back into hanging out in the dorm and not studying. I have to say… she did this even on Friday nights, at least put in a couple of hours before going out. </p>

<p>

</p>

<p>I don’t think she did this. What she did was reward herself with something (a break, a coffee drink, 15 minutes on the internet, etc) when she finished a block of work (reviewing one chapter and taking notes, completing one problem set, writing 3 pages for a paper, etc.).</p>

<p>She graduated Phi Beta Kappa… so it at least worked for her.</p>

<p>One thing that worked for me in college was making flash cards (which you can now do on your computer). Especially certain kinds of math or science problems and nuances for working them – I made a flash card for every twist that caused me to struggle with a homework problem. Reviewing them until you have them nailed can work.</p>

<p>I also think you are completely unrealistic to think any college student who wants good grades does all of their studying during the day. I would say being diligent after dinner until 10 pm is a good goal.</p>

6

<p>Some people learn better in the evening, others in the morning. Have determine when he’s most efficient: from 7 to 10 in the morning, or from 9pm till midnight? As the sleep hormone melatonine is triggered later than in adults, many teenagers and young adults would choose the second solution as the most efficient one, but that depends on each person.
(It’s not unknown for college study groups to meet from 10 to midnight, especially if some students are in fraternities.)</p>

7

<p>I would say studying habits are different for every person, but I admire your list of study tips. For me, it is helpful to study at night when I am most focused, go through the material thoroughly and then go to bed. In the morning I wake up about half an hour earlier than I usually do if I have a test, and then look over the material again, just to make sure I didn’t forget anything. That regimen worked for me as it ensured anything studied wasn’t lost the next day</p>

8

<p>Outstanding tips, I have heard variety in study location is helpful but forgot to include it. @myos1634 good point about the delayed melatonin release. I will suggest S do his own research about the best time of day to study, especially since evening study may lead to procrastination. @calla1 outstanding articles thank you for sharing them.@elliesmom from the trenches I hear you saying that many students are not effectively assessing their learning. Can you offer any tips to increase awareness? I had originally planned to teach when I started college many years ago until I realized I cared more than many of my music students I was an epic failure! I admire those who fight the good fight.</p>

<p>Thanks to all, I will revise.</p>

9

<p>Read the material BEFORE the lecture. Even if you don’t quite understand you will get far more out of the lecture if you are already familiar with it. </p>

10

<p>Sd, maybe we could add more insight if you say what types of courses your S will be taking?</p>

11

<p>The sooner you get behind, the more time there is to catch up. </p>

<p>In other words, study hard, but have a sense of humility, and most important have a sense of humor. </p>

<p>Great tips folks. </p>

12

<p>@sylvan8798 classes coming up include take 2 on organic Chem, Bio Chem , over the counter medications, medical microbiology (take 2.) </p>

13

<p>Kudos to you if you have a teen that is seeking parental study advise. Many of them need it, but few are wise enough to accept it. </p>

14

<p>I’d add the following:</p>

<p>Make sure to seek out tutoring and make use of office hours as early as possible if there’s any confusion and to check one is understanding the material. Don’t wait until a week before midterms or worse, finals. </p>

<p>Write down topics/questions on issues you have trouble with before going to tutor/office hours to make the most of it. </p>

<p>If you’re going to join a study group, make sure everyone in it is serious about study-time. If it becomes mainly a haven for socializing and not for the original purpose, you’re likely better off studying much more efficiently on your own and then socializing with far less worries. </p>

<p>During lectures/readings/essays, try to mentally draw up connections between humorous or meaningful things around you. This will not only stave off boredom in subjects one may not like as much, it really facilitates learning and retention of material for exam/essay time. Bad puns are one good way to go about this for some. Just make sure it works for you. </p>

15

<p>I think the brain needs two-hour stints of studying, not one hour. Maybe test both ways. </p>

16

<p>So regarding figuring out the “best time to study” – one of my kids is a rising sophomore at a very difficult college. And she just studies pretty much ALL THE TIME. And it puts her in the middle of the pack at her school. If your kid is in a deep hole and trying to dig out, that is what he may need to do as well. He probably doesn’t have the luxury of studying in the afternoon but not after dinner, and taking Friday night and all day Saturday, off, and starting to work around noon on Sunday. I think this “figuring out the best time to study” is dodging the issue that he probably needs to be putting in a LOT more hours than he has been putting in. I know you are trying to get him to work “smarter”, and I applaud that. But I am guessing working a lot harder is also something that is needed as well.</p>

17

<p>I agree with glopop- I always read the chapters before the lecture. Then it wasn’t brand new to my brain when I heard the professor explain it. If there were things I didn’t really get, I could ask questions. I also had to outline the chapter while I read. Highlighting it didn’t do it for me. If I took notes on the chapter while I read, it took longer, but it also ensured I really read the material. Otherwise, i could find my mind wandering and see that I had highlighted stuff that wasn’t really important. Taking notes meant I had to pick out the important stuff and write it down. Then I didn’t have to open the book again. I could review those notes. </p>

18

<p>Sorry but I cannot imagine a kid in the midst of establishing some level of appropriate autonomy, complying with this from a parent. I suggested an outside coach and still feel that would be better.</p>

<p>That said, if my child needed this amount of support and guidance, I would help him or her with an alternative path. Two of mine did fine on their own in college, but one needed accommodations and support, which she received from her college for one year. However, she made a wise decision to leave and follow interests outside of college. Independence and mastery are important to her and she wants to achieve them with the parental support of a place to live but otherwise is on her own, by choice. She can always finish later.</p>

<p>I am a big believer in a “strengths-based” approach. This entire document tells your son that he does not have the strengths he needs to succeed, but needs you to tell him every step he needs to take. I would reconsider this approach, honestly. I think that emotional development is as important as grades.</p>

19

<p>Singersdad–those are hard courses and if I understand your post he is re-taking a couple of those courses. They aren’t just the type of course where you can study and memorize just facts–you have to be able to use the information you’ve learned and apply it. It’s not always a matter of just the amount of study, it’s what you are studying. And even if it does require straight regurgitation of facts, it’s not poetry with rhyming words.</p>

<p>I’ve taken all those courses so here’s my advice… (sorry this is long–I’ve had years of this…)
. Study groups can be very helpful if the group remains focused. You’re right–try to learn it on your own but a study group can sometimes focus on something important that you didn’t THINK was important. And you make friends.</p>

<p>Writing notes as you go through a chapter in the book is great advice. Make your notes as detailed as you want. It definitely slows you down at first but it’s like putting gas in the car before a trip–you don’t have to stop later
Re-write those notes (repetition is good) until eventually you have a one-page study guide. I could put a whole course in one page for study.
Class notes–if you aren’t a great note taker, use a recorder and record the lecture and/or find someone who is and copy their notes. I had a friend who could take notes almost word for word–I gave up even trying and would just listen to the lecture and borrow later–thank goodness!</p>

<p>Vary locations where you study until you find that quiet work space where you get the most done. Students literally set up “offices” in “their” cubicles (I had mine). Might be different sometimes. I used to drag my books to the park and pool–good for the soul and I got a lot done without feeling deprived. Different libraries on campus were the best.</p>

<p>With the courses he’s taking–they take a lot of study for each and it can be slow going to really understand some of the concepts. You want to read ahead (as some have suggested) but it’s slow and boring to just stay with the class sometimes. Prioritize your studies. I used to fall asleep on my books regularly…the joke was that hopefully I was getting the info through osmosis. So don’t study in bed…
Write out the study schedule and appropriate time periods–if it’s Monday it must be Org, Tues means OTC meds. Making appropriate time to study each class means things don’t get left out and you don’t overload like doing trying to do three subjects at one time. The brain knows “finish this, we’ll work on that tomorrow”. FINISH studying–not 2 hours and I’m done–do the work that needs doing now. And it might be four hours with no breaks. You have more to do tomorrow.
If there are practice problems in the book–do them–all of them. If you can’t do it on your own and get the right answer find someone who can tell you where you are going wrong. Don’t just read the correct answer and say “okay”–make sure you can do it yourself.
Try to leave Friday night open–that’s social time for sure. In that schedule–figure in EC’s, social stuff–study is most important but don’t put study during the football game and expect that studying will get done. Get real.</p>

<p>For anything that requires rote memorization–OTC meds probably–use flash cards. Write them yourself.
Not pre-printed. If you hate flashcards (or carrying them around), take a sheet of notebook paper, divide it in columns and then just fold the paper appropriately to test yourself. When you’ve nailed something, mark it off and work on the rest. Re-write the list just the same as you do your notes.
Bio-chem–memorize the cycles and try to actually understand the concepts.
Org Chem–take it slow and once you really know how those reactions work, you’ll be gold.</p>

<p>When you have a test–cram a day or two early–not the day before. Test on Thursday–cram day is Monday or Tuesday.Panic early. Review everything and then when you realize you don’t know something–you still have time to recover without panic. I know you shouldn’t HAVE to cram–but it’s gonna happen for sure–do it early.</p>

<p>If you can’t understand the textbook, get a simplified study guide for the subject. Early. Hey, just get one and impress yourself with what you think you already know. A simplified guide may clue you in just enough to make the textbook easier to read.</p>

20

<p>If this were my kid, we’d be working on a “collaborative duet” rather than a manifesto. You can’t force someone else to learn, even with all the very fine ideas posted above.</p>

<p>Singer- your son needs to be introspective enough to understand what went wrong for any of this to be helpful for him. yes, flash cards are great. yes- no alcohol during the week is great. more sleep. All great. But if your son is in denial about either his study habits or his lifestyle (and in my experience, it’s likely a combo of both, with a hefty dash of late adolescent magical thinking in there) your manifesto is going to be successful for four days and then your son will start fading out.</p>

<p>Get HIM to decide that he did a good job memorizing formulas but didn’t do enough work slogging through problems in order to use the correct formula at the right time. Or that he skipped through the explanations, assuming that the formula would be intuitively obvious, so that he could figure things out in real time. Or that the one hour a day he spent reviewing the textbook which there was music on in his room, a party going on in the hall, and him texting his BFF back and forth during that hour clearly meant that he wasn’t engaging the brain cells. Oh- and that one hour a day on Orgo probably predicts a C- grade at best.</p>

<p>I think you need to get HIM writing out a manifesto!</p>