10 Habits of Highly Effective Students

by Becton Loveless

The key to becoming an effective student is learning how to study smarter, not
harder. This becomes more and more true as you advance in your education. An
hour or two of studying a day is usually sufficient to make it through high school with
satisfactory grades, but when college arrives, there aren't enough hours in the day to
get all your studying in if you don't know how to study smarter.

While some students are able to breeze through school with minimal effort, this is
the exception. The vast majority of successful students achieve their success by
developing and applying effective study habits. The following are the top 10 study
habits employed by highly successful students. So if you want to become a
successful student, don't get discouraged, don't give up, just work to develop each
of the study habits below and you'll see your grades go up, your knowledge
increase, and your ability to learn and assimilate information improve.

1. Don't attempt to cram all your studying into

one session.
Ever find yourself up late at night expending more energy trying to keep your eyelids
open than you are studying? If so, it's time for a change. Successful students
typically space their work out over shorter periods of time and rarely try to cram all of
their studying into just one or two sessions. If you want to become a successful
student then you need to learn to be consistent in your studies and to have regular,
yet shorter, study periods.

2. Plan when you're going to study.

Successful students schedule specific times throughout the week when they are
going to study -- and then they stick with their schedule. Students who study
sporadically and whimsically typically do not perform as well as students who have a
set study schedule. Even if you're all caught up with your studies, creating a weekly
routine, where you set aside a period of time a few days a week, to review your
courses will ensure you develop habits that will enable you to succeed in your
education long term.

3. Study at the same time.

Not only is it important that you plan when you're going to study, it's important you
create a consistent, daily study routine. When you study at the same time each day
and each week, you're studying will become a regular part of your life. You'll be
mentally and emotionally more prepared for each study session and each study
session will become more productive. If you have to change your schedule from time
to time due to unexpected events, that's okay, but get back on your routine as soon
as the event has passed.

4. Each study time should have a specific goal.

Simply studying without direction is not effective. You need to know exactly what you
need to accomplish during each study session. Before you start studying, set a
study session goal that supports your overall academic goal (i.e. memorize 30
vocabulary words in order to ace the vocabulary section on an upcoming Spanish
test.)

5. Never procrastinate your planned study

session.
It's very easy, and common, to put off your study session because of lack of interest
in the subject, because you have other things you need to get done, or just because
the assignment is hard. Successful students DO NOT procrastinate studying. If you
procrastinate your study session, your studying will become much less effective and
you may not get everything accomplished that you need to. Procrastination also
leads to rushing, and rushing is the number one cause of errors.

6. Start with the most difficult subject first.

As your most difficult assignment or subject will require the most effort and mental
energy, you should start with it first. Once you've completed the most difficult work, it
will be much easier to complete the rest of your work. Believe it or not, starting with
the most difficult subject will greatly improve the effectiveness of your study
sessions, and your academic performance.

7. Always review your notes before starting an

assignment.
Obviously, before you can review your notes you must first have notes to review.
Always make sure to take good notes in class. Before you start each study session,
and before you start a particular assignment, review your notes thoroughly to make
sure you know how to complete the assignment correctly. Reviewing your notes
before each study session will help you remember important subject matter learned
during the day, and make sure your studying is targeted and effective.

8. Make sure you're not distracted while you're

studying.
Everyone gets distracted by something. Maybe it's the TV. Or maybe it's your family.
Or maybe it's just too quite. Some people actually study better with a little
background noise. When you're distracted while studying you (1) lose your train of
thought and (2) are unable to focus -- both of which will lead to very ineffective
studying. Before you start studying find a place where you won't be disturbed or
distracted. For some people this is a quiet cubical in the recesses of the library. For
others is in a common area where there is a little background noise.

9. Use study groups effectively.

Ever heard the phrase "two heads are better than one?" Well this can be especially
true when it comes to studying. Working in groups enables you to (1) get help from
others when you're struggling to understand a concept, (2) complete assignments
more quickly, and (3) teach others, whereby helping both the other students and
yourself to internalize the subject matter. However, study groups can become very
ineffective if they're not structured and if groups members come unprepared.
Effective students use study groups effectively.

10. Review your notes, schoolwork and other

class materials over the weekend.
Successful students review what they've learned during the week over the weekend.
This way they're well prepared to continue learning new concepts that build upon
previous coursework and knowledge acquired the previous week.

We're confident that if you'll develop the habits outlined above that you'll see a major
improvement in your academic success.
12 Strategies to Motivate Your Child to Learn
by Becton Loveless

Most good students aren't born good learners. Yes, individual personality plays a big
part in a child's willingness to learn and their overall disposition when it comes to
schooling and education, but most children who are good learners at some point had
to become good learners. More importantly, any student, who possesses the basic
aptitude and receives the right motivation, can become a good learner.

One of the biggest mistakes teachers and parents can make when to comes to
developing students and children who are good learners is to limit learning to the
classroom. While the classroom will likely be the primary source of instruction,
intellectual, social and academic growth should extend outside the walls of the
classroom – if you want to really enhance a child's desire and ability to learn.

The following are proven tips and strategies that will motivate your child to learn.
Apply them correctly, and you'll see your child or student discover the joy of
learning.

1. Develop an atmosphere of reading

Some people would argue that reading it the key to success in life. We would most
certainly argue that at minimum reading is a key to success in learning. Children
who develop a love of reading, develop a love for learning. Children who struggle
with reading, struggle with learning.

Reading not only helps children develop a much richer vocabulary, it helps their
brain learn how to process concepts and formal communication. And the skills
gained from reading extend far beyond increased performance in language art
classes. Students who read well experience an enhanced ability to learn in all
subjects – including technical subjects such as math and science.

Help your child develop reading skills and a love for reading by filling his world with
reading. Read to your child frequently. Have your child real aloud. Create a family
reading time where everyone focuses on reading for 20 minutes a day. Through your
own example of reading and by filling your classroom and/or home with reading
materials (novels, posters, newspapers, magazines, etc.) you'll create an atmosphere
of reading that will demonstrate to your child (or students) just how important
reading is.

A key to developing good readers, it to make reading fun – not frustrating. If a child
decides that reading is boring or frustrating, they won't want to read and their ability
to learn will be diminished. Let children pick their own books to read, help them
read, and create activities for them that make reading fun.

2. Put your child in the driver's seat as much as

possible
When it comes to education, all some kids experience is control, control, control.
When a child feels controlled, or out of control when it comes to their education,
they often withdraw from learning. It's important to guide children through the
learning process, but it's just as important to allow children to have control of their
own learning experience. Whether at home, or in the classroom, provide children the
ability to have direct input into their learning choices. A good way to do this is to
provide children options. For example, when assigning a writing project, allow
children to choose their topic to write about.

We also recommend allowing children to choose their own extracurricular activities.

The more control and input you're able to provide a child, with respect to their
learning environment, activities, and style, the more engaged and motivated a child
will become to learn.

3. Encourage open and sincere communication

Encourage your child or student to express his opinion about what's going on with
his education. Create an open atmosphere where he feels comfortable expressing his
likes, dislikes or concerns. When he shares his opinion, make sure to validate his
feelings – even if you disagree. When children feel like their opinion doesn't matter,
or they're stuck, they're likely to disengage from the learning process. Good learners
know their opinion matters and feel reassured that they can be open about their
educational experience without being judged, put down, discouraged or ignored.

4. Focus on your child's interests

When learning engages children in areas and subjects of interest, learning becomes
fun and children engage in learning. If you really want to help your child to become a
good learner, encourage him to explore topics and subjects that fascinate him. If he
likes dinosaurs, help him find engaging and interesting books and stories about
dinosaurs. Then challenge him to identify his five favorite dinosaurs and explain why
he chose each one.
5. Introduce and encourage different types of
learning styles
Every child has learning preferences and styles that are best suited to their way of
learning. Some children have a dominant learning style, while others prefer to learn
using a mix of learning styles. There isn't necessarily one right or wrong learning
style, or mix of learning styles. However, by helping your child discover his preferred
learning styles, you can use techniques that will improve his rate and quality
learning.

There are seven fundamental learning styles: Visual, Auditory, Verbal, Physical,
Logical (mathematical), Social and Solitary. For example, children who are visual
learners learn best by seeing how things work. Conversely, children who are auditory
learners learn best by listening to things being explained. For young children, it's
beneficial to explore and employ different types of learnings styles.

6. Share your enthusiasm for learning

Enthusiasm rubs off, especially when it comes to learning new things. If your child
or student sees that you're sincerely enthusiastic about learning, they're likely to
become enthusiastic about learning. Whether it's history, science, reading, writing or
even math, help him see that learning is a journey of exciting new discoveries. Take
every opportunity – without being overwhelming or overbearing – to discover new
information with him. As your child sees the joy and excitement learning brings to
your life, he'll begin to share your enthusiasm for learning new things as well.

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7. Make learning fun through game-based

learning
Game-based learning is not a new concept. It's been around for a long time. Game-
based learning can be very advantageous for many reasons. Using games as an
education tool not only provides opportunities for deeper learning and development
of non-cognitive skills, it helps motivate children to want to learn. When a child is
actively engaged with a game, their mind experiences the pleasure of learning a new
system. This is true regardless of whether the game is considered "entertainment"
(e.g., video game) or "serious" (e.g., military simulator). Games that are entertaining
provide the added benefit of motivating children to want to engage in the learning
process and want to learn more.
Game-based learning is also an effective motivation for team-based learning – which
can be particularly beneficial for children in a classroom setting. Students typically
try harder at games than they do in courses. Games are more engaging. There is also
the competitive aspect to playing games. Students are trying to compete or win, on
behalf of themselves or their team. They may strive to perform at a higher level in an
effort to earn more points for their team or because they want the opportunity to
play.

Game-based learning is a great way for parents and teachers to introduce new ideas,
grammar, concepts, and knowledge in a way that motivates children to learn.

8. Focus on what he's learning, not his

performance
Instead of asking your child how he did on his math test as soon as he gets home
from school, have him teach you what he learned in math today. Focus on what your
child is learning, as opposed to how he is performing. While performance is
important, focusing on his learning experience will (1) communicate to your child
that actual learning is more important than test grades, (2) results are not the most
important thing, (3) you're more concerned about him than you are about his
performance and (4) by focusing on his learning experience that day you'll provide
him the opportunity to put into his own words his lesson and solidify what he's
learned.

9. Help your child stay organized

Helping your child organize his papers, books and assignments will go a long way to
helping him feel motivated to learn. Disorganization is typical among young school
age children, but it can also lead to a feeling of being overwhelmed. Overwhelmed
children spend more time and effort being frustrated and worried than they do
learning. Be patient, but consistent, in helping your child organize his school
supplies and assignments. This will help him feel in control, less overwhelmed and
more motivated to learn.

10. Recognize and celebrate achievements

No matter how small they may be, it's important to recognize and celebrate your
child's achievements. This is especially important for elementary age school children
who require constant positive reinforcement to keep them motivated to learn and
challenge themselves to do better. We're not suggesting that you praise mediocrity,
but that you offer recognition and celebrate your child's achievements. Finishing a
difficult project deserves a special treat; doing well on a math test could call for a trip
to get ice cream. Always use positive reinforcement as your tool to motivate learning
with your child.

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11. Focus on strengths

Focusing on strengths can be difficult when there is so much your child struggles
academically. Notwithstanding, focusing on your child's strengths is vital to healthy
emotional and academic development and progress. Focusing on your child's
strengths is another form of positive reinforcement that will motivate him to keep
learning. Conversely, focusing on your child's weaknesses does nothing but cause
discouragement, distress and a lack of desire to learn. Did Johny fail his math test?
Well then, in addition to getting him a little extra help with his math, make sure to
congratulate him for how well he's doing in science class.

12. Make every day a learning day

Turning every day into a learning day may sound like a bit much, but it really isn't, if
you go about it the right way. Whenever possible, encourage your child to explore
the world around him, ask questions and make connections. Help him categorize,
classify and thinking critically of what he sees and experiences. Turning every day
into a learning day will help your child develop the internal motivation to learn in
the classroom, at home or wherever he may be.
Improving Reading Comprehension

Good reading comprehension comes only with practice. The basic aspects of
reading, such as word recognition, phonetics and fluency, can be mastered in just a
few years. However, throughout this process reading comprehension must be
emphasized. Students may be able to eloquently repeat the words that the see on a
page all day, but without reading comprehension skills, they're unable to fully
understand the content, predict what will happen next, recognize characters, gain
insight or understanding to build upon, or relate what they're reading to their own
life's experience.

Sadly, classrooms across the United States have students who struggle with
reading comprehension. They may be able to phonetically decipher words and
sound them out, but that's the extent of their ability to read. They don't know what
the words actually mean. They don't have the reading comprehension skills to fully
grasp concepts, ideas and word phrases expressed in written text. Whether to gain
understanding, develop a new skill, or for pure pleasure of reading, full
comprehension of what you read is necessary. Reading comprehension is also
imperative for a successful career and to excel academically.

Students frequently enter college without understanding how necessary good

reading comprehension skills are for academic success. Those who grasp the
information they read in textbooks earn better grades and experience far less stress
than those who struggle to fully understand what they're reading. The following
tips will enhance your ability to understand complicated concepts detailed in
textbooks and improve your reading comprehension.

Pre-reading survey
Before reading a text, complete a pre-reading survey for a brief summary of it.
This will give you an idea of what to expect in the text, so your reading will be
more productive. The first thing you should do in a pre-reading survey is read the
introduction and review the table of contents. Next, read section and chapter
headings and text highlighted with bold print. Throughout the process, be sure to
focus on general information, not specifics.

The following is a bullet list of specifics things you should look over and/or read
when performing a pre-reading survey of a textbook chapter.
 Chapter title and subtitles. – Reading the chapter title and subtitles will
provide you overall topic of the chapter, and will provide your reading direction
and focus.
 Focus questions at the beginning of each chapter. – Many (not all) text
books include focus questions at beginning of each chapter. Reviewing these
questions before reading the text will help provide focus and indicate what to
look for while reading the chapter.
 Chapter introductions and first paragraphs. – The first paragraph of a
chapter usually provides an introduction to what the chapter will be about.
Reading the first paragraph, or introduction, will what the material you're about
to read is going to be about.
 Boldface subheadings. – Many section will begin with boldface subheadings.
Reviewing these subheading before reading the chapter will provide you an
idea of what major topics to focus on as you read each chapter section.
 First sentence of each paragraph. – The first sentence of a paragraph usually
introduces the central thought of the paragraph. It tells you what the paragraph
is about. However, in some texts, the first sentence is more of an attention
getter. If this case, you'll need to read the first and second sentence of each
paragraph. This exercise alone will provide you a very good idea of what the
entire chapter is about and the major themes to look for as you read.
 Visual aids – Look for any material that is presented in list form (ie., 1,2,3,
lettered a,b,c, etc.). Bulleted list of information, pictures, diagrams, maps and
pictures can all help you identify the most important points of the chapter.
 Last paragraph or chapter summary. – The last paragraph or summary
provides a condensed explanation of what the chapter was about – including the
most important take aways.
 End-of-chapter material. – Sometimes text books will provide study
questions, or other study materials, at the end of each chapter. If present, review
these materials to get a better idea of the important ideas and concepts to look
for as you read.

Define your purpose

Many texts contain information and details that is unrelated to the most important
concepts and ideas. Identifying a purpose or objective when reading will keep you
focused on what's important. Defining your purpose ahead of time will also help
you classify information that is relevant to the main concepts, as well as that which
is nonessential, so you can maximize the time spent studying what's most
important.
Read the text
Now that you've completed your pre-reading survey and identified a purpose, it's
time to actually sit down and read the text. If you have a difficult time
concentrating when you read, we recommend reading out loud. Many people
comprehend material better if they read it out loud – especially if your an auditory
learner.

Take notes or highlight important concepts

Writing something down is one of the most effective memory techniques. As you
come across key concepts, facts and ideas, use a highlighter, write them down on a
piece of paper, or make a note in the margin. This will help you remember what
you've read and be able to quickly access important sections for future reference.

Post-reading review
After reading a text, take time to identify what you've learned and important take
aways. This will help you internalize what you've learned and help you retain it for
future reference. Identifying what you've learned will also help you identify what
you still do not fully comprehend, so you can spend more time reviewing unclear
concepts.
 The Cornell System for Taking Notes

The Cornell system for taking notes is designed to (1) save time while (2) enabling students
to maximize the effectiveness of their notetaking. In this system there is no rewriting,
revising or retyping of your notes once they've been made. The Cornell note taking system is
sometimes referred to as the "Do it Right In The First Place" system. It was devised by
Professor Walter Pauk of Cornell University during the 1950s. The Cornell system for taking
notes consists of the following steps:

Step 1 - Divide your paper into two columns

Use a large loose-leaf notebook for your note-taking. Only use one side of each leaf of paper
in the notebook (this will enable you to lay your notes out to see the direction of a lecture.)
Draw a vertical line 2 1/2 inches from the left side of you paper. This is the recall column of
your notes. All your lecture notes will be taken to the right of this margin. Later, keywords or
phrases can be written in the recall (left) column.

Step 2 - Take notes in the note-taking column

Record notes in paragraph form in the note-taking column to the right. Capture general ideas
and concepts, not illustrative ideas. Skip lines to show end of ideas or thoughts. Try to avoid
long sentences. Using abbreviations will save time. Write as legibly as possible. Note down
relevant questions and keywords in the recall (left) column to assist with future reviews of
your notes.

Step 3 - Review your notes within 24 hours

After each lecture read through your notes and make them more legible if necessary. Now
use the 2 1/2 inches column to the left of your notes. Jot down ideas or keywords which give
you the idea of the lecture. (REDUCE) You will have to reread the lecturer's ideas, reflect
and put them in your own words if you can. Cover up the right-hand portion of your notes
and recite the general ideas and concepts of the lecture from memory. Overlap your notes
showing only recall columns and use this for your review.
Strategies for Reading Textbooks
Reading textbooks may not be fun, but being able to is important. Throughout middle school,
high school and college, textbooks will be a big part of your reading. Understanding how to
read and use them effectively is key to academic success.

Before You Read

Textbooks can be boring, tedious, and full of detail. Jumping right in to a textbook without
having a general idea of the central themes and topics can make textbook reading that much
more challenging. We learn best when we move from general to specific. Previewing and
developing a big picture of a text before reading will enable you to better identify what's
important as you read and make it possible for you to retain the detail.

Preview. The steps below will help you preview a text and enhance your comprehension and
retention.

 Review all chapter headings and subheadings.

 Glance over any pictures, charts or graphs in the section you'll be reading.
 Read any bold or italicized words and make sure you understand them.
 Read the chapter summary.
 Review any end of chapter questions.
Question. Developing a set of questions you want to answer before you start reading a text
provides direction and focus as you read the text. Once you've previewed the text, make a list
of questions you want to find answers to as you read. How do you do this? Easy. While
you're previewing the text, turn each heading and subheading into a question. For example, if
the heading is "Root causes of the American civil war," then your question may be "What
were the root causes that lead to the American civil war?"

While You Read

The following strategies will help you maximize your comprehension and retain information
while reading textbooks.

Reflect. From reviewing chapter headings, subheadings, bold or italicized words, ask
yourself what you've already learned. Now as you read:

 Answer the questions you developed while previewing the text.

 Try and predict the answers to the questions and find out if your predictions are correct.
 Read aloud. Reading aloud improves comprehension and retention of information.
 Develop a picture in your mind of the concepts presented. Visualizing information,
concepts or material presented make it much easier to remember.
Highlight. As you read through your text, highlight important passages that support central
themes and concepts. Be selective. If you're highlighting more than 20% of a passage you're
not being selective enough.

 As you read, try and identify important concepts and facts that could be likely test
questions. Underline and identify these concepts with a "Q" in the margin.
 Circle with a pencil key terms and vocabulary. Write a short definition for each in your
notes or in the margin of the textbook.
 Take well organized notes on the backside of your corresponding class lecture notes.
This way your lecture notes and textbook notes for the same topic will be easy to access
and review in preparation for the test.
 Make visual aids, including, picture, graphs, diagrams, or tables, to help visualize what
you're reading. Visualization is a great way to take information that is complex or
difficult and make it easy to understand and remember.
 Write a brief summary of the central themes and ideas in your notes. Being able to
develop a summary of what you learned will help you master the material and retain the
information.

After You Read

What you do after you read a text, can be almost as beneficial to learning and retention, as
reading the text itself.

Recount. Once you've finished reading a text or passage, sit down with someone else and tell
them what you read and what you learned from the text. Explaining aloud what you've
learned from reading is arguably the most effective way to promote mastery of material and
improve retention. Joining a study group is a great way to have the opportunity to share with
others what you've learned from your reading.

Review. Review. And then review again! Within a day of your initial reading, spend 20 to 30
minutes–depending on the amount of material covered–reviewing your notes and the
information you learned, reciting the main points and topics. This will move the information
from short-term to long-term memory. Each week spend about 10 minutes reviewing your
notes and the highlighted parts of your text. Reviewing will make sure you're prepared when
test time arrives.
When Textbook Reading is Challenging
Textbook reading is typically more difficult than other forms of reading, but sometimes it's
downright challenging. If you're faced with reading a challenging textbook, we recommend
the following:

 Read aloud. Reading aloud improves reading comprehension and retention of

information. Reading aloud allows you to hear what you're reading which enables the
brain to process the information more effectively and remember what it heard.
 Change positions. Reading passages from textbooks gets tedious and boring really fast.
Being stuck in the same position the entire time you read only adds to the monotony. Try
reading standing up for a while, or change positions every once in the while.
 Read the text again. Each time you read a text again you'll pick up something new,
retain more information and find it easier to understand. It's not uncommon to read the
same passage from a textbook several times before you're able to fully understand and
retain the information.
 Search for key words. Read sentences removing the adjectives and adverbs. This will
cut to the meat of the sentence and help you identify what's being said and what's really
important for you to know.
 Jump around in the text. Sometimes it's beneficial to skip around and read different
parts of a chapter or section in a textbook. For example, jumping to the end of the chapter
and reading the chapter summary, before reading the chapter, can greatly enhance focus,
direction and understanding as you go back and read the actual chapter.
 Mark it. If you come across a passage or section of the text that you just don't
understand, underline it and put a mark next it in the margin of your book. When you're
done reading your text, you'll have several marks throughout the chapter. Once you get
back to class, you'll know what questions to ask your teacher or professor.
 Take a break. If you're just not making headway with the text you're reading, take a
break, regroup and come back to tackle it later with a fresh pair of eyes.
 Turn to the web. When all else fails, "Google" it. The web is a plethora of information.
And these days there are websites that address, and lend understanding, to just about
every topic or subject.

Things to Consider...
Here are a few more things to consider when reading textbooks.

What to Read

Every teacher and professor is different. Some weight their tests and quizzes heavily on
what's found in the textbook, while others rely almost entirely on their lectures. At the
beginning of the semester try and find out if exams will be based primarily on information
obtained through in-class lectures or from reading the text book. This will help you know
where to focus your time.

Where to Study

Finding a peaceful, comfortable location, away from distractions, where you can focus, is
essential to reading textbooks effectively. Learn more about finding a good study location.

When to Read

When you read is just as important, if not more important, than where you read. Reading
textbooks can be tedious and boring. The last thing you want to do is read when you're
fatigued, tired or it's late at night. Reading textbooks requires that you're alert and attentive.
We recommend reading for about 30 to 45 minutes at a time then taking a short break to
reinvigorate your mind and body.

How to Retain It

The best way to retain information from text books is to (1) read aloud and (2) discuss what
you've read with other people. Reciting text information moves it from your short-term to
long-term memory and ensures subject mastery.
How to Study Engineering
If implemented, the study skills outline below will not only help you become a more
successful engineering student, they'll make the study of engineering much more enjoyable!

Become a problem solver.

In high school all you had to do was show up for class, listen to the wisdom and truth
spewing forth from your teacher and soak it up. If you did this, you'd be able to complete
your assignments with relative ease and pass your exams. That approach may have worked
for you in high school, but it starts to fall apart in college–especially if choose to major in a
field of engineering.

In the real world, there aren't any professors spoon feeding you information, giving you
homework, providing lectures full of useful information, or end of semester exams for you to
prove yourself. In the real world there are simply problems–usually poorly defined problems.
These problems require solutions that are either acceptable or unacceptable. There is no
partial credit for solutions that don't work–or that sort of work. If you design landing gear for
twenty airplanes and one set of gear fails, you're not going get a 95 percent and a pat on the
back.

In order to excel in engineering, either academically or professionally, you need to change

your mindset. You need to learn to not count on someone else to tell you everything you
need to know to solve problems. You need to learn (1) how to discover what you need to
know and then (2) where to go to find it.

Discover your learning style.

Every student has a different learning style. Some students are visual learners (learn through
imagery and spacial understanding), others are auditory learners (learn through listening and
sound), and some are physical learners (learn through hands-on, tactile interaction). In all,
there are seven unique learning styles. You may have a dominant learning style or a mix of
learning styles. As an engineering student, identifying and understanding your learning style
can be helpful, especially when your instructor's teaching style does not match your learning
style.

Some engineering instructors are guilty of using a lot of words and formulas as they lecture
but neglect to employ visual imagery (pictures, diagrams, flow charts, sketches, etc.) For a
student that is a visual learner, this can be frustrating and problematic. Other instructors are
big into mathematical theory and formulas but provide little in the way of real-world
examples and application. For a student that is a physical learner, this makes learning
challenging. Your first job as an aspiring engineer is to discover your learning style, your
professor's teaching style, and figure out how to fill in the gaps.

You can discover your learning style by reading Discover Your Learning Style.

Seek help from your instructor.

Contrary to popular belief, instructors are hired to teach, not to lecture. Lecturing is just one
form of teaching–and not always the most effective. Instructors are there to help you learn,
and in most cases they really want you to succeed. If there is something you're not
understanding during a lecture, raise your hand and ask a "clarifying" question. While it's
acceptable to say, "I don't understand." It's far better to ask a clarifying question that allows
the instructor to provide you specific information to help you gain clarity and understanding.
Asking clarifying questions also tells the instructor that you were paying attention. Examples
of clarifying questions include:

 How is this theory applied in the real world?

 Could you provide an example of when this formula might be used?
 Could you sketch what that (solution, device, etc.) might look like?
 How is this equation applied in practice?
 Where did that formula come from?
 I still don't understand when that formula is used.
In order to ask clarifying questions it's important that you come to class prepared and pay
attention to the lecture. Asking clarifying questions not only helps you learn, it helps your
entire class.

Most engineering instructors are happy to answer any question you have during class.
However, there are a few who don't handle questions very well–especially if they have a
lecture they're trying to get through. If you happen to get an instructor who is hostile towards
questions, make an appointment to meet with your instructor during office hours to get your
questions answered.

Don't ask questions that you could have answered yourself with a little study or research. No
one likes to have their time wasted. Never ask your instructor for help with a problem until
after you've spent ample time and effort trying to figure it out on your own. When you ask
your instructor for help figuring out the solution to a problem, be prepared to present ALL
the work you've performed in your attempt to solve it.

When at all possible, go as a group during your instructor's office hours to seek solutions to
problems you're unable to solve on your own. Going as a group shows your instructor that
you've made a legitimate attempt to solve the problem and he'll likely feel like his time is
being better spent by helping several of his students instead of just one.
Read your textbook with purpose... but read it.
There are many reasons students read textbooks. Often, it's to find an answer to a homework
problem they're trying to solve. In an effort to find specific information, they skim through
the text, ignoring much of what's presented, in order to find clues and examples that will help
them solve their homework problem. After completing their homework assignment, they
ignore their text until another set of problems is assigned.

Many engineering texts cover important theoretical material, providing real-world examples
of how engineering theories are applied in practice. When the text is only used to answer
assigned homework problems, students miss out on a valuable learning opportunities that
will help them down the road in other engineering courses and later in their careers.

Form a study group.

Working with a study group can be beneficial for any student. However, for the engineering
student, working with a study group is particularly advantageous. The benefits of working
with a study group for engineering students include:

 Engineering is a changing field of study. It's not uncommon for students to get stuck on a
problem and want to give up. When working as a group, students are able to find
solutions to challenging engineering problems that they may not have been able to solve
on their own.
 Study groups allow for various perspectives and expose alternative ways to solve
problems. Even when you're able to solve a problem, someone in your group may come
up with a solution that is more effective and efficient than your solution.
 Study groups create environments where teaching occurs. As engineering students share
with one another their knowledge, insights and understanding on engineering theories,
formulas, equations they reinforce their own understanding. Most instructors will attest,
to teach a subject is the most effective way to learn it.
 Study groups foster a collaborative learning environment. Research suggests that
collaborative learning is very effective. Studies show that students who regularly
participate in study groups retain what they learn longer, gain a better understanding of
concepts and theories, enjoy coursework more, gain more self-confidence, and perform
better in class than students who work on their own or have a competitive attitude toward
other engineering students (D.W. Johnson, R.T. Johnson, and K.A. Smith, Cooperative
Learning, ASHE-ERIC Higher Education Report No. 4, George Washington University,
Washington, DC, 1991.)
 Study groups engender teamwork. Once you enter the workforce, you'll find that almost
all engineering projects are performed by teams of engineers. Working with a study
group will help you develop team building skills and prepare you to be a team player.
Some study groups are more effective than others. Effective study groups for engineering
students share the following characteristics.

 Groups of 3 to 5
Study groups should include at least three engineering students but no more than five.
With fewer than three students, study groups tend to be ineffective because a sufficient
variety of approaches, insights, knowledge and ideas are not offered. In groups greater
than five, there is a tendency for some students to do most of the work while others are
left out the active problem-solving process.
 Do the work by yourself first.
The most challenging aspect of solving engineering problems is figuring out how to get
started. It's important that every student figures how to solve engineering problems on
their own. It's not uncommon for one student in a group to be quicker than the rest in
initiating the problem solving process. If the same student initiates every solution, then
the other students in the group will never gain the confidence or ability to set up and
tackle engineering problems on their own. Before working on engineering problems with
your group, outline the solution to problems yourself.
 Every group member must understand every solution.
One of the challenges of study groups (especially in engineering) is that one or two group
members often develop a solution to a problem while the others just sort follow along not
really participating in the problem solving process. Effective study groups ensure that all
group members participate in finding solutions and that all solutions are thoroughly
understood by each group member. Before a group study session is ended, each group
member should explain to the rest of the group how each solutions was obtained in order
to ensure understanding.
Discover Your Learning Style - Comprehensive Guide on
Different Learning Styles
by Becton Loveless

Each person has different learning preferences and styles that benefit them. Some may find
they even have a dominant learning style. Others that they prefer different learning styles in
different circumstances. There is no right or wrong answer to which learning style is best for you
– or mix of learning styles.

By discovering and better understanding your own learning styles, you can employ
techniques that will improve the rate and quality of your learning.

There has been a big push in education in recent years on how teachers can better meet the needs
of the students, and a very effective way to do that is to learn about different learning styles. The
more teachers understand their students and the way their brains work, the better they can be at
helping them learn.

Even if you’ve never heard the term “learning style” before, it’s likely you already have an idea
of what your learning style is. You probably know if it’s hard for you to learn by listening, but if
you get your body up and moving around, things click instantly. Or maybe you love listening to
audiobooks, but nothing seems to make sense when you sit down to read a paper book. What
you’re describing when you talk about yourself in this way is your learning style.

This guide will help you understand what each learning style is, as well as how teachers can
alter their instruction to help students of each learning style. For teachers who already have a
lot on their plate, it can seem like a lot to add in adjusting instruction for different learning styles.
The great benefit teachers will find though is that once they master ways to appeal to all learners,
their lives actually become a lot easier. Catering to different learning styles can improve
classroom management, and it makes for happier students in the classroom. The chatty student
who is constantly interrupting will finally have a positive place in the classroom. The quiet girl
who knows all the answers but never raises her hand will feel confident in sharing her
knowledge.

Understanding your learning style and that of those around you isn’t only helpful in educational
settings. It can also help you understand yourself and others in work, families, relationships, and
other settings. If you’re a parent, knowing the learning style of your child can be extremely
beneficial as you help them with their schoolwork and as you just relate to them in daily life.
Maybe there actually is a valid reason they zone out every time you tell them what to do.

With so many studies on learning styles, there are a lot of theories about how many learning
styles there are and what each one should be called. One of the most influential studies found
three learning styles: visual, auditory, and kinesthetic. This was called the VAK model. Since
that study, another dominant style has been identified as reading/writing, and the model was
expanded to become VARK.
The VARK Model
The most widely accepted model of learning styles is called the VARK model, which stands for
visual, aural/auditory, reading/writing, and kinesthetic. In brief:

 Visual (spacial) learners learn best by seeing

 Auditory (aural) learners learn best by hearing
 Reading/writing learners learn best by reading and writing
 Kinesthetic (physical) learners learn best by moving and doing
According to Neil Fleming and David Baume, it’s important for teachers to understand how their
students learn, but it’s even more important for students to understand how they, themselves
learn. By understanding your own process of learning and thinking, you can be more efficient in
studying and learning.

It can be really frustrating to sit in a classroom and not understand why you just don’t get it. You
know you’re not dumb, but you just can’t seem to make the information click. It can also be
frustrating to be able to learn perfectly well from one teacher, but struggle to learn from another.

If you’ve experienced feelings like this, it likely all comes back to your learning style. Once you
understand how and why you learn the way you do, your education can vastly improve. You can
stop feeling dumb and getting frustrated, and you can start to advocate for yourself and your
education.

According to Fleming and Baume,

"VARK above all is designed to be a starting place for a conversation among teachers and
learners about learning. It can also be a catalyst for staff development- thinking about strategies
for teaching different groups can lead to more, and appropriate, variety of learning and
teaching."
This type of thinking, called metacognition, helps you understand who you are and how you
learn. It would be impossible to discover your own learning style without engaging in
metacognition.

It’s very common for people to have one dominant learning style, but it is highly unlikely that
any one person will strictly have one learning style. Most people are a combination of many.
This guide and the research talks about each learning style with different labels, but the label
isn’t what’s important. What is important is understanding your brain and the way you learn. Try
not to get caught up in labels or classifying yourself or others.
 image credit: JoanDragonfly, Flickr

Memletics
It’s obvious that the labels aren’t important when you realize that there are many different
theories of learning styles, and each theory uses different terms. Another theory that takes into
account some additional learning styles is called memletics. This theory takes the basics of the
VARK model and adds in a few different categories. Memletics includes visual, auditory, and
kinesthetic that is seen in the VARK model, and also adds in the following types of learners:

 Verbal learners who learn best by speaking

 Logical (mathematical) learners who learn best by using logic and reasoning (these learners
are typically mathematically inclined)
 Social (interpersonal) learners who learn best in groups
 Solitary (intrapersonal) learners who learn best alone
Note that it does not include the reading/writing addition that was added when VAK expanded to
VARK, however it does include the four above mentioned categories. Within memletics, there is
a lot of overlap between learning styles due to the nature of the categories. Take, for example,
two solitary learners. They both learn best in solitary situations, but one learns best by using
logic while the other learns best by seeing.

In a study about learning styles, Aranya Srijongjai noted that

"According to the Memletics model, everyone has a mix of learning styles, and learning styles
are not fixed (Advanogy.com, 2003), so instructors should also accommodate other types of
learning styles by providing diverse learning environments. McCarthy (1980) points out that
instructors should vary activities so that students learn in their own preferred style and also can
have a chance to develop other styles as well. As a result, matching and mismatching learning
styles and instructional methods will complement the students’ learning performance and create
more flexible learners in the long run."
As Srijongjai suggests, students and teachers should not think of learning styles as a box to be
placed into. Learning styles are just one small piece in the overall puzzle of student learning.

No matter what theory your dominant learning styles fall under, knowing your style can help
make your learning easier and more successful. Most learners fall into at least one of the styles in
the VARK theory.

This guide will offer information and advice to teachers, students, and parents, as it is important
for everyone in the educational environment to understand why and how people learn the way
they learn. With each learning style, there are also suggestions included for career choices.These
suggestions are in no way meant to be limiting, but they can be helpful. If you are a visual
learner, but feel pulled toward one of the fields listed in the auditory learner section, by all means
pursue your passion. The career suggestions merely show what careers that style might gravitate
towards as well as careers they are likely to excel in with minimal effort.

Understanding your learning style is really helpful, but again, you should also be careful not to
put yourself in a box and to define yourself by your learning style. Take what insight you can,
but don’t let it overcome your thoughts about yourself.
Visual Learners

Do you ever remember taking a test in school and thinking “I don’t remember the answer, but I
remember I had it highlighted pink in my notes”... then you might be a visual learner.

That’s because visual learners remember and learn what they see the most. This could include
videos and pictures, but it doesn’t have to. Visual learners do well with spatial reasoning, charts,
graphs, etc. Often, visual learners “see” words as pictures or other objects in their head, and they
often use their right brain to process information.

One of the many benefits of being a visual learner is that the human brain processes visual
information much faster than plain text. As a visual learner, you can take in and retain a lot of
information really quickly because you prefer this processing method that humans are already
very good at.

When studying and learning, visual learners prefer the use of maps, outlines, diagrams, charts,
graphs, designs, and patterns. When taking notes, these students are more likely to organize their
notes into visual patterns. They might use charts or diagrams; they might separate their page of
notes into different sections. Many visual learners also do well with color coding their notes with
different colored pens or highlighters.

Careers for visual learners:

Visual learners are often pulled toward, and do well in, STEM fields. STEM stands for science,
technology, engineering, and math. Specifically, some careers include photography,
construction, graphic design, interior design, architecture, physics, advertising, engineering, and
surgery.

A note for teachers of visual learners:

Sometimes these students might stare out the window or doodle in their notes. If this is the case,
let them. Locking their eyes on you constantly might be too much visual stimulation, and that
flower they’re drawing next to their notes might help them remember that point by connecting it
to their visual drawing.

It’s also easy for visual learners to get overwhelmed by a lot of visual input. If the classroom
setting is chaotic with a lot of students moving around, it might be too much for them to take in.
The design of your classroom is also very important to visual learners. If there is a lot of clutter
or too many posters adorning the walls, this can overwhelm the mind and processing of a visual
learner.

For some visual learners, it also could actually be helpful for them to pay careful attention to
your movements. They might remember the silly hand motion you made or the way you pointed
to a country on the map. Keeping that in mind when delivering your lessons can be very helpful.

Lesson ideas to help visual learners

 Use colors. Just like these learners tend to color code things themselves, it can be really
helpful for them if you color code your notes as you write them or post them. As a
homework or in class assignment, you could have students annotate/read actively, and use
different colors for different things you want them to look for. For example, they could
highlight dates in blue and names in yellow.
 Draw reasoning. In math, teach students how to draw out their reasoning (rather than
verbally explaining).
 Use gestures. As you’re teaching, be aware of your body language. If you include gestures
and hand motions when you speak, it will help your visual learners pay attention and make
connections.
 Posters. As a project or class assignment, students can make posters illustrating key
concepts. Once finished, they could even present their posters to the class, which would
appeal to auditory learners. You can also hang these posters on the wall when students are
done as decorations and to help drive home important topics. Just remember to cover them
up or take them down during assessments if they give away too much information.
 Charts and graphs. Use technology to help students visually see information by creating
charts and graphs. This is often used in a math and science setting, but can be used in other
disciplines as well. For example, in gym class, students could keep track of how many push
ups, sit ups, etc. they can do and then you can create a class chart or graph with the data.
 Draw the text. In the language arts classroom, pick out a portion of the text with especially
vivid imagery. Instruct students to draw a picture of what the writing describes. This helps
students with close reading and understanding of the text.
Auditory Learners

Do you sometimes talk to yourself when you’re thinking really hard, studying, or trying to
organize something? If that sounds like you, you’re likely an auditory learner.

Auditory learners learn best by hearing and carefully listening. This can include hearing things
from external sources, as well as hearing themselves talk. They are very likely to volunteer to
answer questions and to actively participate in classroom discussions.

Auditory learners have a great advantage in the classroom because they’re not afraid to speak
their mind and get answers to their questions. While reading/writing learners might not even
realize they have a question until they’ve had time to go back and process their notes, auditory
learners learn by listening and speaking, so they process through information very easily right
there in the classroom.

Any form of listening or speaking is going to be the most efficient learning method for this
category. Some popular methods include lectures, audiobooks, discussion, and verbal processing.
These learners are typically good at storytelling and giving speeches as well. A lot of these
students often prefer studying and working in groups because they can talk through the
information. This often makes them social learners when looking at the theory of memletics.

Careers for auditory learners:

Any job that requires a lot of listening and/or speaking is likely going to be a great fit for an
auditory learner. Some careers to consider include radio or TV broadcasting, law, teaching,
speech-language pathology, and counseling.

A note for teachers of auditory learners:

Just like the visual learners, these students also might stare off into space, but for a different
reason. Since they process information best by listening to it, they don’t need to look at the notes
or the PowerPoint very often. It might seem like they’re zoning out or not paying attention. If
you’ve ever caught a student staring off into space and asked them a question, thinking you’ve
caught them off guard, only to get the perfect answer, you’ve likely found a very auditory
learner.

These students might also tend to get chatty during class. This can be great when you’re trying to
get a lively class discussion or debate going, but not so great when you need the class to listen
intently to you. Instead of getting frustrated and angry, remember that this is how their brain
works and how they learn. As much as you can and as much as is practical for your subject
matter, try to facilitate discussions and play into this rather than squashing it.

You should always keep in mind that these learners might really struggle with written and visual
information. Auditory learners are those students who can answer every single question you ask
in class, and then get a 60 on an exam that’s testing the same information. If you have a hunch
that a student who bombed a test actually knows the information, give them a chance to verbally
answer the test questions.

Lesson ideas to help auditory learners

 Audiobook. Give students the option to listen to an audiobook- this can be effective with
novels as well as textbooks.
 Socratic Seminar. This is a type of discussion where the students lead the discussion. The
teacher provides some topics to talk about, and then the students take over. By sitting in a
circle and having a more laid back atmosphere, more students are likely to join in the
conversation. Often auditory learners tend to lead these discussions, and it gives them a
chance to shine and be rewarded for their talking that can get them in trouble in other
situations. Teacher Kelly Gallagher offers a great handout called trace the conversation that
can help auditory and visual learners with Socratic seminars. There are many ways to
conduct socratic seminars; the National Council of Teachers of English has a great
explanation.
 Speeches. The often hated, but necessary, school assignment that many students dread is
actually often a favorite of auditory learners. This type of assignment is where auditory
learners feel in their element. Speeches can be short and impromptu or long and planned,
and they can be done in any subject.
 Record notes. You can either record yourself speaking or give your students permission to
record during your lectures so that they can go back and listen. You can also encourage
students to record themselves reading their own notes.
 Text to speech. This is something students can do on their own, but they might need your
prompting or feel better about doing it if you give them permission. When writing essays,
students can use speech to text to capture their thoughts. It can also be beneficial to then
use text to speech to proofread and catch errors.
 Debate. A structured debate is a really beneficial way for auditory learners to get their
ideas across. This can be done at all grade levels and in all disciplines. Here is a great
resource for some debate ideas, as well as different debate formats for different grade
levels.
Reading/Writing Learners

Do you tend to zone out when people are talking to you or you hear a lecture? Would you rather
read the transcript or get the information from a book? Then you’re probably a reading/writing
learner.

Reading/writing learners learn best by, well, reading and writing. They often relate to the famous
Flannery O’Connor quote “I write because I don’t know what I think until I read what I say.”
Verbal input can often go in one ear and out the other for these types of learners. For them,
seeing notes on the board or on a PowerPoint is really important, as is taking their own notes.

These students learn best from books, lists, notes, journals, dictionaries, etc. Some things these
students might do to intuitively help themselves learn are rewriting their notes, using flash cards,
adding notes to pictures or diagrams, choosing a physical book over an audiobook, and using
closed captions on videos.

Careers for reading/writing learners:

A common and obvious career choice for reading/writing learners is writing, but if this is your
learning style, you’re definitely not limited to writing. Editing, advertising, researching,
translating, and economic advising are also great career choices that would be a good fit.

A note for teachers of reading/writing learners:

While these learners are often your typical “good student” they can really struggle to learn from
lectures or completely auditory methods. They may not respond well to class discussions, and
need some more time to process things that they hear. If you give them some time to write their
thoughts down before asking them to share out loud, they will feel less stressed and will be able
to process their thoughts.

Every teacher has had that student who needs more time before you move on to the next slide,
even though you’re done explaining and all the other students are ready to move on. A
reading/writing learner is most likely that student, and when you understand their learning style
it’s easier to cut them a little slack. Sometimes they struggle to get all their notes down because
they are trying to write down every single thing you say. You can really help them by working
with them to pull out the most important parts of your lecture and to paraphrase what they hear.

Lesson ideas to help reading/writing learners

 Handouts. No matter what your lesson is about, one of the best things you can do to help
reading/writing learners is provide handouts highlighting the most important information.
It’s also important to give these learners enough time to write detailed notes. Providing
handouts or guided notes can help these learners have enough time to get down all the
information.
 Essays and reading assignments. These simple, traditional assignments often work best
for reading/writing learners. This is why this learning style often thrives in the traditional
classroom setting.
 Vocabulary stories. Have students create stories or plays to make their vocabulary words
more fun and interesting. This can be done in any subject area that has vocabulary words.
You can give students a topic or let them be creative, but all they have to do is write a story
containing x number of their vocabulary words. You can also extend this activity to help
kinesthetic learners by having students act out their stories for the class.
 Think, pair, share. Reading/writing learners often struggle with sharing their thoughts out
loud. Those students who ace every test but freeze when you call on them in class are likely
reading/writing learners. Think, pair, share can really help give them confidence to
verbalize their thoughts. This, again, can be done with any age group and in any subject
area. First, ask students an open ended question and give them time to silently think and
write their answers. Then, have students pair up in small groups to share their answers.
Finally, open the discussion to the whole class. Often when you just ask a question and
want students to respond right away, you’ll only get answers from the auditory learners
because they are the quickest at verbal processing. This method though gives the
reading/writing learners time to process in their own way and gives them time and
confidence to construct a verbal response.
Kinesthetic Learners

Are you the first one to get up and volunteer to demonstrate an experiment for everyone else? Do
you need to actually change the oil, rather than look at a diagram, in order to learn how to do it?
If so, it sounds like you’re a kinesthetic learner.

The root word “kines” means motion, and as such, a kinesthetic learner learns best by going
through the motions or actually doing something. When they are actively moving their body and
combining that with what they are learning, it’s much easier for them to internalize the
information.

These students tend to shine in demonstrations and experiments. They also learn best from
seeing something first hand, watching live videos, and going on field trips. Even just combining
a physical motion with a piece of information can help them. They might fidget while they’re
listening in class, and they are much more likely than those with other learning styles to talk with
their hands.

Careers for kinesthetic learners:

Any career that allows you to be physically active and move your body is going to be right up
the alley of a kinesthetic learner. Sometimes they say the phrase “I don’t sit well,” and they
typically don’t thrive at a desk job. Kinesthetic learners typically feel in their element as
professional athletes, farmers, carpenters, physical therapists, and mechanics.

A note for teachers of kinesthetic learners:

Just because you see a student fidgeting or being antsy, that doesn’t mean they aren’t paying
attention or that they’re bored. Their brain just craves that movement to help them make
connections. There’s no need to force students to sit completely still as long as they aren’t
distracting others in the classroom. As much as you can, try to connect movement to the concepts
you’re teaching.
Kinesthetic learners really just need to move and they can benefit from active brain breaks. Try
to do your best to keep them active and to allow for movement in your classroom. If you look out
to your students and see that glazed over look, pause your lesson for 30 seconds and have the
whole class do jumping jacks. Or if you notice one of your kinesthetic learners just can’t take
sitting in their seat any longer, ask them to run a quick errand to the office for you. So often these
students get punished for trying to move and follow their natural learning style. The more you
can find ways to reward them for their learning style, the more engaged they will become.

Lesson ideas to help kinesthetic learners

 Labs and experiments. These types of lessons are common in science classes, but they
can be successfully implemented in the curriculum of all different subjects. For example,
psychology students could replicate the studies they are learning about. An elementary
math lesson could involve measuring the height of each student and then creating problems
based on the measurements.
 Field trips. When schools are cutting their budgets left and right, it can be really hard to
plan educational field trips, and that’s understandable. Field trips don’t have to be major
events, though. For an art project, you could take students outside and have them draw or
photograph what they see. An English lesson could include a nature walk where students
journal or write a story about what they see when they’re outside.
 Physical props. Whenever you can, use practical and/or memorable props. When teaching
a history lesson, you could dress in the attire of the era you are teaching about. If you’re an
anatomy teacher, bring in a skeleton or use your own body as a prop.
 Take a stand. This is an activity that is very easy to set up and appeals to kinesthetic as
well as auditory learners. To prep, come up with a series of questions that students can
either agree or disagree with. If your students are reading To Kill A Mockingbird, your
questions could revolve around racism, for example. (Note: if tackling a sensitive subject
such as racism, make sure you know your students and their maturity level) Hang signs on
either side of your classroom indicating “agree” and “disagree.” Then, read through each
question and have students move to the side of the room that fits their belief. Once there,
they can discuss their thoughts with the group that follows their beliefs, and then you can
open up the discussion to the whole class.
 Act it out. This works well for literature and history lessons. Instead of reading silently,
assign students parts and have them act out the story.
 Tableaux Vivants. Again, this works well in literature and history classrooms, and is a
great review activity. It’s very similar to charades. Break students into groups and assign
each group a “scene”- this could be from a work of literature or a scene from history. Each
group works together to create a silent re-enactment consisting of “snapshots” of the scene.
Students pose and pause for 5-10 seconds, and then move on to their next pose. Once they
have moved through their poses, the rest of the class guesses what scene they were re-
enacting.
 Demonstration speeches. As the famous quote attributed to Einstein says, “If you can’t
explain it simply, you don’t understand it well enough.” Demonstration speeches give
students a chance to explain something they understand really well in a simple manner so
their peers understand. Students pick a topic, for example, how to make a peanut butter and
jelly sandwich. They then give a speech explaining the process while simultaneously
 demonstrating the process. The demonstration portion of this is what really appeals to
kinesthetic learners, and it appeals to all learners because students have a lot of freedom in
choosing their topic.

Logical Learners
Individuals who excel at math and possess strong logical reasoning skills are usually logical
learners. They notice patterns quickly and have a keen ability to link information that would
seem non-related by others. Logical learners retain details better by drawing connections after
organizing an assortment of information.

Maximize your ability to learn by seeking to understand the meaning and reasoning behind the
subject you're studying. Don't depend on rote memorization. Explore the links between related
subject matter and make sure to understand details. Use 'systems thinking' to help you better
understand the relationship between various parts of a system. This will not only help you
understand the bigger picture, it will help you understand why each component part is important.

Social Learners
Social learners usually have excellent written and verbal communication skills. These individuals
are at ease speaking with others and are adept at comprehending other people's perspectives. For
this reason, people frequently seek counsel from social learners. Social learners learn best
working with groups and take opportunities to meet individually with teachers. If you like
bouncing your ideas off others, prefer working through issues as a group, and thoroughly enjoy
working with others, there's a good chance you're a social learner.

If you're a social learner, you should seek opportunities to study with others. If the class you're in
doesn't have formal groups, make your own group.

Solitary Learners
Solitary learners usually prefer working by themselves in private settings. They do not rely on
others for help when solving a problem or studying. Solitary learners frequently analyze their
learning preferences and methods. Since solitary learners prefer to work alone, it is possible for
them to waste time on a difficult problem before seeking assistance. However, solitary learning
can be very effective learning style for students.
Tips to Simultaneously Help Learners of All Types
Lessons that can combine multiple learning styles are often the most effective, as they can reach
the most students. Also, since most people are a combination of learning styles, it makes sense
that activities that combine learning styles are some of the most effective.

Many of the activities already provided give opportunities for learners of all types to reap some
benefit. If you try to be creative, you can make little tweaks in any lesson to reach different
learning styles. Following are some ideas of ways to reach all four learning styles in one lesson
or activity.

 Centers. The way this works is you have multiple different stations or centers throughout
the classroom and you break your students into groups so there is a group at each center.
Then, you provide different activities at each center and students rotate with their groups to
each center. There are many benefits of this in addition to reaching students of all learning
styles. Even if you don’t have a center that caters to kinesthetic learners, the simple act of
getting up and moving to different places throughout the classroom will help them. The
same goes for auditory learners as well; being in small groups and rotating throughout the
room naturally invites discussion.
 Give options. No matter what you are doing with your students, give them options if it is a
possibility. For example, instead of just assigning an essay at the end of a unit, assign a
project with different options. When giving students options, there is no need to mention
which choices line up with which learning style. Students will often naturally gravitate
toward whichever option suits their learning style best. Here is an example of 4 different
project options:
 Write an essay (appeals to reading/writing learners)
 Record a podcast or TED talk (appeals to auditory learners)
 Film a video (appeals to kinesthetic learners)
 Create a poster or multimedia project (appeals to visual learners)
Headphones. Allow students to use headphones while working independently in class.
For most learning types, this can help cut out distractions around them, and for auditory
learners, this can help them make connections between what they hear and what they’re
learning. This can be very helpful for them during times when they need to work silently.
Technology. Technology has come a long way and there are so many apps and websites
available that can help students. For example, here is a list of apps for elementary math that
appeals to all four learning styles. Games that include pictures and sound help visual and
auditory learners. Reading explanations and lessons on the apps helps reading/writing
learners. Physically manipulating and touching a device helps kinesthetic learners. A quick
Google search will reveal beneficial websites and apps for any discipline.
Final Words
There is nothing right or wrong with any of the learning styles; they are simply names and
categories for the ways different brains process information. Sometimes it is easier for those with
a dominant reading/writing learning style to succeed in a traditional academic setting, thus
landing those students with a “good student” label. Education has come a long way and schools
and teachers are now catering to a variety of learning styles.

It’s always important to remember that every single student is unique and even two students who
are both visual learners might still differ very much in what works best for them. The best way to
approach education is to learn about and understand each student. By remembering that all
students are human beings who have needs and feelings, teachers can approach them in an
empathetic way.

If you’re interested in learning which learning style you are, you can take the VARK
questionnaire. If you’re a teacher, it is a good idea to have all of your students take the
questionnaire to help their learning. Not only will you be able to see what type of learners you
have in your classroom, but your students will also be able to learn more about which ways to
study and learn work best for them.

Remember, a learning style is only one explanation of a student’s preferred way of learning. This
style can change over time, and every student matches with each style to differing degrees. No
matter what facet of education you’re coming from, you can benefit from understanding the
learning style of yourself and those around you.
Improving Your Memory
"I'm just not good at taking tests."

"There is too much information for me to remember."

"Sometimes I just get overwhelmed and my mind goes blank."

These are phrases all too common among students when they struggle to remember
information. But the fact is, we all struggle to remember information and forget
important things. Retaining information is closely linked to academic success since
exams are designed to test what you've retained from classroom lectures and
personal study. But being able to remember what you've studied is just as critical
when you enter the workforce after college.

Bet you've noticed how some things are easier for you to remember than other
things. For example, you may find it easy to remember how to play a complex video
game but struggle to remember multiplication tables. This describe you? Then join
the club. It describes just about everyone. What's important is that there are memory
strategies that will help you remember what you really need to remember, when you
need to remember it. The strategies we'll introduce to you below will teach you how
to memorize and recall important information. These strategies have worked for
students everywhere, and they'll work for you too.

The following are proven strategies will help you improve memory retention and
ability to recall important information:

 Make the information meaningful

Students often struggle to retain important information because it is unclear or
confusing. It's much more difficult to remember concepts when they're not
completely understood. In order to remember new information presented to you,
in your mind summarize the information you've just learned in your own words. If
you are unable to do this, it is a strong sign that you do not fully comprehend the
concept you're attempting to learn–and consequently will have difficulty recalling
it for future use.
 Organize the information
Organizing information into logical categories is one of the most effective ways of
improving recall and memory. For example, if you are trying to memorize
vocabulary for a foreign language class, classify words together that have similar
meanings or that fall under similar categories. This will enable you to associate
words with certain categories that provide context and meaning. Organized
information is much, much easier to retain than random information. Another
good example of the power of organization as it relates to memory is Human
Anatomy. It can be very difficult to memorize the thousands of parts that make up
 the human body. So how do students do it? Simple. They organize the parts into
systems. Once the parts of the body have been organized in to systems, based
on function or location, memorizing all the parts of the body becomes very
achievable.
"Chunking" is another organization strategy for memorizing information. In fact,
you probably already use chunking memory strategies already and don't even
realize it. When you memorize a person's phone number, the combination to a
lock, or your social security number you use chunking. It's far easier to
remember long number when you "chunk" them into small groups of three or four
numbers. Why? Because most people can only remember about three or four
bits of information at once. So how can you use chunking to improve your
memory? Chunk history by events or periods of time when events occurred.
Chunk foreign language vocabulary into functional groups like items in a house,
car parts, or body parts. Chunck English vocabulary into parts of speech. When
you chunk, you simply group information into small groups of three to five times
at a time.
 Visualization to improve memory
It's easier to remember a picture rather than details from a book or a lecture.
Visualization is one strategy that can be used to remember information that's
been read in a text book or spoken during a lecture. This strategy is especially
useful when studying abstract or confusing subjects. To apply this strategy,
create images in your mind that relate to, or have similarities to, the abstract
concept. Visualizing information read or relayed to you will imprint it in your mind,
increasing the likelihood you'll remember it.
Visualization is particularly effective for memorizing systems, cycles and
processes. For example, let's say for upcoming science test you'll be required to
memorize the water cycle. So let's get started. Visualize in your mind a cloud
floating high in the sky. Picture the cloud getting bigger and bigger and until it
bursts. Now watch as rain pours from the cloud and hits the ground. See the rain
form into small streams, then larger rivers as it flows toward lakes and eventually
to the ocean. Visualize the sun shinning down on the ocean and evaporating the
water and form into clouds which the wind then pushes inland... Anyway, you get
the idea, right? Visualization allows you to create a vivid, meaningful and
memorable story that allow you to recall information. You can also use maps,
charts, graphs, or pictures to help you visualize and remember important
material.
 Active Studying
In order to remember or learn a concept, you must practice active studying. If
you are passive in your study habits, it will be very difficult to remember what you
read or hear during a lecture. One way to be an active studier is to teach the
information you are studying to classmates in a study group. You can also
critically analyze material you're studying by contrasting it with correlating details
or coming up with questions about what you've learned, or finding ways to apply
what you've learned. By implementing active study strategies into your personal
study, you'll enhance your ability to retain confusing or complicated concepts.
 Association
Association involves associating, or "connecting", a word or event with a place,
feeling, person, situation, or thing. Association is a very powerful memory
strategy that allows the brain to connect something it's already familiar with to
something new that it's not familiar with. By connecting the unfamiliar to the
familiar, the brain more easily is able to learn and remember the unfamiliar.
Association is very effective for learning and remembering vocabulary words.
When you are given a new vocabulary word to memorize, write it down, and then
the definition next to it. Now write a person, place, thing, event or movie that
you're familiar with next to the word, or combine them in a sentence to create a
strong association. For example, "My uncle is an ardent democrat". (Ardent
meaning intensely devoted.)
 Frequent Reviewing
All students cram for tests at one time or another. Although many people cram
right before tests, it is not an effective long-term learning or memorization
strategy. It is very difficult to retain information long-term from one or two
cramming sessions. The key to memory retention is to frequently review notes
and other study materials weeks or days before tests. If possible, review notes
immediately following lectures and jot down or highlight information that will
probably show up on a test. You should also adapt this strategy after completing
textbook reading assignments by reviewing information you highlight and chapter
headings. Through repetitive review and study, you will eventually begin to retain
the information being learned.
 Storytelling
By integrating data, information and material into a vivid story that you can tell,
you'll be able to memorize and recall information in any subject. When
developing a story for the purpose of enhancing your memory of information,
focus on the key learning points and organize them (within the story) in a logical
sequence. Why is storytelling such a powerful memorization strategy? Because
each event in the story triggers your memory of the next event, so your ability to
memorize information is as limitless as your ability to create, remember and tell a
story.
 Talking
Believe it or not, talking is a very powerful–and underutilized–strategy for
improving memory. How does it work? Just talk! Talk about what you've learned.
Talk about the information you need to remember. Sit down with your Mom, Dad,
brother, sister or friend and tell them what you've learned. Struggling to
memorize the Kreb Cycle for your upcoming AP Biology test? Then sit down with
someone and describe in detail how the Kreb Cycle works. Want to learn
history? Then discuss, debate and argue history with someone else. Want to
improve your Spanish? Then talk Spanish with someone who will listen–or find a
fluent Spanish speaker who will listen to you.
 Mnemonic devices
Many people use mnemonic devices to remember specific details from lectures
and reading. Mnemonic devices work by relating facts with short phrases, words
that rhyme, or anything else an individual is familiar with. For example, if an
important definition that will appear on a test rhymed with the last name of your
favorite movie star, you could use this mnemonic device to remember the word.
Another powerful mnemonic device for improving ability to remember important
information and details is the use of acronyms. An acronym is a word composed
of the first letters of a list of words. How does it work? Easy. You take the list of
words that you want to memorize and put them in an order so that the first letters
of each word spell a real or made-up word that is easy to remember. An example
of a simple acronym is MADD–Mothers Against Drunk Driving
One of the all time most powerful mnemonic devices is music. Want to memorize
something and never forget it? Then put it to music, or your favorite song. Want
to memorize all the states in the nation? Put them to your favorite song. Want to
learn all the countries in the world and never forget them? Put them to your
favorite song. Again, if you can create a catchy song, with a tune you're already
familiar with, using data or information, you can memorize and remember
anything? 30 years later I still know all the cities in the state of Utah by heart after
my 2nd grade teacher changed the lyrics of "One little, two little, three little
Indians" to "Beaver, Box Elder, Cache and Carbon..." Believe me, it works!
Improving Your Note Taking
by Becton Loveless

Effective note taking is one of the keys to succeeding in school. Students should devote a
considerable amount of time reviewing information discussed during classroom lectures. It is
very difficult to remember specific details–event major concepts–from classroom lectures
without good notes.

These note taking strategies will help you to take better notes:

Make clear and accurate notes

Make sure to take legible and accurate notes since it is not uncommon to forget key details
discussed during class after it has ended. Frequently, students comprehend the teacher's
lecture and think they'll remember everything, so they neglect to jot down specific details
only to find later that they can't recall what it was they needed to remember. Students who
keep accurate notes can review them later to review key points, recall necessary detail,
solidify knowledge and study up on concepts they didn't fully comprehend during the lecture.
Additionally, since teachers frequently cover many topics during the course of their lectures,
effective notes enable students to concentrate on specific topics that are most relevant.

Come to class prepared

Students properly prepared for class usually take better notes than those who come
unprepared. Proper preparation includes completing assigned reading prior to class and
reviewing notes from previous lectures. Students who review their notes from previous
lectures (1) will have a better context for learning new topics presented in the next lecture
and (2) can ask questions about confusing concepts the didn't quite understand from the
previous lecture.

Compare your notes

To ensure your notes are as accurate and detailed as possible, compare them with the notes of
other students after class is over. This is useful because your colleagues will frequently write
down lecture details that you forgot or missed. This strategy will make classroom notes more
thorough and precise.

Minimize distractions
Effective note takers avoid classroom distractions. This can include sitting in spots with
fewer distractions and not signing up for classes with friends that you might want to talk with
during lectures. Some students will even sit in spots where it is difficult to constantly glance
at the clock.

Organize your notes

Notes organized by date, class, and subject make it easier to locate specific lecture details. It
is also a good idea to keep information from different dates and classes separated or to begin
each class with a new piece of paper. A good format for organizing your notes is the Cornell
System for Taking Notes.

Use abbreviations and symbols

Since teachers usually cover a lot of information during each lecture, it can be hard to write
down everything important they say. This is why we recommend using symbols and that you
abbreviate long words and use short phrases in your notes when possible. Many students use
the following symbols and abbreviations while taking notes: & (and), w/o (without), eg (for
example), ie (that is). When utilizing abbreviations, create a key of your most commonly
used abbreviations, so you will not forget what they are.

Write clearly
The most copious notes will be of no benefit if you can't read them. This is why it is
important to use good penmanship when taking notes. It is also recommended that you leave
space in margins and near key concepts in your notepad, so you can add important details
relating to previous lecture topics that are addressed during future lectures.

Review your notes

In order to retain information discussed during lectures, it is best to review notes
immediately after class. This will help you better understand the lecture, your notes, and it
will enable you to focus on what you just learned for long-term retention. You should review
your notes a second time just before your next lecture. This will help refresh in your mind
important topics and concepts, and prepare you for the next lecture. You should continue to
review your notes on a regular basis between your lectures and your exams.

Write down questions

No matter how intelligent a student is, from time to time they're bound get confused and end
up having questions unanswered by the lecture. For this reason, it is a good idea to write
down questions to ask after class, or during subsequent lectures. You can also answer your
own questions through a web search, a tutor, other student or by using reference books–but
only if you wrote down your questions in enough detail during the lecture.

If you want to increase the effectiveness of your studying and performance on exams, it's
imperative to learn how to take good notes. Effective notetaking is a key element of the
formula for success for successful students.

Avoid Digital Notes

The world has become increasingly digital, and it’s become ever more common for students
to take notes using their tablets and laptops. However, research shows that taking notes on
these devices, instead of by hand, actually reduces how much a student remembers.
According to researchers Pam Mueller and Daniel Oppenheimer, people often try and take
verbatim notes on their devices, while they often abbreviate their notes when taking them by
hand. Students have to be more selective about the notes they take when taking them by
hand, so they are more actively engaged in the lecture. This means that students often
remember their hand-written notes better than they do their digital ones. Students should
consider dropping the digital devices in favor of taking notes using old fashioned pen and
paper.

Overlook the Power Points

If your instructor has Power Point displays on the screen that are heavily text based, you may
want to avert your eyes. Human beings only have so much working memory. They can only
devote so much of that memory to both listening and seeing the world simultaneously. If
you’re sitting in on a class and your lecturer is basically saying the same thing as what’s on
the Power Point slide, then just don’t look at the Power Point. Students who try to listen and
read identical content at the same time actually end up remembering less because they strain
themselves trying to process identical audio and visual information at the same time.
Researchers Adesope and Nesbit referred to this as the “redundancy effect,” when text and
speech are identical. The number of mental processes going through a student’s mind is
known as cognitive load, and that load gets too heavy when identical information is
presented in both visual and audio forms. This leads too poorer learning.

The problem is made worse when students try and write down Power Point notes verbatim.
Much like with taking digital notes, this reduces the amount of effort they can devote to
engaging with the lecture that they’re listening to. To optimize note taking, students should
focus on the words being spoken, be selective in what notes they’re taking, and records those
notes in physical form. This approach is likely to lead to better memorization and learning
over time.

Note Taking Methods

Over time, various methods of taking notes have been developed. These systems were
designed to help students take effective notes without too much trouble. After learning the
method, students can more effectively follow along in class and take notes as they go. These
approaches are designed to reduce the time and attention students need to devote to taking
effective notes, leaving them able to focus on the lecture.

Take, for instance, the outline method. The outline method reduces the time that students
need to devote to writing out notes by simplifying notes into single sentences divided into
subheadings. The top heading includes the main topic, the second heading is the sub topic,
and the third heading includes a supporting fact. So, students might write “World War II” as
the main heading, “America entered the war because of Japan” as the subtopic, and “Japan
bombed Pearl Harbor” as the supporting fact. Simply by limiting the number of notes taken
to core ideas, students can devote more time to listening. Because this approach limits how
much information is captured, it may not be suitable for information dense discussions, such
as science or mathematics lectures.

Another method that can help is the charting method. The charting method involves creating
what amounts to a spreadsheet. The first column of the spreadsheet contains the topics being
covered, and each subsequent column includes more detailed information about the topic.
This spreadsheet approach is best suited for documenting a heavy amount of information, so
it’s best when there is going to be a lot of information that needs to be remembered.
However, because it is supposed to be used to capture a lot of information, it’s not well
suited for use during lectures. It draws too much attention away from listening. However, it’s
ideally suited for independent study, when students are taking notes on their own time.
 Study Skills Checklist
We all learn differently, and we each have our own style of studying. No two people are
exactly the same when it comes to study preferences. To get the most out of your studying,
it's important to better understand what works for you, and what doesn't. To get started we
recommend printing out the study skills checklist below. Once you've done this, read each
statement and determine if it applies to you. If it does, then mark Y. If it doesn't, mark N.
The purpose of this checklist is to provide you a basic self assessment of your study habits
and attitudes, so you can identify study skills areas where you might want focus on
improving.

1. Y__ N__ I spend more time than necessary studying for what I am learning.

2. Y__ N__ It's common for me to spend hours cramming the night before an exam.

3. Y__ N__ If I dedicate as much time as I want to my social life, I don't have enough time
left to focus on my studies, or when I study as much as I need to, I don't have time for my
social life.

4. Y__ N__ I often study with the TV or radio turned on.

5. Y__ N__ I struggle to study for long periods of time without becoming distracted or tired.

6. Y__ N__ I usually doodle, daydream, or fall asleep when I go to class.

7. Y__ N__ Often the notes I take during class notes are difficult for me to understand later
when I try and review them.

8. Y__ N__ I often end up getting the wrong material into my class notes.

9. Y__ N__ I don't usually review my class notes from time to time throughout the semester
in preparation for exams.

10. Y__ N__ When I get to the end of a chapter in a textbook, I struggle to remember what
I've just got done reading.

11. Y__ N__ I struggle to identify what is important in the text.

12. Y__ N__ I frequently can't keep up with my reading assignments, and consequently have
to cram the night before a test.
13.Y__ N__ For some reason I miss a lot of points on essay tests even when I feel well
prepared and know the material well.

14. Y__ N__ I study a lot for each test, but when I get to the test my mind draws a blank.

15. Y__ N__ I often study in a sort of disorganized, haphazard way only motivated by the
threat of the next test.

16. Y__ N__ I frequently end up getting lost in the details of reading and have trouble
identifying the main ideas and key concepts.

17. Y__ N__ I don't usually change my reading speed in response to the difficulty level of
what I'm reading, or my familiarity with the content.

18. Y__ N__ I often wish that I was able read faster.

19. Y__ N__ When my teachers assign me papers and projects I often feel so overwhelmed
that I really struggle to get started.

20. Y__ N__ More often than not I write my papers the night before they are due.

21. Y__ N__ I really struggle to organize my thoughts into a logical paper that makes sense.

If you answered "yes" to two or more questions in any category listed below, we recommend
finding self-help study guides for those categories. If you have one "yes" or less in one of the
categories, you are probably proficient enough in that area that you don't require additional
study help. However, no matter how you score it's always advisable to review all study
guides to help you improve your study skills and academic performance.

 Time Scheduling - 1, 2, and 3.

 Concentration - 4, 5, and 6.
 Listening & Note taking - 7, 8, and 9.
 Reading - 10, 11, and 12.
 Exams - 13, 14, and 15.
 Reading - 16, 17, and 18.
 Writing Skills -19, 20, and 21.
 The SQ3R Strategy for Reading Textbooks

The following is the SQ3R formula, adapted from FP Robinson's Effective Study, that will help
improve your understanding, recall and retention of textbook material.

 S = Survey the pages you plan to read.

 Q = Question what you intend to take from your study session.
 R3 = Read, Recall, and Review.

Step 1. Survey
Before reading your text, get a general idea of the main themes, topics and concepts by
skimming through the text or chapters. Identify and read the chapter headings, subheadings or
introductions. Notice any graphics, such as charts, maps or other diagrams. Read the chapter
summaries and conclusions. Try to develop an idea of what the author is going to say and
communicate.

 Surveying the text provides your reading with focus and direction.
 Helps you develop an idea of what you'll be reading.
 Allows you to anticipate the text.

Step 2. Questions
As you survey the text, turn chapter headings and subheadings into questions. For example, the
heading "Causes of World War II" changes to "What are the primary factors that led World War
II?" Turning chapter headings and subheadings into questions provides direction for your reading
and keeps you engaged. When your mind is actively search for answers as you read, you stay
engaged.

 Write out the questions you develop from chapter headings.

 Examine the questions to find the direction of the text.
 Try to develop plausible answers to these question before reading.
 Attempt to answer these questions as you read.

Step 3. Read
Now that you've surveyed the text and developed a set of questions, read the text paying close
attention to the direction of the text keeping in mind the information you already know and that
you want to discover. As you read you may find the need to develop additional questions.

 Read for meaning and understanding.

 Seek to answer the set up questions you developed in the previous step.
 Take notes in the margins or on a separate piece of paper.
 Take breaks if necessary.

Step 4. Recall
Recall is one of the most important steps for comprehending, mastering and retaining
information from textbooks. More time should be spent on recall than reading itself. Without
referring to your notes or your textbook, immediately after completing each section of reading,
develop in your own words a summary of what you read, highlighting the most important topics,
concepts and themes. Recite your summary to yourself or someone else.

Recall enables you to:

 Make sure you understood what you read

 Transforms information you retained from reading into a usable form.
 Find out what you didn't understand.
 Forces you to think about what you read.

Step 5. Review
Now go back over the question you developed using chapter headings and subheadings. Can you
develop a compelling answer to each without relying on the text or your notes? If not, look back
over your notes, the answer you wrote down and the annotation you put in your textbook.
 Using Time Management to Improve Study Skills

Most students start out each new semester of school with high expectations. They envision
themselves being successful in their studies and school work but they fail to put together a
realistic plan, or establish a routine, that will enable them to achieve academic success. There are
only so many hours in a day, days in a week, and weeks in a term. And if you don't pay attention,
the end of the semester will arrive before you know it – catching you by surprise. To achieve
academic success, you must carefully manage your study time on a daily, weekly, and semester
basis. The following is a time management strategy for doing exactly that.

Step 1. Prepare a Term Calendar

At the start of each new term, before you get heavily involved in your studies or other activities,
prepare a calendar that covers the entire term. Your term calendar can look like a regular
monthly calendar, or it can employ a different format. Whichever format you choose, your term
calendar should outline the following:

 Assignments with their due dates

 Tests with their dates
 All school activities
 All out-of-school and extra-curricular activities

Step 2. Prepare a Weekly Schedule

Unlike your term calendar, which is planned out in it entirety at the beginning of each term, your
weekly schedule is prepared at beginning of each new week. Each Sunday sit down and prepare
your weekly schedule. Although you'll prepare your weekly schedule each Sunday, you should
update your schedule as the week progresses and new items arise. To prepare your weekly
schedule do the following:

 Write down on your calendar each class you have for each day of the week
 Take a look at your term calendar and write down on your weekly calendar items that need to
be completed, or are occurring that week (i.e. assignments, tests, events, etc.)
 Go back and review all your class notes and your schedule from the prior week to see if there
is anything you need to add to this weeks schedule that is carrying over.
 Add to your weekly schedule any out-of-school and extra-curricular activities you'll be
participating in during the upcoming week.
 Note down the day and time for each assignment, study session, work group or project you'll
be completing during the week. These may be occurring in the evening, after school, or
during school.
Step 3. Prepare a Daily Schedule

You'd think a term calendar and weekly schedule would be sufficient to effectively manage your
time, but they aren't. You also need to prepare a daily schedule. Each evening, prepare a daily
schedule for the next school day. Place a check mark next to each item to be completed as it is
completed. To prepare your daily schedule do the following:

 Jot down everything from your weekly schedule that you need to do for the coming day.
 Write down everything from your previous daily schedule that wasn't completed and needs
to be completed the next day.
 Check your daily schedule for the current day to see if there are any other school activities
that you need to include for the following day.
 Include any other activities from your weekly schedule that need to be included in your next
day's schedule
You'll notice that one of the keys to effectively managing your study time is to start with the big
picture and then work down to the detail. Your term calendar provides direction and instruction
for accomplishing the big picture. Your weekly and daily schedules provide the detail required to
accomplishing everything in your term calendar, whereby enabling you to accomplish your term
goals one day and week at a time.

Other Time Managements Skills

Once you've developed a term calendar, weekly schedule, and daily schedule, there are several
other strategies that will help you accomplish more and make the most effective use of your
time. These include:

 Prioritize your assignments. As you progress through your education, you'll find the topics
of study become more complex, the work load more demanding and the material more
challenging. By the time you arrive at college, there just isn't enough time in the day to get
everything done. Start the habit of beginning your studying with the most difficult, or
important, subject or task first. Tackling the hardest subjects first, while you're still fresh and
energized, will make the remainder of your studies much easier.
 Find a dedicated study space. Some students will spend the first 20 minutes of their study
time just looking for somewhere to study. A key to ongoing time management is to find a
dedicated study space free from distractions where you can concentrate. If you want to
change up your study space, that's fine, just make sure to find a study space that works and
stick with it.
 Create blocks of study time. Not only should you have a dedicated study space, you should
have dedicated study time–blocks of time where you focus on your studies. Blocks around
40 to 50 minutes are ideal, but may be longer or shorter based on the subject and your ability
 to focus. It's okay to take study breaks during your blocks for a snack, or just to get up and
walk around, but make sure to return to your studies.
 Schedule activities for after your school work. One of the most difficult, yet important,
elements of effective time management is to put your school work first. It's easy to say you'll
get your school work done later, or just before you go to bed. It's just as easy to say you'll do
it tomorrow when bedtime arrives and you no longer have the disposition or energy to get it
done. Complete your school work as soon as possible. Putting off less important activities
until after you complete your school work will allow you stay on track and focus on your
"fun" activities without the pressure looming school work.
 Use helpful resources. The old adage, if at first you don't succeed, try, try, try again, while
useful for many of life's situations, isn't always the best philosophy when you're strapped for
time and can't figure out your chemistry homework. As you progress through middle school,
high school and then into college, it's wise to rely on the help, expertise and knowledge of
others to assist you with the learning process. Smart friends, tutors, study groups, and even
the Internet, are useful resources for tackling complex subjects and making the most
effective use of your time.
 Join a study group. Study groups offers several advantageous to students, least of which is
the ability to cover more material faster. Working in a study group makes it possible to
research and learn about various topics quickly. Each member is assigned a topic and then
provides a summary to the group.
 Get exercise. Eat right. Get plenty of sleep. Yeah, you've heard this before, but let us say it
again. Get exercise, eat right and get plenty of sleep. If you're not at your peak, you won't be
able to focus or concentrate, nor will you have the energy or stamina to get your studies
completed efficiently. Going to bed an hour early, can make all the difference the next day in
your ability to make the best use of your time.
 Be flexible. You can't plan for everything. Unforeseen obstacles are bound to pop up, so plan
accordingly and be flexible. Just want sure to get back on track as soon as possible and
maintain your monthly, weekly and daily schedule.