Study Skills for Lecture Material 

(Augustine G. DiGiovanna, Ph.D., Salisbury University, Maryland {agdigiovanna@salisbury.edu})
 

Return to Main Index
Return to Site Map

Index for Miscellaneous Items

        Steps for Success
        Study Suggestions
        Self-Evaluation


One of the workshops at the 2004 HAPS meeting in Calgary was “How Do People Learn? Integrating Cognitive Science into Anatomical Science”, presented by Mark Allen Terrell. There has also been a discussion of student study skills on the HAPS Listserv during July 2004. It seems that the one page list of Study Suggestions I provide to my A&P students each semester reflects much background information and many practical suggestions Mark presented, and it relates to the on-line discussion. Nancy Philips of Pine Mountain Central School District also recommends the following site for tips on time management - http://www.beyondtheofficedoor.com/articles-office-resources-time-management.html. . Cori L. at the W.B. Goodwin Community Center in Springfield, Pennsylvania suggests seeing the sections for adults, for professionals, and for students at http://www.watchshop.com/an-online-guide-to-time-management-a147.html. Chloe and Josephine suggest seeing "A Guide to Managing Your Studies" at https://mbaonline.pepperdine.edu/a-guide-to-managing-your-studies/ from the Pepperdine University Graziadio School of Business and Management {added Jan. 24, 2018}.

To understand some of my Study Suggestions, it is important to know that for each text chapter included in my course, I also provide students with (a) a detailed list of learning objectives, (b) a list of selected questions from the end of the chapter, and (c) a set of my lecture notes in outline form. If there is a text figure or table that corresponds to a line in the outline, I include that text page number next to that line. I also include reference to my study suggestions regularly within the printed lecture notes students purchase (e.g., "Did you practice making the labeled sketch of the sarcomeres yet?" "In the space below, write questions from the above section of notes that might appear on the next test. Then answer them.")

I also give the students a "surprise self-graded open book take-home quiz” a few weeks into the semester. It is a true-false test of all the study suggestions plus a few other good ideas. Each of the test items is a statement that the student is doing one of the suggestions. Note the last item on the "true-false test", which is an essay question

When I collect the quizzes the next class, I point out that all the statements should have been answered "true", and that anyone who did not get an A on the quiz probably will not get a good grade in the course. I record only which students turned in the quiz, not the grades. I return the papers to the students for them to keep and use as a guided strategy for self-improvement in study skills and study habits.

I evaluate the students’ knowledge and skills in lecture by giving only short answer questions where the students must write the answers and, occasionally, either make labeled sketches or label sketches I provide. Probably my study suggestions should be modified for courses using multiple-choice questions or other formats.

When students come to my office for help because they are not performing as well as they want on lecture tests, I use my Study Suggestions as a framework (1) to find out what they do to learn and (2) to suggest strategies and actions to improve. I also try to find out if non-academic factors (e.g., health, personal problems) are involved. When appropriate, I refer students to our Student Counseling Services web pages  (http://www.salisbury.edu/students/counseling/asp.htm) or other web sites (e.g., http://www.uni.edu/walsh/linda7.html). I refer students with serious test anxiety or non-academic emotional difficulties to the counseling center.


Return to Main Index
Return to Site Map

Index for Miscellaneous Items

 

        Steps for Success
        Study Suggestions
        Self-Evaluation

 

© Copyright 2005, 2018  A.G. DiGiovanna, Salisbury University, Maryland