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2004-2005 National College Learning Center Association Frank L. Christ Outstanding Learning Center Award
Todays Objectives
Why learning is different at LSU. How to create a system for tracking academic responsibilities, and have time for fun! How you can improve your learning efficiency.
o
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think at higher levels. process more in less time. work in high-pressure situations. work with meticulous professors. resist a wide range of distractions.
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less structure. different incentives (financial, rewards). no supervisor to balance the work load. many people want your time. more responsibilities!!
So Why Do We . . . . .?
Accept that learning a new physical/psychomotor skill (i.e. driving, sport) takes time to become proficient . . while learning new content (intellectual information) skill should just happen?
Evaluating
Analyzing
Applying
Understanding
Remembering
And why . . . ?
What is the phenomena we experience when we are too tired to go to class . . . then the class is cancelled and we feel energized?
Semester Calendar
M Aug. 1
8 15 Classes Begin! 16 22 29 6 13 20
23 Math Q uiz
30
7 Math Quiz
14
21
10
17
24
O ct. 1
15 Spanish Exam 16
22
Th
11
18
25
23 MathExam
12
19
26
3 Science Q uiz
10
17
13
20
27
11 Going to Game 12
25
14
21
28
26 continued
Weekly Schedule
M
7-8 8-9 9-10 10-11 11-12 12-1 1-2 2-3 3-4 4-5 5-6 French Biology Work Work Dinner Tennis Work Work Dinner French Biology Work Work Dinner Tennis Work Work Dinner Dinner French Biology Tennis Tennis Math English Chemistry Math English Chemistry Math English Service
TH
SA
SU
I like to schedule as many activities I can each day, making the most of my time.
I know what I have to do, I just do what sounds good or what I feel like doing.
Personality Traits
Judging
Vs.
Perceiving
Study in spurts. Need to set deadlines. for themselves create pressure to accomplish things. Enjoy varying their tasks. May be more likely to be a crammer.
Schedule their study time. Prefer deadlines and will meet them if possible. Like to get things done like to come to conclusions (sometimes too soon). Dislike the willy nilly of theorizing and conceptualizing.
Saves time. Helps you feel in control. Understand more information, make connections while in lecture, improve notetaking.
Controls distractions!
Tell me more?!
Review Repetition is the key to strengthening your brains neural-pathways and creating long term memory. Reflect on your Learning- teach someone else, create your own tests, recreate the test environment, figure out what ways of studying worked best, etc.
Reflect
2-4 20-50
3-5 4. 5-10
3.
Planning Integrating learning- read text/ supporting material, review notes, fill-in notes, create mnemonics, concept maps, create/predict test questions, etc. Wrap-up, summarize progress. Break- let information settle, get a snack, go for short walk, etc.
Hermann Ebbinghous, published work on memory in 1885. Over past century, repeatedly confirmed and extended. The role of distributed, or spaced, practice . . Improves free recall, cued recall, and recall of text . . . . (Caple, 1996, p.22)
Recall Curve
Recall curves when planned breaks are taken
100%
75%
50%
25%
Recall curve when no breaks are taken and studying continues more than 2 hours.
The Center for Academic Success, B-31 Coates Hall, 578-2872, www.cas.lsu.edu
Thinking about how, where, and when you learn best . . is time well spent!
learning.
Deep factual and procedural knowledge of a discipline is required to solve complex problems. Learning is a continuous process; repetition is the key. New knowledge must be tied to existing knowledge. Learning should involve both sides of the brain and several learning styles.
Anti-Procrastination Strategies
changing subjects.
www.cas.lsu.edu
Professors, academic counselors, peers, etc.
More Resources . . .
Regrouping After Midterms: Strategies That Will Work for YOU! October 20, 21 Take a Deep Breath: Facing Finals with Confidence and Calm November 17, 18 IMPULSE Workshops Weekly at 5-6 Strategies to GEAUX Online resource Tutorial Centers On-campus (Math/Physics, Biology, Chemistry, Spanish)
Final thoughts . . .
1. Create a time management plan that works for you! Weekly and semester calendars. 2. Understand learning level required for each course. Blooms Taxonomy. 3. Learn about how you learn, where and when you learn best. Learning Styles 4. Reflect and adjust as needed . . its a work in progress.