Active Learning and Test Taking Strategies

Active Learning and Test Taking Strategies

Active Learning Objectives

1. Explain the SQ3R method of reading

2. Define L-STAR method of reviewing lecture content

3. Demonstrate active learning by using critical thinking skills

4. Discuss the impact of attitude on studying and test taking​

Open Ended

What does learning mean to you?

What is Learning?

• Style

• Intelligence

• Personality type

• Past experiences

• Attitude​

Preparation for Active Learning

• Come to class on time

• Be prepared-read before class

• Bring materials needed to class

• Participate in class​

Reading For Comprehension

How are you reading your textbook?

• Are you comprehending what you are reading?

• Accuracy vs. Speed

• Active vs. Passive Reader

• Do you have trouble getting started?

• Do you know where to begin?

SQ3R

• Survey

• Question

• Read

• Recite

• Review​

Still Not Understanding?

• Ask questions

• Take notes

• Read ahead

• Study groups​

Taking Notes

• Lecture

• Reading

• Video/Panapto​

L-STAR Notetaking System

• Listening

• Setting It Down

• Translating

• Analyzing

• Remembering​

Open Ended

What are other common notetaking methods that can be used to enhance learning?

• Visual representation

• Bubbles, lines, boxes, etc

• Depicts suggested relationships between concepts

• ​Teaches conceptual thinking

• Increases critical thinking​

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The Mapping System

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Multiple Choice

How much time should be spent weekly to study for one course?

• 2 hours/credit hour

• 3 hours/credit hour

• 5 hours/week

• 1 hour/day

Building Good Study Habits

• How

• What

• When

• Where

• Time​

• Calendar

  • Weekly​

• Include everything!

• Be realistic/achievable

• Form study groups​

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Study Plan Development

Test Taking Strategies Objectives

1. Strengthen effective test preparation techniques

2. Provide additional strategies to improve test taking skills

3. Apply effective strategies to actual test questions

4. Discuss ways to reduce test anxiety​

Open Ended

How do you feel when you have to take an exam?

Testing and Stress

• Pressure to perform well

• Lack of adequate study time

• Fear of unknow or preconceived notions about test difficulty​

Stress Related to Testing

Within Seconds You May Experience.......

• Muscles Tense

• Rise in Blood Pressure

• Release of Stress Hormones

Stress into Anxiety

• Fear develops before test time

• Fear reaches highest point at time of test​

Anxiety into Anguish

• Severe mental or physical suffering

• May experience

  • ​Difficulty breathing

  • Difficulty concentrating

  • Mental "Blank-Out"

• What can you do?​

Open Ended

What methods or techniques do you use to get through testing stress and anxiety?

How Can You Get Through?

• Picture success

• Anti-stress techniques

• Top mental and physical shape

• Pracrtice!!

• Mental attitude and performance​

• PREPARE!!​

Subject | Subject

Open Ended

What are some ways to enhance preparation for exams?

Exam Preparation

​Study Guide

​Re-writing

​Note Cards

​Reading Aloud

​Acronyms

​Study Groups

​Compare notes with text

​Lecture recordings

​Practice questions

Differences of Exams

• Critical thinking component

• More understanding of concepts

• Not just memorization

• Application of course material

• Scenario based questions​

Typical Question Format

• What is wrong?

  • ​Determine the problem

• What can be done?

  • Indentify interventions/actions​

• What is the initial action?

  • Apply knowledge/critical thinking​

• What is the order of importance?

  • Priortization​

Open Ended

What are some key test taking strategies when reading the exam questions?

Reading the Question

• Focus on the data

• Note subject and content being tested

• Visualize the event

• Strategic words

• Positive or negative event

• Avoid asking, "What if..?"​

Some text here about the topic of discussion

Open Ended

What are some key test taking strategies when reading/selecting test questions answers?

Selecting an Answer

• Read each option carefully

• Use the process of elimination

• Look for comparable or alike options

• Determin if there is an umbrella option

• Reread the question before selecting final choice(s)​

• Identify any closed-ended words

• ABC's

• Therapeutic communication techniques​

Difficult Questions

​Eliminate options that...

1. Are known to be incorrect

2. Grammatically don't fit with the question stem

3. Are totally unfamiliar

4. Contain absolute words​

Sample Scenario

Nathan and Sean were in the same math class. Their teacher returned the graded exams. When they saw their grades, Nathan smiled, but Sean looked unhappy. The teacher said that many students had received low grads, and she hoped they would study more for the next test.

Read each question and mark the BEST answer.

Multiple Choice

Based on this story, what is MOST LIKELY to be true?

• Nathan received a better grade on the test than Sean did.

• Nathan usually receives better grades than Sean in math.

• Sean had expected to do better on the test than he did.

• Sean did not do as well on the test as he would have liked.

Multiple Choice

What does the teacher believe?

• Studying helps students do well on math tests.

• Many students did not study for the test.

• None of the students studied enough for the test.

• Students cannot do well in math without studying.

Sample Scenario #2

Natalie and Robert are in the same gym class. Natalie was the fastest runner in the class. Robert did the most pull-ups. Each student claimed to be the best athlete in the class. David said neither one could be the best because both students are short, and tall people are usually better athletes. After a lot of talking, the students agreed to let their friend Simon decide who is the best.

Read the questions and select the BEST answer.

Multiple Choice

Simon knew Natalie won second place in the pull-up contest, and Robert was fourth in running. Robert is taller than Natalie. Why did Simon MOST LIKELY choose Natalie as best athlete?

• Overall, Natalie did better than Robert.

• Simon likes Natalie better than Robert.

• Robert is too slow to be the best athlete.

• Overall, Simon thinks short people are better athletes.

Multiple Choice

What are Natalie and Robert disagreeing about?

• Is it better to be a tall or short athlete?

• Who should judge the best athlete?

• Can girls be better athletes than boys?

• What makes someone the best athlete?

Multiple Choice

What is LEAST likely to be true in this story?

• Natalie and Robert think short people are usually good athletes.

• Natalie and Robert think being the best athlete is important.

• Natalie and Robert think Simon will make a fair decision.

• Natalie and Robert think David is not a good judge of athletes.