...V. Orbe Nexus Franz R. Baluran Students Study Skills Introduction: Why Study? Face it. In order to learn the harder stuff in school, you have to study. If you never do then your grades probably reflect it. If you're going to survive the next three years in high school, you're going to need to know how study efficiently and consistently. Studying is the one of the building blocks of learning. Is there a right way to study? This is a tricky question. There are many ways to study and some styles and techniques are effective only for certain learning modalities. But there are some basic rules that apply to everyone. Not knowing how to study can become a major problem for you once your faced with a class that actually challenges you. The simple fact is that everyone can improve how they take down information, review information, and recall information. How people improve upon these things is a matter of preference. It’s About Learning to Study Smarter, Not Harder. Struggling to become a successful college student? Some people erroneously believe that studying a lot is the answer. While increasing the amount of time you dedicated to your studies may be important, the key to becoming a successful college student is learning to study smart. In college, time quickly becomes a rare commodity, course work is lengthy, competition is intense, and the level of expectation is quite a bit higher than it was when you were in high school. Sometimes you’re going to feel there aren’t...
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...Effective Study Skills Dr. Bob Kizlik Latest update: January 4, 2012 How to Study and Make the Most of Your Time This web page on study skills, and what some may refer to as study tips, is designed to help you improve your learning and understanding, and ultimately your grades. It is not so large that it would require you to engage in mind-numbing reading of chapter after chapter as is the case with many books on the subject. The information is written in a way to help you "see" and "practice" proven study techniques. This page is used in hundreds of schools and universities and is currently ranked by Google and Bing in the top ten for plain old "study skills" and "how to study effectively" and #1 by Google and Bing for "effective study skills" Want more? Available now is a new, inexpensive download or CD on how to improve not just your study skills, but your learning skills as well. It is STUDY SKILLS FOR SCHOOL SUCCESS 2.0, that includes in one program a greatly enhanced version of all the information below, and much, much more, including a new section on how to get better math grades and self-motivation. After all, isn't what works what really counts? Please click http://adprima.com/SSSS2/ssss2order.htm and see for yourself. There is little doubt that no two people study the same way, and it is a near certainty that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. No one would argue...
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... GET THE STUDY HABIT Did you ever stop to wonder what sets apart the really successful students from the average ones? Why do some students who appear to study all the time just get by, while others who don’t appear to put in as much time and effort do well? Is it all related to IQ and genetics or are some other factors involved? The truth is that success in school is not so much determined by sheer intelligence as knowing how to study. Studying is a skill. Being successful in school requires a high level of study skills. Students must first learn these skills, practice them and develop effective study habits in order to be successful. Very often the study habits and practices developed and used in high school do not work for students in college. Good study habits include many different skills: time management, selfdiscipline, concentration, memorization, organization, and effort. Desire to succeed is important, too. In this module you will discover your areas of strength and identify your weaknesses pertaining to studying. You will learn about your preferred learning channel, tips to organize your studies, and ways to help you remember what you study. The skills you will learn about in this module can be applied in other areas of your life as well: your job, your career, or any activity that requires thought, planning, information processing, and selfdiscipline. You’ll find that once you develop effective study habits, the job of studying and learning will become easier. Instead...
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...ACCESS / ADULT AND CONTINUING EDUCATION STUDY SKILLS: MANAGING YOUR LEARNING A Guide for Students in Higher Education This guide was developed as part of the University’s Access and Adult Education Programme with support from the Targeted Initiatives Fund of the Higher Education Authority under the National Development Plan 2000 - 2006. HEA Higher Education Authority An tÚdarás um Ard-Oideachas Author: Rita O’ Donoghue, MPhil, M.A. (Ed) Editor: Anne Keane M.A. Cartoons: Richard Chapman Publisher: Access Office, NUI Galway ©2005-2006 National University of Ireland, Galway Table of Contents INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i CHAPTER 1 Motivation, Goal Setting and Time Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Goal Setting for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 The Goal Reward Achievement System (GRA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Using Your Time Well: Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Look to Your Future: The Year Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Look to Today: Timetable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 CHAPTER...
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...“RALATIONSHIP BETWEEN STUDY HABIT AND ACADEMIC PERFORMANCE OF THIRD YEAR ENGLISH STUDENTS IN LINAO NATIONAL HIGH SCHOOL SCHOOL YEAR 2010 - 2011”: AN ENHANCEMENT PLAN A Thesis Proposal Presented to: The Faculty of Graduate School of University of Southern Philippines Foundation Cebu City In Partial Fulfilment of the Requirements for the Degree Master of Arts in Education Major in Educational Management by Erna Sanchez October , 2011 TABLE OF CONTENTS CHAPTER I I. PROBLEM AND ITS SCOPE Rationale of the study. . . . . . . . . Theoretical Background. . . . . . . . . Theoretical Framework. . . . . . . . . . . Conceptual Background. . . . . . . . . Conceptual Framework. . . . . . . . . . . THE PROBLEM Statement of the Problem Statement of Hypothesis Significance of the Study RESEARCH METHODOLOGY. . ....
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...Learning Strategies of Third year Social Work student and their Academic status _______________ A Thesis Presented to the Faculty of the School of Arts and Sciences and Teachers Education University of Cagayan Valley Tuguegarao City _____________ In Partial Fulfillment Of the Requirements of Bachelor of Science in Social Work _______________ By Angelique O. Conde Ma. Glenda B. Buquel APPROVAL SHEET This research entitled: “Learning Strategy of Third Year Social Work and their Academic status” for the S.Y. 2013-2014, in partial fulfillment of the requirements for the degree Bachelor of Science in Social Work prepared and submitted by Angelique O. Conde and Ma. Glenda B. Buquel has been examined and recommended for acceptance and approval for oral examination. Mrs. Bella Patricia G. Osalvo Adviser Approved by the committee on oral examination with a grade of ________. Chairman Member Member Accepted as partial fulfillment for the degree, Bachelor of Science in Social Work. Approved by: Mrs. Teresita Caranguin Dean, SASTE ACKNOWLEDGEMENT There are always great people with great minds who in one way or the other, contribute to the completion of this simple research. As a simple way of recognizing their unending efforts, the researchers would like to express their sincerest thanks, appreciation and heartfelt gratitude to those people who are eternally indebted in the condition of this research work; ...
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... Introduction Learning is a very important personal matter and there isn’t one study habit that works for every situation. One here to take more responsibility to acquire the desired knowledge to develop positive values, critical thinking, attitudes and skills. Effective study skills and strategies opportunities to approach learning tasks systematically and independently. Practicing good study habits is the key to becoming smarter and achieving success in school. Paivio (2000) noted that habits of study, which are formed in school have greater significance and students must realize the need to acquire these effective study habits. Effective studying will help students to prepare schoolwork in less time and achieve greater degree of mastery of the lesson. Students who study effectively and efficiently utilize methods of learning which aid in the acquisition, retention, application of knowledge, facts and information from textbook and class discussion, lectures and other resources. According to Pascual (2001), stated that study skills/habits or study strategies are approaches applied to learning. They are generally critical to success in school, are considered essential for acquiring good grades, and are useful for learning throughout one's life. There are arrays of study skills, which may tackle the process of organizing and taking in new information, retaining information, or dealing with assessments. They include mnemonics, which aid the retention of lists...
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...Being a Leader U2-C1-L1 Leadership Defined U2-C1-L2 Leadership Reshuffled U2-C1-L3 Leadership from the Inside Out U2-C1-L4 Principles and Leadership U2-C1-L5 Sexual Harassment/Assault Chapter 2: Leadership Skills U2-C2-L1 Steps from the Past U2-C2-L2 Roles of Leaders and Followers in Drill U2-C2-L3 Using Your Leadership Skills/Taking Charge 57 61 67 73 77 81 85 89 Unit 3 - Foundations for Success Chapter 1: Know Yourself – Socrates U3-C1-L1 Self Awareness U3-C1-L2 Appreciating Diversity through Winning Colors U3-C1-L3 Personal Growth Plan U3-C1-L4 Becoming an Active Learner U3-C1-L5 Pathways To Success (QBOL) Chapter 2: Learning to Learn U3-C2-L1 Brain Structure and Function U3-C2-L2 Left and Right Brain Functions U3-C2-L3 Learning Style and Processing Preferences U3-C2-L4 Multiple Intelligences Chapter 3: Study Skills U3-C3-L1 Thinking Maps U3-C3-L2 Reading For Meaning U3-C3-L3 Study Habits that Work for You Chapter 4: Communication Skills U3-C4-L1 The Communication Process U3-C4-L2 Becoming a Better Listener Chapter 5: Conflict Resolution U3-C5-L1 Causes of Conflict U3-C5-L2 Conflict Resolution Techniques Chapter 8: Making a Difference with Service Learning U3-C8-L1 Orientation to Service Learning...
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...Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology Many students are being left behind by an educational system that some people believe is in crisis. Improving educational outcomes will require efforts on many fronts, but a central premise of this monograph is that one part of a solution involves helping students to better regulate their learning through the use of effective learning techniques. Fortunately, cognitive and educational psychologists have been developing and evaluating easy-to-use learning techniques that could help students achieve their learning goals. In this monograph, we discuss 10 learning techniques in detail and offer recommendations about their relative utility. We selected techniques that were expected to be relatively easy to use and hence could be adopted by many students. Also, some techniques (e.g., highlighting and rereading) were selected because students report relying heavily on them, which makes it especially important to examine how well they work. The techniques include elaborative interrogation, self-explanation, summarization, highlighting (or underlining), the keyword mnemonic, imagery use for text learning, rereading, practice testing, distributed practice, and interleaved practice. To offer recommendations about the relative utility of these techniques, we evaluated whether their benefits generalize across four categories of variables: learning conditions...
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...associated with intelligence (e.g., Borkowski, Carr, & Pressley, 1987; Sternberg, 1984, 1986a, 1986b). Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature. Because metacognition plays a critical role in successful learning, it is important to study metacognitive activity and development to determine how students can be taught to better apply their cognitive resources through metacognitive control. "Metacognition" is often simply defined as "thinking about thinking." In actuality, defining metacognition is not that simple. Although the term has been part of the vocabulary of educational psychologists for the last couple of decades, and the concept for as long as humans have been able to reflect on their cognitive experiences, there is much debate over exactly what metacognition is. One reason for this confusion is the fact that there are several terms currently used to describe the same basic phenomenon (e.g., self-regulation, executive control), or an aspect of that phenomenon (e.g., meta-memory), and these terms are often used interchangeably in the literature. While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of...
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...Lesson: Learning at Ashworth CONTENTS INTRODUCTION Welcome! Learning Objectives Accessing the Student Portal Ashworth College Student Handbook The Ashworth Website The Structure of Programs Your Technology Choices 1 1 4 4 5 11 14 22 STUDY SKILLS Introduction The Importance of Time Management A Place to Study An Approach to Your Studies All about Learning Styles The Art of Taking Notes 26 26 26 30 32 33 44 EXAMINATIONS AND OTHER ASSESSMENTS Introduction Saving Your Written Work Types of Assessments Prepare for Online Exams Take Online Exams Deal with Test-Taking Anxiety Strategies for Multiple-Choice Exams Strategies for Essay Questions 49 49 49 50 52 53 53 54 55 TWENTY-FIRST CENTURY SKILLS Introduction Summary 59 59 62 CHECK YOUR LEARNING ANSWERS 67 LEARNING AT ASHWORTH iii INTRODUCTION Welcome! Welcome to Ashworth College! And welcome to your very first Ashworth lesson: Learning at Ashworth. Why are we starting you with this lesson? First—and most importantly—we want to make sure you have the foundation you need to be successful with your studies. The most basic foundation for success is knowledge of both what and how to study. Most people think “studying” involves reading pages from a textbook or lesson. That’s only partially true. The word study is a verb—that means it’s a process. Studying does involve reading. However, successful studying involves much more than that. It involves active engagement with the material...
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...THE PERCEPTIONS OF EFFECTS OF A STUDY SKILLS COURSE, “DYNAMICS OF EFFECTIVE STUDY,” ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS AT A DEDICATED ACADEMIC MAGNET HIGH SCHOOL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for...
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...STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013 A Thesis Presented to the Faculty of the School of Education of Xavier University (Ateneo de Cagayan) Cagayan de Oro City In Partial Fulfillment Of the Requirements for the Subject Educ 4: Introduction to Educational Research with Action Research Presented by: Amora, Sharicka Anne Veronica P. Bonote, Paulyn Y. Dupende, Dan Anthony M. Lopez, Conie Grace D. Retes, Hazel Mae P. Salapang, Junelyn March 16, 2013 APPROVAL SHEET This thesis entitled “STUDY HABITS OF THE GRADE-V AND GRADE-VI STUDENTS IN BALUARTE ELEMENTARY SCHOOL, SCHOOL YEAR 2012-2013” prepared and submitted by Sharicka Anne P. Veronica Amora, Paulyn Y. Bonote, Dan Anthony M. Dupende, Conie Grace D. Lopez, Hazel Mae P. Retes and Junelyn Salapang in partial fulfillment of the requirements for the subject Educ 4: Introduction to Educational Research with Action Research, has been examined and is recommended for Oral Examination. Ms. Charity Rose B. Absin Adviser ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _______. ------------------------------------------------ Chair --------------------------------------------- -------------------------------------------- Member Member ---------------------------------------------...
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...Learning Outcomes By the time you finish this chapter you will be able to LO 5.1 Identify the essential elements of successful reading. LO 5.2 Explain how to improve concentration and read more effectively. LO 5.3 Discuss techniques for memorizing large amounts of information. LO 5.4 Analyze how best to retain what you have read. Page 104 “R ead the next chapter in the textbook by Tuesday.” “Read the first two articles in the course pack by next class.” “The test will cover the first hundred pages in your book, so be sure you've read it.” One day, three different reading assignments, Jeff Knowles thought as the instructor of his last class of the day delivered this last instruction to read. It would be hard enough for Jeff to complete all this reading during an ordinary week. But this week he had to finish painting his garage and had volunteered to help his brother move. On top of that, there was his part-time landscaping job—and, Jeff suddenly remembered, he'd agreed to work overtime on Friday. Still, Jeff figured that even with all his work, family, and household obligations, he could still find time to do all his reading—except Jeff believed he was an unusually slow reader. When he pushed himself to read quicker and absorb more, he actually read and retained less. For Jeff, the problem wasn't just completing the reading—it was remembering it when test time rolled around. LookingAhead For people like Jeff, reading assignments are the biggest challenge...
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...are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE AND LANGUAGE TEACHING 19 iii 2.7 LANGUAGES WITH HIGH AND LOW STATUS IN SOUTH AFRICA 21 2.8 OVERVIEW OF THE STUDY UNIT 23 2.9 CONCLUSION 24 STUDY UNIT 3 _______________________________________________________________________ IMPORTANT PRINCIPLES OF LANGUAGE TEACHING 25 3.1 INTRODUCTION 28 3.2 PRINCIPLE 1: LISTENING, READING, SPEAKING,...
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