‫بإمكانك ان تتصفح الكتاب من خالل الروابط التالية الوحدات الدراسية‬
‫الوحدة األولى‪ :‬مدخل إلى المهارات الدراسية‬
‫‪pdf‬‬
‫الوحدة الثانية‪ :‬التكيف مع الحياة الجامعية ‪pdf‬‬
‫الوحدة الثالثة‪ :‬تحديد األهداف و األولويات ‪pdf‬‬
‫الوحدة الرابعة‪ :‬التحفيز الذاتي ‪pdf‬‬
‫الوحدة الخامسة‪ :‬تنظيم الوقت وإدارته ‪pdf‬‬
‫الوحدة السادسة‪ :‬االستفادة المثلى من المحاضرة ‪pdf‬‬
‫الوحدة السابعة‪ :‬التدوين أثناء المحاضرة ‪pdf‬‬
‫الوحدة الثامنة‪ :‬قراءة الكتب الدراسية ‪pdf‬‬
‫الوحدة التاسعة‪ :‬مهارات المذاكرة والتذكر ‪pdf‬‬
‫الوحدة العاشرة‪ :‬التفوق في االختبارات ‪pdf‬‬
‫‪1‬‬
Study Skills Activities
Click on the highlighted words below to access the activities.
Activity
Word File
Pdf File
1. Discover Learning Strengths and Weaknesses
 Learning Styles Assessment *
 Learning Styles Handout *
 Learning Styles Notecards *
Word file
Word file
Word file
pdf file
pdf file
pdf file
Word file
pdf file
Word file
pdf file
6. Note Taking
 Notetaking Notecards *
Word file
pdf file
7. Reading as a Study Skill
 Reading Skill Notecards *
Word file
pdf file
 1
Word file
pdf file
 2
Word file
pdf file
2. Distractors: How to Study with Children Notecards *
3. Evaluating Your Current Study Skills, Habits, and
Environment
4. Improving Memory and Concentration
 Memory Notecards *
5. Motivation
 Reading Strategy Notecards **
2
 3
Word file
pdf file
 4
Word file
pdf file
9. Time Management
 Time Management Notecards *
Word file
pdf file
10. Why Study Notecards *
Word file
pdf file
8. Stress & Test Anxiety
* Notecards designed by Tammy Friemund, Study Skills Instructor, UM-College of Technology,
Missoula, MT
**Information for notecards taken from I Can Read It But I Don't Get It by Cris Tovani
Learning Styles
3
Everybody has a preferred learning style. Knowing and understanding our learning style helps us to learn
more effectively. Through identifying your learning style, you will be able to capitalize on your strengths
and improve your self-advocacy skills.
Directions:
Place a check in front of all the statements that describe you. The list with the greatest number of checks
is your dominant learning style.
List 1
1. ___ reaches out to touch things
2. ___ collects things
3. ___ talk fast using hands to communicate what you want to say
4. ___ constantly fidgeting (e.g. tapping pen, playing with keys in pocket)
5. ___ good at sports
6. ___ takes things apart, puts things together
7. ___ prefers to stand while working
8. ___ likes to have music in the background while working
9. ___ enjoys working with hands and making things
10. ___ likes to chew gum or eat in class
11. ___ learn through movement and exploring the environment around you
12. ___ may be considered hyperactive
13. ___ good at finding your way around
14. ___ comfortable touching others as a show of friendship (e.g. hugging)
15. ___ prefers to do things rather than watching a demonstration or reading about it in a book.
List 2
1. ___ asks for verbal instructions to be repeated
2. ___ watches speakers’ facial expressions and body language
3. ___ likes to take notes to review later
4
4.
___ remembers best by writing things down several times or drawing pictures
and diagrams
5. ___ good speller
6. ___ turns the radio or T.V. up really loud
7. ___ gets lost with verbal directions
List 2— continued:
8.
___ prefers information to be presented visually, (e.g. flipcharts or chalk board)
9. ___ skillful at making graphs, charts, and other visual displays
10. ___ can understand and follow directions on maps
11. ___ believes that the best way to remember something is to picture it in your head
12. ___ follows written instructions better than oral ones
13. ___ good at solving jigsaw puzzles
14. ___ gets the words to a song wrong
15. ___ good at the visual arts (art work, such as painting, photography, or sculpture, that
appeals primarily to the visual sense and typically exists in permanent form)
List 3
1. ___ follows oral directions better than written ones
2. ___ would rather listen to a lecture than read the material in a textbook
3. ___ understands better when reads aloud
4. ___ struggles to keep notebooks neat
5. ___ prefers to listen to the radio rather than to read a newspaper
6. ___ frequently sing, hum or whistle to yourself
7.
___ dislikes reading from a computer screen especially when the backgrounds are
fuzzy
8.
___ when presented with two similar sounds, can tell if sounds are the same or
different
9. ___ requires explanations of diagrams, graphs, or maps
10. ___ enjoys talking to others
11. ___ talks to self
5
12. ___ uses musical jingles to learn things
13. ___ would rather listen to music than view a piece of art work
14. ___ uses finger as a pointer when reading
15. ___ likes to tell jokes, stories and makes verbal analogies to demonstrate a point
Total statements checked in each category:
List 1—Tactile/Kinesthetic learning style __________
List 2—Visual learning style __________
List 3—Auditory learning style __________
Characteristics of a Visual Learner:

Reader/observer

Scans everything; wants to see things, enjoys visual stimulation

Enjoys maps, pictures, diagrams, and color

Needs to see the teacher’s body language/facial expression to fully understand

Not pleased with lectures

Daydreams; a word, sound or smell causes recall and mental wandering

Usually takes detailed notes

May think in pictures and learn best from visual displays
Make your Learning Style work for you!
6
Visual Learners:

Have a clear view of your teachers when they are speaking so you can see their
body language and facial expression

Use color to highlight important points in text

Illustrate your ideas as a picture and use mind maps

Use multi-media such as computers or videos.

Study in a quiet place away from verbal disturbances

Visualize information as a picture to aid learning

Make charts, graphs and tables in your notes.

Participate actively in class—this will keep you involved and alert

When memorizing material, write it over and over

Keep pencil and paper handy so you can write down good ideas.
7
Characteristics of an Auditory Learner:

Interpret the underlying meanings of speech through listening to tone of voice,
pitch, speed and other nuances

Prefers directions given orally

Seldom takes notes or writes things down

Prefers lectures to reading assignments

Often repeats what has just been said; talks to self
Make your Learning Style work for you!
Auditory Learners:

Think aloud and talk to yourself

Participate in class discussions/debates

Make speeches and presentations

Read text out loud—especially when proofreading or when tired

Create musical jingles and mnemonics to aid memorization

Use a tape recorder

Discuss your ideas verbally with a friend or small group

Use verbal analogies

When doing math computations by hand, use graph paper to help you keep
your columns aligned

Recite information over and over to better memorize material

You may want to sit near the side or back of the classroom where there is less
visual stimulation
8
9
Characteristics of a Tactile/Kinesthetic Learner:

The “Do-er”

Needs to touch, handle, manipulate materials and objects, especially while
studying or listening

Counts on fingers and talks with hands

Good at drawing designs

Often doodles while listening, thus processing information

Good at sports, mechanics, using appliances and tools

Often adventurous

May find it hard to sit still for long periods

May become distracted by their need for activity and exploration
Make your Learning Style work for you!
Tactile/Kinesthetic Learners:

Take frequent study breaks and vary your activities

Make studying more physical—work at a standing desk, chew gum, pace while
memorizing. read while on an exercise bike, mold a piece of clay, squeeze a tennis
ball

Use bright colors to highlight reading material

Dress up your work space with posters and color

Play music in the background while you study

When reading, first skim through the whole thing to get a feel for what its about,
then read the chapter carefully

Use spatial note taking techniques such as mind mapping

Visualize complex projects from start to finish before beginning—this will allow you
to keep the big picture in mind
10
Learning Styles
What is a
learning style?
1.
What is your learning style?
11
Learning Styles
Learning styles are simply different approaches or
ways of learning. Once you figure out the way you
learn, you will know what strategies to use to fit
your learning.
You can find out what your learning style is by asking
your tutor or instructor for a
Learning Style Assessment!
12
Learning Styles
There are 3 types of learning styles.
Can you identify each style?
3.
Types of Learning Styles
Visual: Visual Learners learn through seeing…..
What are the characteristics of a visual learner?
4.
13
Learning Styles
Visual
Auditory
Tactile/Kinesthetic
Characteristics of a Visual Learner:

Reader/observer

Scans everything; wants to see things, enjoys visual stimulation

Enjoys maps, pictures, diagrams, and color

Needs to see the teacher’s body language/facial expression to fully understand

Not pleased with lectures

Daydreams; a word, sound or smell causes recall and mental wandering

Usually takes detailed notes

May think in pictures and learn best from visual displays
14
Make your learning style work for you!
Visual Learners
What can I do as a visual learner to improve my
skills as a student?
5.
Types of Learning Styles
15
Auditory: Auditory Learners learn through listening and
talking things through……..
What are the characteristics of a auditory learner?
6.
16
Make your Learning Style work for you!
Visual Learners:

Have a clear view of your teachers when they are speaking so you can see their
body language and facial expression

Use color to highlight important points in text

Illustrate your ideas as a picture and use mind maps

Use multi-media such as computers or videos.

Study in a quiet place away from verbal disturbances

Visualize information as a picture to aid learning

Make charts, graphs and tables in your notes.

Participate actively in class—this will keep you involved and alert

When memorizing material, write it over and over

Keep pencil and paper handy so you can write down good ideas.
17
Characteristics of an Auditory Learner:

Interpret the underlying meanings of speech through listening to tone of voice,
pitch, speed and other nuances

Prefers directions given orally

Seldom takes notes or writes things down

Prefers lectures to reading assignments

Often repeats what has just been said; talks to self
Make your learning style work for you!
Auditory Learners
What can I do as an auditory learner to improve
my skills as a student?
7.
18
Make your Learning Style work for you!
Auditory Learners:

Think aloud and talk to yourself

Participate in class discussions/debates

Make speeches and presentations

Read text out loud—especially when proofreading or when tired

Create musical jingles and mnemonics to aid memorization

Use a tape recorder

Discuss your ideas verbally with a friend or small group

Use verbal analogies

When doing math computations by hand, use graph paper to help you keep
your columns aligned

Recite information over and over to better memorize material

You may want to sit near the side or back of the classroom where there is less
visual stimulation
19
Types of Learning Styles
Tactile/Kinesthetic: Tactile/Kinesthetic Learners learn through
moving, doing and touching……..
What are the characteristics of a Tactile/Kinesthetic learner?
8.
Make your Learning Style work for you!
20
Tactile/Kinesthetic Learners
What can I do as a Tactile/Kinesthetic learner to
improve my skills as a student?
9.
Characteristics of a Tactile/Kinesthetic Learner:

The “Do-er”

Needs to touch, handle, manipulate materials and objects, especially while
studying or listening

Counts on fingers and talks with hands

Good at drawing designs

Often doodles while listening, thus processing information

Good at sports, mechanics, using appliances and tools

Often adventurous

May find it hard to sit still for long periods

May become distracted by their need for activity and exploration
Make your Learning Style work for you!
Tactile/Kinesthetic Learners:

Take frequent study breaks and vary your activities
21

Make studying more physical—work at a standing desk, chew gum, pace while
memorizing. read while on an exercise bike, mold a piece of clay, squeeze a tennis
ball

Use bright colors to highlight reading material

Dress up your work space with posters and color

Play music in the background while you study

When reading, first skim through the whole thing to get a feel for what its about,
then read the chapter carefully

Use spatial note taking techniques such as mind mapping

Visualize complex projects from start to finish before beginning—this will allow you
to keep the big picture in mind

Have someone proofread your papers
22
Discover Your Learning Strengths and Weaknesses
Self-assessments
Objectives:

To increase awareness of personal learning strengths and weaknesses

To develop awareness of self-defeating or helpful learning / study practices
based on personal learning strengths and weaknesses
Outcomes:

To compile a basic portfolio of printed self-assessment exercises, results, and
notes concerning personal learning strengths, weaknesses, and other
characteristics which effect learning effectiveness

To compile a personalized list of strategies to increase learning effectiveness
based on results of learning self-assessments
Warm-Up:
Read the following article on Learning as an Adult:
http://www.studygs.net/adulted.htm.
New Instruction:
1. Complete, score, and review results for at least THREE of the following
exercises.
2. Print or record your results for each assessment.
3. For each assessment, record at least three new learning strategies (or
changes) you can use to improve learning effectiveness.

Personal Style Inventory:
http://www.muskingum.edu/~cal/database/general/inventory.html

Self-description exercise:
http://www.muskingum.edu/~cal/database/general/self.html

Hemispheric dominance Inventory:
http://www.mtsu.edu/~studskl/hd/learn.html
23

Modality / Learning Channel:
http://www.muskingum.edu/~cal/database/general/modality.html

Multiple Intelligences Inventory (80 items):
http://www.ldrc.ca/projects/miinventory/

Learning to Learn Questionnaire:
http://www.studygs.net/metacognition.htm
4. Compile a “How I Learn Best” portfolio (folder or file) with your
assessment checklists, results, learning strategies list, and any notes you
have taken while doing these exercises.
Feedback and Review:
1. Share your portfolio with your instructor or a fellow student.
2. Discuss, and write down, at least five changes you will make to your
current learning practices based on results from your self-assessment.
Transfer of Knowledge or Skills:
Using your “How I Learn Best” portfolio, evaluate each topic you are trying to
learn (in or out of class).
1. Do your current methods of learning this topic support your learning
strengths?
2. How can you modify your experiences so you can learn more
effectively?
24
Evaluating Your Current Study Skills, Habits, and
Environment
Objectives:

To develop awareness of, and evaluate, current study practices and habits

To determine effective study practices
Outcomes:

To compare and contrast current study practices and habits with practices
recommended for effectiveness
 To improve study habits based on individualized modification of environment,
duration, and practices
Warm-Up:
On the top of a piece of paper, answer these questions:
1. What are study skills?
2. Why are good study skills important?
New Instruction:
1. Complete these checklists and questionnaires to evaluate your current
study skills, habits, and environment.
2. Print or record your results for each assessment.
3. For each exercise, record at least two specific study skills topic areas for
improvement.

Study skills: http://www.ucc.vt.edu/stdysk/checklis.html

Study habits:
http://www.muskingum.edu/~cal/database/general/studyhab.html

Study environment: http://www.ucc.vt.edu/stdysk/studydis.html
4. Read this article on 17 tips to study smarter. Click here:
http://www.yk.psu.edu/learncenter/acskills/studyskl.html
5. Create a list of at least five strategies you plan to implement.
25
6. Compile a “How I Study” portfolio (folder or file) with your assessment
checklists, results, study skills topic area list, and any notes you have
taken while doing these exercises.
Feedback and Review:
1. Share your portfolio with your instructor or a fellow student.
2. Discuss, and write down, at least five changes you will make to your
current study practices based on results from your self-assessment.
3. Based on your results from the above evaluations, receive additional
instruction and practice with specific study skills topics listed on the
LINCS Study Skills main page.
Transfer of Knowledge or Skills:
Using your “How I Study” portfolio, evaluate each topic you are trying to learn
(in or out of class).
1. Are your current methods of studying this topic effective?
2. How can you modify your experiences so you can learn more
effectively?
26
Improving Your Memory and Concentration
Objectives:

To develop awareness of strategies for memory and concentration
improvement

To compare current practices with recommended strategies for concentration
and memory improvement
Outcomes:

To create a personalized memory and concentration “toolbox” of change lists
and useful exercises or strategies.

To implement chosen strategies for at least one week and note
improvements.
Warm-Up:
Read general information on memory and complete the Memory Questionnaire
at:
http://www.muskingum.edu/~cal/database/general/monitoring4.html .
New Instruction:
1. Read the following article on paying attention in class:
http://www.studygs.net/classr.htm Think about your current classroom
behavior. List two changes you can make to help you pay more attention
during class.
2. Read the following article on concentrating when studying:
http://www.studygs.net/concen.htm Think about your current study
behavior. List two changes you can make to help you improve
concentration while studying.
3. Choose at least two strategies from the following sites to use while
learning new things. Print or write down your strategies so you will
remember them!
27

Memorization: Specific methods to practice:
http://www.studygs.net/memory.htm

Thinking Aloud: http://www.studygs.net/thinkingaloud.htm
4. Practice five (or more) exercises on each of these sites, write down at
least three exercises you plan to practice every day for a week. You may
want to print these lists for future reference.

15 Concentration exercises:
http://www.successconsciousness.com/index_000005.htm

Brain exercises to improve concentration (brain gym):
http://www.brainworks.info/braingym.html
5. Compile a Memory & Concentration “Toolbox” (folder or file) with your
printed or written changes and strategies lists, exercises, and any notes
you have taken while doing these exercises.
Feedback and Review:
1. Teach three strategies from your “Toolbox” to a fellow student, co-worker,
or family member. This will help you remember what you have learned!
2. Discuss with your instructor at least five changes you will make to your
current learning practices to help improve your concentration or memory.
3. Practice five changes or exercises from your lists for at least a week.
After one week, note improvements, or look for more helpful suggestions
from your lists or these websites.
Transfer of Knowledge or Skills:
Using your Memory & Concentration “Toolbox”, evaluate each topic you are
trying to learn (in or out of class).
1. Is your current level of concentration adequate for effective learning?
2. Could you remember more by using some of the recommended
strategies?
3. How can you modify your experiences so you can learn more
effectively?
28
Motivation
Objectives:


To develop awareness of personal intrinsic and extrinsic motivation
To develop strategies to improve personal intrinsic and extrinsic motivation
Outcomes:

To create a notebook or wallboard concerning personal motivation
strategies.

To make specific efforts and take action to improve self-motivation.
Warm-Up:
Consider the following question: What motivates YOU? Write your answer(s).
New Instruction:
1. Complete and print each section of this motivation exercise. Click here:
http://www.studygs.net/motivation.htm.
2. Create a personal motivation wallboard in a visible "study" space.
3. OR create a notebook diary containing each page of this exercise.
4. Read the following article on self-talk and support systems. Write a list of
three strategies to put into action. Click here:
http://www.muskingum.edu/~cal/database/general/motivation4.html.
Feedback and Review:
1. Meet with your mentor, family members, friends, and/ or instructor to
discuss your motivational needs.
2. Put your motivation wallboard or diary in a significant place and refer to it
often. Add information as necessary.
Transfer of Knowledge or Skills:
1. Commit at least two weeks to your priority of increasing personal
motivation.
2. Take action on at least five strategies you have learned.
29
3. Focus energy on thinking positively and avoiding negative people or
situations.
Note Taking
Objectives:

To investigate and practice the Cornell method of effective note taking

To increase awareness of active listening techniques and strategies
Outcomes:

To demonstrate more effective note-taking through the use of systematic
active listening and note-taking methods
Warm-Up:
Read the following article on effective listening and note taking: Click here:
http://www.csbsju.edu/academicadvising/help/clasroom.htm.
New Instruction:
1. Read this section on the Cornell method of note taking. Using a clean
sheet of lined paper, create an example of this note-taking method. Click
here: http://sas.calpoly.edu/asc/ssl/notetaking.systems.html.
2. Read the following article on active listening. Write down five major
aspects of effective listening. Click here:
http://www.studygs.net/listening.htm.
3. To practice listening and note-taking skills, complete at least five of the
following short activities. Click here:
http://www.uefap.co.uk/listen/exercise/computin/compfram.htm.
4. If you frequently take notes IN your textbooks, read the following article on
marking and underlining texts. Practice this technique on two textbook
pages. Click here: http://www.studygs.net/marking.htm.
Feedback and Review:
30
Use your active listening and note-taking skills for two classroom meetings.
Afterwards, show your notes to your instructor for feedback and discussion.
1. How did using these skills affect your classroom experience?
2. How will studying change with more detailed notes?
Transfer of Knowledge or Skills:
1. Practice using active listening with family and friends. How does being an
active listener change your relationships? Share these techniques with
others.
2. Use active listening and a systematic note-taking method to record
information from a news/radio show or video lesson. How does this
system affect your concentration and recall of facts?
31
Reading as a Study Skill
Objectives:

To investigate and practice the SQ3R method of effective reading

To increase awareness of effective reading techniques and strategies
Outcomes:

To demonstrate more effective reading through the use of systematic reading
methods and strategies
Warm-Up:
Think about how you typically read classroom or study material.
Write answers to the following questions:
1. Do you read from top to bottom without stopping?
2. What do you do when you come across an unfamiliar or difficult word?
3. When you get to the end of a paragraph or page, do you remember what
you read?
4. Do you read everything at the same speed?
5. Do you take notes on what you read?
6. Do you read, or create, comprehension questions before you do the
reading?
New Instruction:
1. Read, and take notes on, this article about the SQ3R reading method.
Write down all main steps and any notes that will help you apply this
process. You may want to print the article for future reference. Click here
for the article: http://www.studygs.net/texred2.htm.
32
2. Next, read this article concerning reading difficult material. Keep a list of
at least three strategies you do not currently use when reading. Click here
for the article: http://www.studygs.net/texred1.htm.
3. Practice the SQ3R reading method and strategies for reading difficult
material on this article titled “Suggestions for Improving Reading Speed”.
Click here for the article: http://www.ucc.vt.edu/stdysk/suggest.html.
Feedback and Review:
Use the SQ3R reading method and strategies for reading difficult material for two
classroom assignments. Afterwards, discuss your experience with your
instructor for feedback.
1.
How did using these skills affect your reading experience?
2.
How will the quantity and quality of remembered information
increase?
Transfer of Knowledge or Skills:
Apply a systematic approach to any type of reading you do, in or out of class.
Using a standard reading method will increase comprehension and reading
speed, as well as “train” your brain to stay organized and focused.
33
Stress/Test Anxiety
Objectives:

To develop awareness of strategies for stress and anxiety reduction

To compare current practices with recommended strategies for stress and
anxiety reduction
Outcomes:

To create a personalized stress and anxiety reduction “Toolbox” of change
lists and useful exercises or strategies

To implement chosen strategies for at least one week and note
improvements
Warm-Up:
1. Complete, score, and print this stress vulnerability questionnaire:
http://www.muskingum.edu/~cal/database/general/stressquest.html.
2. Now complete, score, and print this test anxiety questionnaire:
http://www.muskingum.edu/~cal/database/general/anxietyquest.html .
New Instruction:
1. Read this article on stress reduction. Print or write down three strategies
that would be helpful to remember. Click here:
http://www.studygs.net/stress.htm.
2. Read this article on test anxiety & stress reduction. Print or write down
three more helpful strategies specifically for testing situations. Click here:
http://www.muskingum.edu/~cal/database/general/testanxstrat.html.
3. If necessary, use these articles to add to your list of test anxiety
strategies:
1. http://www.studygs.net/tstprp8.htm
34
2. http://www.utexas.edu/student/utlc/handouts/1305.html
4. Read, print, and practice this stress reduction exercise. Click here:
http://members.aol.com/Falball/page4.html.
5. Review the following articles on stress reduction and relaxation. Print,
or write down, and practice, at least three of the recommended exercises.
1. http://www.emotiontoolkit.com/relax.htm
2. http://www.therapeuticsource.com/relaxation.html
6. Compile a Stress & Anxiety “Toolbox” (folder or file) with your
assessment results, printed or written changes and strategies lists,
exercises, and any notes you have taken while doing this assignment.
Feedback and Review:
1. Teach three strategies from your “Toolbox” to a fellow student, co-worker,
or family member. This will help you remember what you have learned!
2. Discuss with your instructor at least five changes you will make to help
reduce your stress or anxiety.
3. Practice five changes or exercises from your lists for at least a week.
After one week, note improvements, or look for more helpful suggestions
from your lists or these websites.
Transfer of Knowledge or Skills:
Using your Stress and Anxiety “Toolbox”, closely evaluate at least two aspects
of your life that create unhealthy stress. For each of these life areas,
determine five useful strategies to help you cope more effectively. Practice
these strategies for at least one week. How does using these strategies affect
your feelings about others? About yourself?
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Time Management
Objectives:

To develop awareness of strategies for improved time management

To develop a realistic view of current time management practices
Outcomes:

To conduct a personalized Goals /Objectives / Priorities exploration

To assess current personal time management strengths and weaknesses

To create a personal study schedule and list of strategies for improved time
management

To implement chosen changes and strategies for at least one week and note
improvements
Warm-Up:
Complete the checklists below and questionnaires to evaluate your current activities and
time management skills and habits.
Print or record your results for each assessment.
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1. http://www.studygs.net/schedule/Weekly.html
2. http://www.ucc.vt.edu/stdysk/TMInteractive.html
3. http://www.theglassceiling.com/wib2/ww4_time.htm
4. http://www.muskingum.edu/~cal/database/general/timesur1.html
5. http://www.muskingum.edu/~cal/database/general/timesur2.html
New Instruction:
1. Print and complete this Goals /Objectives / Priorities Activity. Click here:
http://www.studygs.net/schedule/goals.htm.
2. Read and complete this article/activity about avoiding procrastination. Write down
your responses AND three tips you find helpful.
Click here for Activity / Tips: http://www.studygs.net/attmot3.htm.
3. Print and complete this weekly study schedule. Write your current study schedule in
pencil. If you will make changes, write your new study schedule in pen or highlight
your new study times. Click here for the schedule:
http://www.tulsa.oklahoma.net/%7Ejnichols/StudySchedule.html.
Feedback and Review:
1. With an instructor or classmate, share assessment results and discuss at least five
changes you will make to your current schedule to help improve time management.
2. Practice five changes to your schedule for at least a week. After one week, note
improvements, or look for more ways you can eliminate time wasters or unnecessary
commitments.
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3.
Transfer of Knowledge or Skills:
Time management issues are often complex and involve other people. Share your
concerns and strategies with those affected by changes you make to your schedule.
Wherever possible, make modifications to your family, school, or work schedules to
support your priorities.
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