U100 Learning to Learn #2
Strategies for Success in College
T H E R E A R E M A N Y WAY S T O B E S U C C E S S F U L I N
C O L L E G E W I T H M O S T O F T H E M R E L AT E D T O H O W
YOU USE YOUR TIME AND RESOURCES. OUR
S E C O N D S R L I N V E S T I G AT I O N W I L L L O O K AT T H E
S E L F - R E G U L AT I O N O F B E H AV I O R . . . B U T F I R S T
LET’S CHECK TO SEE IF YOU DID YOUR HOMEWORK
Learning in a
Distracting Environment
 Get out 5 flash cards and have your partner help
you memorize their flash cards. “Teach” your 5
concepts to your partner and have your partner
“teach” their concepts to you.
 If you have difficulty with your flash cards, why do
you think you would learn any better in front of
the TV?
Record: Listening & Taking Notes
 Daniel Mark is bored in his biology class. He has a hard
time concentrating on the teacher’s lecture, the students in
front of him are watching something on their laptop, he is
lost when the teacher makes comparisons to the textbook,
and when DM does pay attention he often disagrees with
the teacher and then has a hard time listening to him. DM
asks for your advice. What are his listening problems?
 On a piece of paper write down and turn in:
 Give
Daniel Mark at least 3 suggestions
based on Chapter 7 in your textbook.
Bridges Chapter 7: Note Taking
 DM liked your advice and seems to have overcome
boredom in lectures. He wants to do a better job taking
notes in class to prepare him for the test in two weeks.

Choose one of the 3 suggested approaches to taking
better notes described in your textbook and write a brief
explanation for how to use that method. Then describe
in one or two sentences how to identify the key
information in a lecture based on your reading in Ch 7.

After writing out your ideas on paper, turn you paper in
and then discuss your ideas in your group.
Expert Students aren’t just “Smart”
In high school most students believe the key to success is to be
“smart.” Since very few high school students study a lot, most high
school students assume the difference between students who get A’s
and other students is students who get good grades are “smart.”
But in college Expert Students are not just “smart,” they
also follow the 3 Principles we discussed in the last class.
 Expert Students
Take Responsibility
 Expert Students
Change when necessary
 Expert Students
Reflect on Success & Failure
Step #1
Make a Plan & Regulate Your Behavior
 Many college students value being spontaneous –
they want to take advantages of opportunities to
have fun whenever it arrives … which is great.
 But if you don’t have a plan for how to use your time
you will have to decide: Fun
or School
 Planning your time and how you will use that time
will give you the freedom to have fun when the
opportunity arrives. You don’t have to sacrifice good
grades for fun IF you plan your time.
Taking Notes is SR of Behavior
 There are many types of expert students but they
are all in control of certain behaviors that help
them to succeed in most types of classes.
 Note Taking is one example of the Self
Regulation of Behavior; there are many other
behavioral resources to help you succeed.
Self-Regulation of Behavior
SR of Behavior is active control of resources including:
1. Time – Time management: When you study; Distributed practice
2.
3.
4.
5.
6.
7.
Study Environment - Where; temperature, light, noise
Peers - Who & When: alone, pairs, groups
Faculty – Class questions, office hours, e-mail
Textbooks – Reading, studying, SQ4R, X101
Notes – Note taking, class attention/involvement, engagement
Extra Materials - Overheads, DVD, Practice tests, etc.
Manage Minutes not Hours:
Distributed Practice
 If you only had 60 minutes in one day to study for a
vocabulary test, what would be the best way to
memorize the words?
 What if you put the words on 3x5 cards and “studied”
them for 10 minutes 6 times during the day?
 Distributing your studying to short sessions (between
classes) allows you to review your learning and keep
you brain “fresh.” When you take 10 minutes 4 – 5
times a day it saves time for having fun.
High School vs. College:
Changing Expectations
High School
College
 Traxoline Learning
 Real Understanding
 Short term learning
 Cumulative learning
where superficial
understanding “works”
 Skills are discrete not
building on prior skills
 Cramming may have
worked and led to good
grades.
expecting continued
deep understanding
 Building skills over time
(e.g. writing skills)
 Distributed practice is
essential to build on
prior learning
Distributed practice makes learning easier for deeper understanding
Self-Regulation of Behavior
SR of Behavior is active control of resources including:
1.
Time – Time management: When you study; Distributed practice
2. Study Environment - Where; temperature, light, noise
3. Peers - Who & When: alone, pairs, groups
4. Faculty – Class questions, office hours, e-mail
5. Textbooks – Reading, studying, SQ4R, X101
6. Notes – Note taking, class attention/involvement, engagement
7. Extra Materials - Overheads, DVD, Practice tests, etc.
Multi-Tasking and Studying
It only works for low-level processing
 Daniel Mark watches ESPN while he is studying.
What is the impact on his learning?
 Chantelle says she studies best when she has her
cell, computer, Facebook, iPod, and TV on so she
doesn’t miss anything. What is the impact on her
learning?
 What is the impact on college students of multi-
tasking when studying?
Self-Regulation of Behavior
SR of Behavior is active control of resources including:
1.
2.
Time – Time management: When you study; Distributed practice
Study Environment - Where; temperature, light, noise
3. Peers - Who & When: alone, pairs, groups
4.
5.
6.
7.
Faculty – Class questions, office hours, e-mail
Textbooks – Reading, studying, SQ4R, X101
Notes – Note taking, class attention/involvement, engagement
Extra Materials - Overheads, DVD, Practice tests, etc.
Studying with your Friends
 When you were in high school you probably did
some studying with your friends. What was the
consequence?
 In your group discuss the advantages and
disadvantages of studying with other students.
When would it work and when wouldn’t it work?
Studying with peers can help “finalize” your learning.
Self-Regulation of Behavior
SR of Behavior is active control of resources including:
1.
2.
3.
4.
5.
Time – Time management: When you study; Distributed practice
Study Environment - Where; temperature, light, noise
Peers - Who & When: alone, pairs, groups
Faculty – Class questions, office hours, e-mail
Textbooks – Reading, studying, SQ4R, X101
6. Notes – Note taking, class attention/involvement, engagement
7.
Extra Materials - Overheads, DVD, Practice tests, etc.
Helping DM take notes in Lecture
In your group discuss your suggestions for DM
to help him take better notes in lecture.
The Basics
Teacher Clues
 Do your reading
 Repetition
 Bring materials
 Phrases (“3 factors...)
 Sit in front
 Postpone debate
 Participate in class
 Don’t judge teacher
 Relate class to you
 Board or Overhead
 Teacher Non-Verbals
 “This is important…”
 Teacher excitement
Self-Regulation of Behavior
SR of Behavior is active control of resources including:
1.
2.
3.
4.
Time – Time management: When you study; Distributed practice
Study Environment - Where; temperature, light, noise
Peers - Who & When: alone, pairs, groups
Faculty – Class questions, office hours, e-mail
5. Textbooks – Reading, studying, SQ4R, X101
6.
7.
Notes – Note taking, class attention/involvement, engagement
Extra Materials - Overheads, DVD, Practice tests, etc.
Reading the Text & Taking Notes
 DM really wants to get a good grade in his
communication class. What suggestions do
you have for reading the textbook?

L-Star System

Outlining Technique

Cornell (Modified Cornell, Split Page, of T System)

Making mind maps (concept maps)

Once again … distributed practice. Quick reviews of
the text really help. Go over you outline, notes, concept
maps before and/or after class as a review. It helps.
Using SR of Behavior Requires
 Honest Reflection – Accepting you can’t really study
in front of the TV. College requires deeper thought than HS
 Knowledge of Resources – What is available for your
classes? Where is your instructors office? E-mail?
 Changing long-held habits. It used to work but not now.
 Self-Aware – Get your identity act together with clear
academic goals. Think SMART goals: Process & Product
 Actively
monitoring your behavior.
Topic for Next Class
 Next class we are going to take the next step in SRL:
Learning how our brain works and how we can take
advantage of the strengths/weaknesses of our brain.
 Read Chapter 8 on Memory in Bridges pp. 192-229, the
“Memory Jungle” handout in Oncourse, and if you really
want to be prepared watch/listen to the ProfCast on
Memory. Add to your flash cards so you have 10
important terms from SRL and 10 important terms from
Chapter 3: Challenges to Communication. Make
flashcards with YOUR definitions. Also put the 10
concept on your flashcards into a concept map (see p.
182-183 in Bridges for ideas about concept maps.)