Rundle College Junior High School presents:
HANDBOOK OF
ACADEMIC SKILLS
2009-2010
ii
Table of Contents
Transition into Junior High
The Role of Your Parents
Resilience
Setting Goals
The 5 Ws of Homework Studying
Academic Tips
Taking Notes
Organization
Time Management
Assignments
Tests
Preparing in the Classroom
Preparing at Home
Subject Specific Tips
Writing the Test
Health
Test Anxiety
Learning Styles
Special Cases and Accommodations
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4
5
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7
8
9
10
11
12
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15
16
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Appendix
Studying Strategies: The 7-Step Summary
Studying Strategies: The 10-Minute Memory Boost
Studying Strategies: Visual Thinking
Studying Strategies: Focus on Understanding
Studying Strategies: Study in the Same Mode
Test Taking Strategies: Cycling Through the Test
Test Taking Strategies: Multiple-Choice Questions
Test Taking Strategies: Various Formats
Test Taking Strategies: A Universal Test Taking Plan
Feed Your Brain
Getting Ready for the Midterm Examinations
Daily Agenda Template
Weekly Agenda Template
Learning Styles Inventory
Online Resources List
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24
25
26
27
27
29
31
32
33
34
35
36
37
39
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Transition into Junior High
This package of information is intended to help you and your parents
successfully get through the academic side of junior high. We hope you
become an effective and active learner over the next three years!
The transition from elementary school to junior high can be challenging for
some students. That’s totally normal! Not only are you introduced to a new
setting, but there are many other new things to face including other
students, teachers, rules and expectations.
Student Concerns:
Getting to class on time, lockers, no recess, less free time, peer pressure,
dealing with older students, more choices and freedom.
Academic Concerns:
Keeping up with work, new grading procedures, harder tests. It is not
enough to memorize; the best students understand.
It is no surprise that students often feel overwhelmed, lost or stressed in
their first few months of junior high! But that’s okay: everybody eventually
learns the system and feels right at home in no time at all!
Two great resources to help you are the small class sizes and extra help. The
small class size means you can ask more questions, engage in more one-on-one
help with the teacher, and get back graded work much sooner than you might
expect in bigger classes.
All of our teachers schedule extra help. It is like having a built-in tutor
right at school. If you are struggling in a class, then going to extra help is
something that many students find incredibly helpful.
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Frame of Mind
“Whether you believe you will succeed or not succeed… you’re right!”
Before we get started on any academic tips, know that none of them will
work unless your mind is open to change. Are you personally motivated to
improve yourself?
“I am a great student.”
“I am really good at writing tests.”
“I keep my agenda organized and up to date.”
“My reading comprehension is getting better and better.”
Think positive thoughts like this about everything, even if you don’t really
believe it right now!
The Role of Your Parents
You are more likely to succeed in learning when your family actively supports
you. They might read with you, talk with your teachers, participate in school
or other learning activities and help you with homework.
Homework is an opportunity for you to learn and for families to be involved
in your education. However, helping you with homework isn’t always easy for
your parents!
As a junior high school student, sometimes you want help from your parents
and sometimes you want to figure things out on your own. You need to find a
balance between what you share and what you keep private. Your parents
respect and appreciate that.
It is normal and very common for parents to want to see the work that you
are doing. They care about your education… if they didn’t, you wouldn’t be at
Rundle College! Show them your homework and assignments and be willing to
consider what they say. You don’t have to follow their suggestions if you
don’t want to, but at least listen to them.
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If school is not going well, your parents will hear about it from your report
cards, Parent Teacher Interviews, or emails and telephone calls from
teachers. If there is an issue, your parents, teachers and counsellors will get
more involved to improve your situation. Once things improve, you will have
the opportunity to work more independently again.
Resilience
This is the key to becoming a great student, whether you are in Grade 7 or
in university. Getting high marks is not going to guarantee your success in
the future. However, you will be successful in school and in life if you learn
the attitude and skills to overcome challenges; be resilient; get through
adversity; bounce back; be perseverant… call it whatever you want – it is the
key!
Setting Goals
Do not set goals based on your marks. If you are going to set goals, set
them on something that is within your control. You control things like how
much you study, how you study, whether or not you go to extra help, and
your attitude at school.
You cannot control the marks you receive, so don’t set goals about it!
Sometimes you will get lower marks because you had a bad day, or the test
was just too difficult, or the teacher didn’t explain it clearly enough to you,
or the teacher was in a bad mood when he marked it, or some other reason
outside of your control.
The comments that teachers write on assignments, tests, and even your
report card are more important than the marks you receive. Learn from
these comments to make you better.
The 5 Ws of Homework Studying
First of all, let’s not call it homework! It’s better to think of it as studying.
Homework is what a teacher assigns one day that is due in class on another
day. You need to do that, of course, but studying is more than homework.
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Who?
You! There may be times that you want help from others as well. You can call
a friend if there is something you don’t understand. Just make sure you don’t
spend your homework time chatting on the phone or on the computer. You
can also have your parents or brothers or sisters help you out.
What?
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Finish work that you didn’t get done in class. (Otherwise known as
homework!)
Review what you learned in class.
Organize your notebooks and backpack.
Practice doing research.
Work on larger projects, assignments and book reports.
Study for tests.
Preview the material that is coming up.
When?
There will be days that your teachers assign no homework, but there should
still be studying every day.
Different students need to do different amounts of homework. Each
weeknight, an average student should be doing about
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70 minutes in grade 7
80 minutes in grade 8
90 minutes in grade 9
If you are as busy as most kids, you probably have commitments outside of
school. Plan your week ahead of time so that you know when you will be
studying each day. (See page 36 to help you plan.)
Where?
Some students study in their bedrooms but that is not an ideal place. Your
brain has learned that a bedroom is a place to sleep and as soon as you walk
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into your bedroom, your brain responds by starting to shut things down. It is
difficult to stay alert and focused in your bedroom.
Instead, choose a place that is quiet and that has good lighting… kind of like
your classrooms! Keep the area well supplied with items like pens, pencils,
paper and whatever else you need. Study in a place that is free of
distractions like the TV, computer, and cell phone.
If you have brothers and sisters, make sure that they know when you are
studying so that they can cooperate with being quiet. It can be a good idea
to be in a place near mom or dad so that they can keep you on task and can
help with any questions you might have.
Why?
Daily studying helps you to develop effective study habits and to see that
regularly work leads to better marks. Trust me, the earlier you can develop a
great study routine, the more you can be successful in future grades.
What about the ‘How’?
That’s what the rest of this handbook is about!
Academic Tips
There are many specific tips and strategies that we will be recommending.
There are also some general guidelines that will make you successful. You will
remember them because they are referred to as the 5 Ps:
 Be Prompt - Be ready to learn when class begins.
 Be Prepared - Have materials with you and know due dates.
 Be a Polite and Positive Participant - Speak in a normal tone of voice and
listen attentively.
 Be Productive - Turn in work on time and always do your best.
 Be a Problem solver - Correct problems quickly and peacefully before
they escalate.
Respect and responsibility are talked about often in junior high. This is what
it means:
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 Be true to yourself. Be honest and ethical, and exemplify moral values.
 Treat all members of the school community and all visitors with
politeness and respect.
 Honor the ideas and opinions of others.
 Offer to help.
 Be responsible with property and belongings.
Finally, make perfect attendance a high priority. You can only learn if you are
at school and even one day absent makes a difference. Be at every class,
every day, on time.
Taking Notes
It is often a good idea to take notes either in class or as a way to summarize
information for studying later. The key to taking good notes is to write them
down in a way that is organized and structured so that you can remember it
later.
Suggestions for effective notes:
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Name, subject, date, and page number on every page.
Create a table of contents for your notebook.
Write neatly, double-spaced.
Write on only one side of the page.
Use meaningful symbols and abbreviations.
Write in point form.
Write with pencil whenever possible.
Use the margins to write down key words.
Focus on main ideas and supporting details.
Organize your information into categories and headings. Try to take the
information you need and fit it onto one page in the form of a diagram or a
“table of contents” style outline.
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Example of note taking:
Dinosaurs
Kathy J., Science
Jan. 12, p.10
from 2 Greek words
deinos = terrible + saurus = lizard
dominated life on land – 140,000 years
2 orders
Saurischia + Ornithischia orders
over 800 species w/ up. posture
Saurischia incl. Tyrannosaurus
Tyrannosaurus
largest flesh eater – 12 m in length
slow, top speed: 5 km/h
warm blooded, laid eggs
lived during Cretaceous period
Organization
 One of the best predictors of how successful a student will be is to look
at their agenda. Any student that can keep track of all the things going
on at school is almost guaranteed to do well.
 Your teachers will let you know how they want you to organize your
notebooks for their classes.
 Have a separate three-ring notebook for each subject.
 Have all of the supplies you need in a pencil case.
 Any time you receive something in class, put it into its proper place in
your notebook immediately. Don’t stuff it into your notebook or backpack
and think that you will put it into the right spot later.
 Keep your locker neat and organized. Never have loose paper and old
school work scattered about.
 If you are sometimes forgetful, make a checklist of the items you need
for each class and post it in your locker. Check the list each time you are
about to go to class.
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 When you finish studying every night, check your agenda book and make
sure that you have done everything that is due the next day and that it is
all packed away in your backpack. Don’t pack in the mornings – you might
be running late and forget something important!
Time Management
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Again, your agenda book is a key to your success!
Keep up with your work so that you can avoid "cramming." Cramming
assignments or tests lowers your marks and the information does not
stay in your long-term memory.
Break up long-term projects like book reports into manageable pieces.
Make due dates for yourself.
Every Sunday, you should plan out what your week will be like. Figure out
what major assignments and tests are coming up and when you will do your
studying. (See page 36!)
Sometimes students are actually involved in too much. If are so busy with
other activities that you always have to rush through your homework,
then it may be time to cut back and make school a higher priority.
CREATING A GOOD WORKING MEMORY
Most people learn best (i.e., have ‘high points’) at the beginning and end of
each learning period. So if you study for only one hour straight through,
then you have two high points. Instead, try breaking up your study sessions
into shorter periods in order to increase the number of high points.
For example, consider what would happen if you divided your hour into three
20-minute sessions with a five-minute break between each session. That
means you will have six high points!
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Assignments
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Make sure you understand the assignment expectations clearly. It can be
frustrating to work hard on an assignment and then find out later that
the teacher was expecting something different.
If possible, ask your teacher to show you an excellent example of a
previous student’s work.
Break down bigger assignments into small, manageable parts.
When you are finished your assignment, check it with the assignment
rubric the teacher gave you. Look for areas of improvement. Predict the
mark you will get on it before you even hand it in.
Edit for careless mistakes in spelling and grammar.
Have someone else look at your assignment and give suggestions for
improvement.
Make sure the final copy looks good! Make a good first impression on the
teacher that is marking it.
Obviously, hand it in on time! Late assignments lose 10% per day.
Read the teachers’ feedback when assignments are returned. Ensure that
mistakes are not repeated in future assignments.
A writing assignment can be divided into seven stages. For more about this,
you can go to http://www.studygs.net/writing/index.htm
1.
2.
3.
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5.
6.
7.
Think about your approach.
Identify your audience.
Research.
Organize and brainstorm.
Write rough copy.
Revise.
Proofread.
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Tests
Test marks are generally lower than assignment marks for most students. It
is a good idea to find out your assignment average and your test average
from your teacher.
Preparing in the Classroom
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Look at study guides provided by the teacher to see what you need to
study.
Knowing what to study is not enough. Find out from the teacher how to
study.
Know what format to expect on the test (e.g., multiple choice, essay,
matching, etc.) and how much each section will be worth.
Be active in your preparation. Ask questions in class, and attend extra
help if you feel uncertain in an area.
Get interested in the material, and give it your complete attention.
Teachers very often give away hints about what is on the test so it is
crucial that you listen carefully during review. Pay attention for when the
teacher:
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says something more than once
writes material on the board
pauses to review notes
asks questions of the class
says, "This will be on the test!"
Preparing at Home
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Do not simply read the textbook as your exam preparation! That is
actually the worst way to study. Instead be an active student.
 Active students do things like write out summaries, make study
cards, construct practice tests, and quiz each other.
Only refer to the textbook pages when
 your teacher has told you that you need to read them.
 you don’t understand something and you want to review.
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Put concepts into your own words; things you understand. Translate the
material from teacher and textbook language to your own language.
Take your classroom notes and study guide very seriously. It is the best
source to focus on what you need to study.
Predict questions based on your notes and from previous tests and
quizzes. Practice writing answers to the questions you’ve predicted.
Make a study checklist so you can study in manageable chunks.
Try writing out study cards with one important concept on each card.
Limit your study time. Your exam time is limited, so why shouldn’t your
study time be limited too? This goes against conventional thinking, but
why give yourself unlimited time? You need to get used to writing exams
with a time limit, and studying with a time limit is good practice.
Study all of the material on the study guide. Then do it again on another
day, but this time do not bother studying the material you know inside
and out… just study the harder parts. Repeat this process until you feel
confident with all of the material.
Study in a positive frame of mind. Bring that frame of mind with you to
the test. Practice imagining yourself in the test room writing the test and
doing very well.
Do not study if you are tired; it is a waste of time! Study the most
difficult material when you are the most alert.
Everyone gets nervous on the night before a big test. It’s okay if you
don’t sleep well. However, make sure that you get a good sleep on the
night before the night before the test! If you have two nights of poor
sleep in a row, your performance will be badly affected.
Subject Specific Tips
Language Arts
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Read at home every day. Talk to your family about the books that you are
all reading.
Improve your vocabulary by being curious about words you don’t know.
Write letters, shopping lists, invitations, special event cards, and to-do
lists.
Have someone quiz you on school stuff (e.g., poetry devices).
Play spelling and language games like Scrabble and Trivial Pursuit.
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Social Studies
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Talk to your parents and friends about current events. Make connections
with what you’ve learned in class.
Read editorial cartoons and try to figure out the joke. See if anyone else
in your family gets it!
Listen to the lyrics of your music and figure out if the song is trying to
send out a message.
Read newspapers and magazines around the house that will capture your
attention.
Math
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Be positive about math! Believe that you can do well in math – even if you
don’t really feel that way!
Relate math to everyday life by estimating grocery bills, change, tax,
tips, measurement, traveling distances and times, etc.
Play games that incorporate math: cribbage, backgammon, Tetris, etc.
Always try a solution, even if your not sure it’s correct.
Science
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Wonder! Look at things and try to figure out how they work.
Every day life is full of science: make connections between things you’ve
learned and what you are experiencing.
Be active outside and explore nature.
Visit the Science Centre to learn how science is applied all around us.
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Writing the Test
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Wake up on the morning of the test and think, “I am going to do great
today!” Repeat those thoughts throughout the day (whether you actually
believe them or not!).
When you receive your test, quickly write down important lists or facts
(e.g., dates, formulas, places, webs) that you needed to memorize.
Read the test instructions and listen carefully to anything the teacher
says.
Take a few minutes to scan over the entire exam to see what it looks like.
Read the written response questions, if any.
Plan your use of time based on the mark value of each section. For
example, if the test is worth 50 marks and the multiple choice section is
worth 20 marks, then spend about 40% of your time on the multiple
choice questions.
If you read something on the test that you don’t understand, ask the
teacher.
Mark uncertain answers and come back to them later. Do not waste
valuable time trying to figure something out!
Write on your test. Underline or circle the key words, make notes in the
margins, and paraphrase. You should not hand in a clean test.
Use all of the time available for the test. Don’t be one of those students
who rush through the test so they can be the first one to hand it in!
When finished, review the test for simple, careless mistakes. Do not
rethink or second-guess difficult questions. Your first hunch is usually
the right one.
DO NOT leave anything blank. If you have no idea, use your common
sense to make the best guess you can.
Finally, when the test is returned to you in class, you must pay very careful
attention to your mistakes. Learn from what went wrong so that you don’t
repeat your mistakes.
Refer to the Appendix of this booklet for more specific strategies for
writing tests.
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Health
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Practice self-awareness of your body and how it handles stress. Train
yourself so that you can walk into the test room and be able to relax your
body and mind and breathe comfortably.
Be healthy so that your brain functions well.
 Give yourself lots of sleep time. Your brain continues to think and
organize your thoughts even while you’re asleep!
 Sleep well on the night before the night before the test.
 Drink enough water to hydrate your brain. Dry brains don’t work!
 Do not eat sugary foods before the exam! A coke or candy will
make you too hyper to think clearly at first, and then you will crash
halfway through the test.
Test Anxiety
Generally, we all experience some level of nervousness or tension before
tests or other important events in our lives. A little nervousness can actually
help motivate us, improve concentration and alertness; however, too much of
it can become a problem — especially if it interferes with our ability to
prepare for and perform on tests.
Here are typical symptoms of test anxiety:
 Physical: sweating, headache, upset stomach, increased heart rate and
breathing
 Nervous: difficult reading and understanding, organizing, remembering,
stupid mistakes
 Mental: racing thoughts, mind going blank, knowing the answer after the
test is over
Test anxiety is usually caused by one of two things: either you didn’t prepare
enough for the test or else you are worrying too much. If you feel that you
are suffering from test anxiety, talk to a school counsellor to get some ideas
about how to control it.
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Learning Styles
There are many types of learning styles and many quizzes available to
determine your own style. The most common quizzes will report that you
have the greatest strength in one of these areas:
1. Visual – “seeing”
2. Auditory – “hearing”
3. Kinesthetic – “doing”
Students Learn:
10% of what they hear
20%of what they read
30% of what they see
50% of what they see and hear
70% of what is discussed with others
80% of what they experience personally
95% of what they teach to someone else
Knowing your learning style can help you find the BEST way to use your study
time. No two learners are alike, and if you are not studying in the way that
best suits your particular strengths, then you may be wasting valuable time.
You may also be wondering why all the time you spend is not being reflected
in your test marks.
You can find out your own learning style by trying the quiz that is in the
Appendix of this booklet. There are also websites like
http://www.studygs.net/selfassessment.htm
http://www.vark-learn.com/english/index.asp
Special Cases and Accommodations
Students have a wide range of abilities to learn. At times, there is
something out of the student’s control that is interfering with their
learning. It has no connection at all with the student’s intelligence; it only
means that there is an issue with how the information is being processed. In
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these cases, Student Services may talk to you and your family about getting
something called a psychoeducational assessment.
This assessment involves making an appointment with a psychologist in the
community who will give you a series of tests. Based on the results, the
psychologist may recommend to the school that you get extra time on tests,
that you write your tests in a separate room, or that you do all of your tests
on computers. Rundle College will allow these accommodations right through
until the end of grade 12, but you will need to go through the tests every
three years.
Rundle College cannot provide other accommodations that a psychologist
might recommend such as a scribe or audio versions of exams. Contact
Student Services for information about getting this kind of support.
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APPENDIX
Studying Strategies: The 7-Step Summary
Studying Strategies: The 10-Minute Memory Boost
Studying Strategies: Visual Thinking
Studying Strategies: Focus on Understanding
Studying Strategies: Study in the Same Mode
Test Taking Strategies: Cycling Through the Test
Test Taking Strategies: Multiple-Choice Questions
Test Taking Strategies: Various Formats
Test Taking Strategies: A Universal Test Taking Plan
Feed Your Brain
Getting Ready for the Midterm Examinations
Daily Agenda Template
Weekly Agenda Template
Learning Styles Inventory
Online Resources List
20
22
23
24
25
25
27
29
30
31
32
33
34
35
37
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Studying Strategies: The 7-Step Summary
The biggest mistake most students make in studying for a test is in the
approach they take to studying. It is easy to fail the exam before you get
there!
The common way to plow through this material is to read it. Then read it
again, and when you wake up face down in a puddle of drool, start reading
again.
Wrong. Most brains can remember only so much raw, unstructured material.
The key to improving your exam scores lies in retention – what can you recall
when the paper is in front of you and the clock is ticking?
The key to retention however, lies in comprehension. How well do you
understand the material? And how well do you understand how the various
pieces of material relate to each other? The ticket to increasing
comprehension and retention while studying is in structuring.
Although you have a study guide that focuses on the topics that you need to
know, it is important that you “make this material your own” by summarizing
and putting it in your own words. If you cannot do this, it lets you know that
you don’t really understand it and you need to get some help. Try this 7-step
system for your study guide and textbook.
1. Read over the unit outline at the start of your study guide to get a sense
of the unit as a whole.
2. Skim through all of the study guide (and text if you want to use it). Take
as much time as you need to. Look for headings and sub-headings. Don’t
write. Just get a feel for how things are organized.
3. Skim through again with a couple of highlighters. Highlight all the
headings you found. Use different colors for headings, sub-headings,
sub-sub-headings, etc.
4. Go through again with a pen. Use just the headings and sub-headings – no
content - to make a structured “table of contents” on a separate piece of
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paper. Do not use the same words as in the study guide. Come up with
your own words for describing the section. I suggest you do this on the
computer since you can make changes and add in information later on.
5. Start reviewing the content. Use a different highlighter to highlight
important content in each section. That way you don’t have to read
everything again.
6. On your next pass, start writing essential content into the table of
contents that you created. This should be in your own words and will
become your core study document so keep it concise.
7. Use the core document for all studying. Quiz yourself, and only refer to
your original notes when you absolutely have to.
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Studying Strategies: The 10-Minute Memory Boost
Your brain is like a highway with neurons (brain cells) being analogous to
roads. The more often you drive down a road, the better you know it. You
finally reach a point where you could drive blindfolded (although I don’t
recommend it).
The same can be said of a neural pathway associated with a particular
memory. When you first learn something new, the brain makes a new neural
pathway and finds a logical spot to store that memory. The next time you
think about what you learned, the thought will take the same pathway. Each
time the path is traveled, it becomes stronger and stronger. Eventually, if
you think about this information enough, you automatically know it when
asked about it. For example, how hard do you have to think when asked your
name?
Now, you might assume that if you hear it in class and then cram it over and
over into your brain the night before the test that this would work.
However, the brain doesn’t work that way. New neurons only form at night
when the brain doesn’t have to worry about things like when to eat and how
not to get run over by a car. At night, it is busy synthesizing all that it has
learned during the day and strengthening those neural pathways. Each day
you do a bit of studying, those facts will be reinforced. Interestingly,
dreams are believed to be the result of the new pathways being tested by
randomly “firing” to make sure they are working. That is why you might end
up dreaming about the squirrels you were watching earlier in the day doing a
chemistry experiment.
The point: review a little each night in order to have the best possible neural
connections to rely on when it comes time to remember facts for a test.
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Studying Strategies: Visual Thinking
Visualization is seeing pictures in one’s mind and it is an excellent tool to
remember information. This is a skill that has been lost in many young people
because images are provided in electronic format such as TV.
Visualization of key words (vocabulary).
Instead of just memorizing definitions, it is beneficial to picture each word
in your “mind’s eye” while studying. This image will be more likely to pop into
your head than the words alone when it comes test time.
Image slates.
An image slate is a technique that consists of mentally projecting an image
onto a blank surface. That surface can be a desktop, the floor, or a blank
whiteboard. This procedure “fixes” the image in your mind.
Graphic Organizers.
These are pictures and shapes that organize and convey information in an
immediate, memorable, visual form. For example, the shape of a tree might
help you to organize and remember information about a main point and
branching issues. Because of their unique and visual nature, graphic
organizers make it easier to study and greatly increase the chance of
remembering the material when it comes up on a test.
Studying
Understanding
Strategies: Focus on
You must be able to remember facts from the study guide, but it is even
more important to truly understand how to apply that knowledge to new
situations. Usually about 60% of exam questions involve applying knowledge
you’ve learned in situations you’ve never seen before.
Some strategies to check your understanding are:
24
Explain it to someone else.
You may think that you really understand it but when you try to explain it in
your own words, you discover gaps in your understanding.
Cause and Effect.
Can you relate one concept to another through a cause and effect
relationship (e.g., the effect of human intervention on genetic diversity)?
Predict.
Can you predict what would happen if one or more variables were changed?
Perspective-taking.
Are you able to understand and explain a concept from multiple perspectives
(e.g., natural selection from the perspective of Darwin’s finches)?
Visual representation
Are you able to draw an original diagram that clearly explains a concept?
Analogy or Metaphor.
Can you come up with an original analogy or metaphor for a concept you are
studying (e.g., set of encyclopedias for DNA)?
In each of the cases above, you must understand the material well enough to
use it in unique and creative ways – a sign of true understanding. If this is
very difficult, you probably need to delve a bit deeper into the actual
meaning of the concept.
25
Studying Strategies: Study in the Same Mode
If you are studying for a MC test, study MC problems. Part of the key to
multiple choice testing is to master the format. Get comfortable with the
question types, the quirky wording, the “all of the aboves” and “none of the
aboves.” The best way to master the format is to study using multiple choice
tests themselves.
Sources of multiple choice tests:

Old exams: Your quizzes and exams are saved for you in the classroom
whenever you want to go through them.

Text book: Your text book has questions like the Check and Reflects and
Unit Review that can easily be turned into multiple choice problems to
practice from. Making your own multiple choice quiz is a GREAT way to
study.

Online: Alberta curriculum-based MC questions that are marked for
immediate feedback (grades 7-9) can be found at www.exambank.com
Test Taking Strategies: Cycling Through the Test
How you take the test can affect your marks more than any other factor.
The cycle method works like this: Instead of completing the test in
numerical order or in a “linear” fashion, you work through the entire test
numerous times.
It’s as simple as can be, but many people resist this approach. Don’t. Allow
yourself to be flexible. Give it a try on some quizzes and practice exams.
The “cycle” approach to multiple choice testing is extremely beneficial for a
number of reasons:



It makes maximum use of your time.
It boosts confidence and reduces test anxiety.
It helps with information recall.
26


It ensures you won’t get “caught short” by the clock.
Information found later in the test questions can help you with earlier
problems.
The cycle system:
1. Scan – This is the quickest cycle through the test, during which you do
NOT answer any questions. Take 3-5 minutes to skim the test, observing
the structure, the question styles, the number of options, and the overall
length. Do NOT omit this pass – it’s here that you’ll create the entire
foundation of your approach to the exam.
2. Easy – This can be the most encouraging or most terrifying pass of the
exam, but it’s crucial. The idea during this second pass is to answer all
the questions that you know the answer to almost immediately. In other
words, don’t spend any longer than the moment it takes to read the
question and options. Don’t be concerned if it feels like you’re only
answering a handful of questions – there’s a good reason for this
technique.
Hint: mark all of the unanswered questions with a “?” in pencil so you don’t
have to waste valuable time on your next pass searching for the questions
you haven’t answered. When you complete a question, don’t forget to erase
the “?”
3. Harder – Once you’ve completed the “easy” pass, return to the start of
the test. Start working your way through the remaining questions. You’ll
be surprised at how many answers seem more obvious on this pass. Again,
skip the questions that still get you stuck.
4. Final – The final phase is where two things happen. First, you build on the
momentum, knowledge and mind set of the previous steps and you answer
all of the remaining questions. The other thing that happens during this
stage is that you guess. That’s right – when all else fails, guess!
27
Test Taking Strategies: Multiple-Choice Questions
1. Analyze any information provided (e.g., tables, graphs, maps, statements,
etc.) to get a basic understanding of the main point of it.
2. Cover the responses and read the question.
3. Read the question again, more carefully this time. Identify the key words
in the question to help you focus on the fact or concept that the question
is testing. You should underline the key words to help you focus.
4. Re-word the question using vocabulary that you can relate to.
5. Think of what the best correct response would be.
6. Uncover the responses. Read A and determine if that is a possible
answer. If it is clearly incorrect, cross out the A. If it may be correct,
leave it alone and carry on.
7. Repeat Step 5 for B, C, and D.
8. Choose your response by alternately re-reading the question, the
information provided, and the responses you have not crossed out. By
process of elimination, determine which response you feel is the best.
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Example:
The road in Calgary on which you are least likely to find a
McDonald’s is
a)
b)
c)
d)
17 Avenue South.
Macleod Trail.
Deerfoot Trail.
Whyte Avenue.
Step 1:
N/A
Step 2:
Read:
The road in Calgary on which you are least likely to find a McDonald’s is
Step 3:
Carefully read and underline: “The road in Calgary where you
are least likely to find a McDonald’s is”
Step 4:
Reword it: “Which road here has no McDonald’s on it?”
Step 5:
Think of the answer: “I know that there are usually McDonald’s
on busy roads around Calgary. I’ve never seen a McDonald’s on
the freeway roads because they’re too busy. I’ve also never
seen one on the small residential streets.”
Step 6:
A.
17 Avenue South
(Lots of McDonald’s there.)
Step 7:
B.
C.
D.
Macleod Trail
Deerfoot Trail
Whyte Avenue
(Lots of McDonald’s there.)
(This could be the answer.)
(This road isn’t even in Calgary)
Step 8:
Deerfoot Trail is a road in Calgary, and it’s too busy to have a
McDonald’s on it, so C must be the answer.
29
Test Taking Strategies: Various Formats
Short Answer
If your notes describe two or more things that have some features which
are similar and others which are different, predict a compare and contrast
question.
If your notes list a group of people or things, predict a short answer
question.
Short answer questions usually include one of the following words: list, name,
define, or identify.
Long Answer and Essays




Follow the guidelines that your teacher gave you when you learned about
essays in class.
Make an outline before you start.
Brainstorm ideas.
Illustrate your ideas with examples.
True or False
All parts of the statement must be true to answer “True.”
Negatives can be tricky. Drop the negative and assess whether true or
false.
 Qualifiers (“sometimes”, “usually”) are often in true statements.
 Absolutes (“always”, “never”) are often in negative answers.
 If guessing, “True” has a statistically better chance to be correct.


30
Test Taking Strategies: A Universal Test Taking Plan
1. Take 2 minutes to unload your memory bank on the back of your test
paper. Write down acronyms, keys words and phrases, etc.
2. Read the directions carefully, underline key words.
3. Skim the entire test quickly (5 minutes or less).
4. Begin answering the questions.
5. Flag (or mark) questions that you cannot immediately answer and
continue on.
6. Return to the flagged questions and re-read. Try to reason out the
answer. If you still cannot answer, make an educated guess.
7. Double-check your answers. Do not leave any questions unanswered if
possible.
If you do not do as well you as would have liked on any test, talk to your
teacher and ask how you could improve. Use tests as learning experiences!
Remember:






Tests are a process.
It is typical to have lower test marks than project marks.
It takes time to develop solid test taking skills.
The teacher, student and parent need to work together.
Success comes from risk-taking and practice.
Keep up the communication.
31
FEED
YOUR BRAIN
Foods that increase brain power
Proteins

Serve many functions, including carrying oxygen
in blood, building muscles, and fighting infection

Are necessary to maintain proper levels of
neurotransmitters (chemicals responsible for
regulating brain function) and thus to stay
alert, to listen, and to think quickly

Key sources: beef, fish, chicken, dried peas,
beans, eggs, milk products
Carbohydrates

Provide physical and mental energy

Maintain mental energy without producing a
sugar slump when derived from certain sources
(such as fruit, cereals and grains, vegetables,
and legumes)

Help to increase the brain’s level of serotonin,
which contributes to a sense of well-being

Key sources: bread, whole grains, vegetables,
fruits
Fats





Provide energy
Assist in the absorption of fat-soluble vitamins
Build brain tissue
Contribute to formation of insulating sheath
around each nerve
Key sources: meat, fish, poultry, nuts, eggs,
milk products
Vitamins

Are body helpers

Help convert carbohydrates to produce energy

Help body to heal and build up immune system

Are often lacking, especially in Vitamin C,
Vitamin A and Vitamin B6

Key sources: fruits, vegetables, grains
Minerals (calcium, iron, zinc, magnesium…)

Are important to nervous system functioning
(the brain)

Help form bone and blood

Are often lacking, especially calcium and iron

Key sources: nuts, eggs, milk products, dried
fruits, whole grains, some veggies.
Foods the decrease brain power
Excess Sugar

Reduces the ability to concentrate and
learn

Depresses immunity, contributing to
poor performance and missed days

Key sources: sweetened cereal, candy,
cookies, soft drinks
Artificial Flavorings and Preservatives

Can cause allergic reactions in sensitive
individuals

Key sources: fast foods, dried fruit,
processed foods containing additives
Caffeine

Can cause the “jitters” and interfere
with concentration

May create a need for more frequent
bathroom breaks

Key sources: chocolate, sodas, cocoa,
coffee, tea
Excess processed (Hydrogenated) Fat

Can interfere with brain function

Key sources: processed cookies,
crackers, bakery products, deep-fried
foods, margarine
32
Getting Ready for the Midterm Examinations
Subject
Science
Language Arts
Social Studies
Math
Goal: How many hours studying per week?
Negotiate at home!
Achieve
Achieve
Achieve
Achieve
Performance
Goal in All Subjects
Goal in Three Subjects
Goal in Two Subjects
Goal in One Subject
Reward
Ask your teacher:
Subject
Science
□ Got study guide?
Language Arts
□ Got study guide?
Social Studies
□ Got study guide?
Math
□ Got study guide?
HOW should I prepare for the Midterm Exam?
33
Record HOMEWORK and GRADES received.
Write 'No Homework" if there is none!
Period 1
Period 2
Phys. Ed. / Complementary Courses
Period 5
Period 6
Comments from Home
Teacher
Initials
Day
Homeroom (important dates, upcoming events, reminders, etc.) and extracurricular activities (clubs,
sports practices, competitions, etc.).
34
Monday
____
Tuesday
____
Wednesday
Thursday
Friday
Saturday
Sunday
____
____
____
____
____
7:00
7:00
8:00
8:00
9:00
9:00
10:00
10:00
11:00
11:00
12:00
12:00
1:00
1:00
2:00
2:00
3:00
3:00
4:00
4:00
5:00
5:00
6:00
6:00
7:00
7:00
8:00
8:00
9:00
9:00
10:00
10:00
35
Learning Styles Inventory
Place the numbers 1, 2 or 3 in the box after each statement that best
indicates your preference.
1 = SELDOM
2 = SOMETIMES
3 = OFTEN
1.
I can remember something best if I say it aloud.
2.
3.
I prefer to follow written instructions rather than oral ones.
When studying, I like to chew gum, snack and/or play with
something.
I remember things best when I see them written out.
I prefer to learn through simulations, games and/or role-playing.
I enjoy learning by having someone explain thing to me.
I learn best from pictures, diagrams and charts.
I enjoy working with my hands.
I enjoy reading and I read quickly.
I would prefer to listen to the news on the radio rather than read
it in the newspaper.
I enjoy being near others. (I enjoy hugs, handshakes and touches).
I listen to the radio tapes and recordings.
When asked to spell a word, I simply see the word in my mind’s
eye.
When learning new material, I find myself sketching, drawing and
doodling.
When I read silently, I say every word to myself
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
In order to get an indication of your learning preference, please add the
numbers in the boxes together for the statements from above:
VISUAL: 2 ___ 4 ___ 7 ____ 9 ____ 13 ____ = Total _____
AUDITORY: 1 ___ 6 ___ 10 ____ 12 ____ 15 ____ = Total _____
KINESTHETIC/TACTUAL: 3 ___ 5 ___ 8 ____ 11 ____ 14 ____ = Total _____
The highest score indicates that my learning preference is ______________
36
Learning Styles and Study Skills
If "visual preference" is your highest score, then you are probably a visual
learner. This means that you should make every effort to see what you
study. Look carefully at your teacher. Copy everything they write on the
board. Use charts and graphs, develop clear and concise notes, and use
flashcards. Use whatever pictures or DVD tapes of anything available for
the course. Write out everything for frequent and quick visual review.
Trying to diagram or chart materials may be especially helpful in detecting
the relationships among material and remembering it for later recall.
If "auditory preference" is your highest score, then you are probably an
auditory learner. This means that you should make every effort to hear
what you study. Sit near the front of the classroom so that you can easily
hear your teacher. Tape the class lectures, if possible, for later review.
Try taping your own study notes or summaries of material. Study in a place
where you can read your text or notes out loud. Studying by repeating
information with a 'study buddy' may help.
If "kinesthetic preference" is your highest score, then you are probably a
kinesthetic learner. This means that you should make every effort to feel
what you study. You might learn vocabulary words by tracing them with your
finger as you repeat them. Taking and keeping lecture notes will by very
important to you. Facts which must be learned should be written several
times. Keep a supply of scratch paper handy just for this purpose. This
permits you to "feel" the information. You may be especially good in courses
where you learn by doing, such as the "hands on" experience in chemistry lab,
child care, or computer classes.
If your various scores are close together, then you may be able to learn by
any and all of the suggestions offered above. Try all the suggestions from
time to time. What works best for you in one course may not work best in
others.
This inventory was developed by Max Coderre, publisher of Teaching Today
Magazine in Edmonton, Alberta, and is designed to help you better
understand your own unique learning styles.
37
Online Resources List
Learning Resource Center
http://www.lrc.education.gov.ab.ca/pro/default.html
Learning Style – Assessments to determine students learning style
http://www.studygs.net/selfassessment.htm
Multiple Choice Test Practice– Alberta curriculum based MC questions that
are marked for immediate feedback (grades 7-9)
www.exambank.com
Study Guides and Strategies
http://www.studygs.net
How to Study.com
http://www.how-to-study.com
Test Taking Tips.com
http://www.testtakingtips.com
Rundle College Resources – For parents and students on Jr./ Sr. web page
http://www.rundle.ab.ca/high/index.php