StudySheets

Maximum Efficiency in Studying

Second Edition

Philip L. Leopold, Ph.D.

BioCognition

StudySheets: Maximum Efficiency in Studying 2000, 2003 Philip L. Leopold All rights reserved. ISBN 0-972-0564-0-8

Published by BioCognition PO Box 210, Basking Ridge, NJ 07920 biocognition.com 52 pp., 23 illus. First edition, 2000 Second edition. 2003

For Emily Carol and Katherine Theresa

CONTENTS
Chapter 1: Overview Page

1.1 1.2 1.3 1.4

Know What You Dont Know Common Study Methods StudySheets When to Use (and Not to Use) StudySheets

3 8 15 18

Chapter 2:

Creating StudySheets

2.1 2.2

Organization of the Sheet Using Classroom Materials

21 27

Chapter 3:

Using StudySheets

3.1 3.2 3.3 3.4 3.5

When to Create StudySheets Study Early: Talking to the Wall Study Late: ...Minutes Before the Test Final Exams Yor Performance Using StudySheets

33 34 37 39 40

v.

Chapter 4: Chapter 5: Appendix:

Sample StudySheet Covering Chapter 1 Synopsis Blank StudySheet

43 47
51

vi.

StudySheets
Maximum Efficiency in Studying
Second Edition

CHAPTER 1: Overview

1.1

Know What You Dont Know

StudySheets address the single most important concept in efficient studying: spend your time studying only the material that you do not already know (Box 1). In any classroom, the teacher presents a body of information about a subject. The information presented necessarily includes new information as well as information that the student already knows. For example, consider a teacher in a high school advanced placement American history class, seeking to introduce students to factors leading to the choice of George Washington to lead the Continental Army. The teacher might state that George Washington later became the first President of the United States, a fact known by every student in the class. A students notes will likely contain a line: George Washington - first President of the United States. Other notes might address the historical relationship between

Study Sheets: Maximum Efficiency in Studying

Box 1

The Key to Studying: "Know What You Dont Know"

Every learning experience combines new knowledge with "known" knowledge "Known" knowledge, i.e., facts or concepts that are already known or understood by the student, does not require study New knowledge, i.e., facts or concepts that are unfamiliar to the student, requires thorough study Known knowledge obscures new knowledge Moral: Know what you don't know

l l

Northern and Southern colonies, George Washingtons previous military experience, and the names of the people responsible for making the decision. The student must not spend time studying, or even reading, the well known fact that George Washington was the first President of the United States, and must spend time studying the lesser known facts that represent new knowledge.

While the above case is an extreme example (such a well known fact might not be included in your class notes 4

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in the first place), the importance of studying only the facts and concepts that you do not already know becomes much more significant as you sift through the other facts you will be responsible for knowing. For example, a student with a great interest in military affairs might comprehend and retain facts regarding George Washingtons previous military experience immediately upon hearing them. While that student would enjoy re-reading notes about those events, he or she would not need to study those facts. Rereading that passage would be an inefficient investment of study time. The same student might learn the elements of the relationship between the Northern and Southern colonies after one or two reviews of classroom notes, but may have great difficulty recalling the names of the people who chose George Washington to lead the Continental Army, even after several reviews of the notes. Obviously, this student should spend the most time studying the names of the people who chose George Washington, less time studying Northern and Southern colonies, and no time studying George Washingtons previous military experience.

Study Sheets: Maximum Efficiency in Studying

In order to study only the facts and concepts that you do not already know, you must first know what you dont know. While this may seem to be a contradictory statement, it is vital to your ability to study effectively, and StudySheets represent a method to determine what you do and do not know. StudySheets provide an organized method for rapidly cataloging the information you must command and presenting that material in an optimal manner to encourage study (rather than review). The most important elements for creating study materials include (1) completeness, (2) speed, and (3) utility (Box 2). Study materials must be a complete

Box 2

Three Important Elements of Study Materials

Completeness Complete representation of the course materials, but not the complete content of the course materials

Speed Rapid preparation so that more time can be spent actually studying

Utility Effectively promote use of study materials for active study rather than passive review

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representation of the topics (not the entire content) to be studied. If a class draws information from several different sources, e.g. lecture notes, textbook, handouts, etc., all of the information should be collected in one location to avoid placing undue emphasis on one source of material (Box 3). The importance of speed is self-evident. To create study materials quickly, avoid re-copying all of the information you are responsible for learning. Class notes, handouts, and textbooks already contain the text of definitions and extensive explanations of the subject matter. Study materials should simply refer to the particular location

Box 3

Organizing Sources
Comprehensive; inherently organized (author, page number)

Text books
l

Class notes
l l

Best representation of teacher's interests / test hints Systematic organization (e.g., page numbering) needed to allow specific reference to information Stable storage (e.g., 3-ring binder) needed to allow rapid access to information

Handouts
l l

Can be maintained separately or integrated with class notes Need systematic organization and stable storage to allow specific reference and rapid access to information

Study Sheets: Maximum Efficiency in Studying

where the information can be found. Many students regard the creation of study materials as a waste of time that could be spent actually studying. In order to have utility, the time invested in creating study materials must be recovered by creating highly efficient study materials that significantly reduce the overall study time. Study efficiency is best obtained by using study materials that show you how much material you have mastered and how much requires further study. The StudySheets method is designed to maximize each of these factors.

1.2

Common Study Methods

Students receive many suggestions on study methods they might try. Several common study methods include (1) reviewing notes and textbooks, (2) re-copying or outlining notes, (3) studying old exams used in the same class, and (4) preparing flashcards.

Perhaps the most common method of studying is

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simply reviewing notes and textbook passages (Box 4). This may also be the least efficient method of study. Reviewing (i.e. reading) constitutes a relatively passive activity. Maintaining concentration is difficult when much the material is familiar and already known. For example, reading a commonly known fact such as George Washington - first President of the United States gives you confidence that you understand and will retain the information you are reading. As your eye skips confidently on to the fact that the Continental Congress

Box 4
l

Reviewing Class Materials

Completeness Good...by definition

Speed Good...no additional study materials need to be prepared

v v v

ZZZZZZZZZZ

Utility Poor ...passive ...no mechanism for knowing what you don't know ...no mechanism for self-testing ...no rapid reference to materials requiring further study

Study Sheets: Maximum Efficiency in Studying

held the responsibility for choosing the leader of the Continental Army, your eye captures and repeats each word to your brain, but you may not stop to consider whether you are understanding and retaining the new information you have encountered. Often, after reviewing a good deal more material, you realize that you have not been challenging yourself to concentrate on each new piece of information. You flip back through a few pages of notes or text. Things might (or might not) look familiar, and you begin re-reading the same material you just finished reviewing. Since reviewing notes and text does not involve creation of study materials, this method gets high marks for speed and completeness. However, the extremely poor efficiency of this technique makes it a poor choice to utilize as a study method.

Many students are advised to re-copy or outline their notes as a method of familiarizing themselves with the material (Box 5). While this could be important for a student whose handwriting is so poor that he regularly fails

10

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Box 5

Re-copying or Outlining Text and Notes

Completeness Variable depending on the extent of outlining that is done

George Washington and the American Revolution George Washington was the first American President His service to his country began during the Indian wars of the early 1700's He was one of very few experienced officers available to the Continental Congress in 1775 when the American Revolution began Given the fact that the military conflict with England was initiated in Boston, the Continental Congress was congnizant of the need to involve the Southern colonies in the War for Indipendence By choosing a military commander from Virginia, the Continental Congress hoped to commit the South to the war effort. The choice of George Washington as the General of the Ameri army was supported by both northern Congressmen John Adams, as well as Southern represen Jefferson.

Speed Poor...very labor intensive

Utility Poor ...no mechanism for knowing what you don't know ...no mechanism for self-testing ...no rapid access to materials requiring further study

to understand his own notes, as a study method it leaves much to be desired. Re-copying notes is slow (given the labor-intensive nature of the ordeal) and incomplete (since handouts and text will not be included in the exercise). Recopying also fails to reduce the volume of material which must subsequently be reviewed and only provides slightly better utilization since it provides an opportunity to improve the organization and legibility of the material.

11

Study Sheets: Maximum Efficiency in Studying

Students can also fall into the trap of studying old exams as a means of preparation (Box 6). Unfortunately, some teachers recycle exams each year, making this method a potentially attractive means of limiting the amount of material that needs to be studied. However, slight changes to the format or content of the exam and the possibility that a teacher known for recycling tests might pick this year to write a new exam should preclude

Box 6
l

Studying Old Exams

Completeness Poor...arbitrary subset of the material presented in the class

Speed Good...only requires photocopying

United States History Exam #1: Chapters 1 - 3 Select the best answer to the following questions.

Utility Fair ...can help you know what you don't know, but not systematic ...if used properly, old exams allow self-testing ...no rapid access to material requiring further study

1. How many American colonies were formed by the British by 1775? A. 10 B. 12 C. 13 D. 50 2. The Boston Tea Party resulted from the dissatisfaction of American colonists with: A. taxes B. representation

12

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dependence on old exams. However, there are positive aspects to studying old exams. Exams require negligible preparation time (needing only a few minutes at a copying machine to provide your study materials). If you feel that you have prepared completely for an exam, an old exam can be useful in terms of testing your true grasp of the subject. Old exams also provide practice for understanding the format of the exam, thus leading to less distraction with format and more concentration on subject matter during the real exam.

Finally, flash cards provide a popular method for memorizing large volumes of material (Box 7). Flash cards, like old exams, offer the opportunity to test yourself before the teacher tests you. Unlike old exams, flash cards often cover the material more completely, since the cards can be tailored to the material presented in lecture, handouts, and texts. Flash cards offer the additional advantage that subjects requiring more study can be easily separated from material requiring less study. Flash cards do have perils. The repetitive motion associated with

13

Study Sheets: Maximum Efficiency in Studying

reading the topic front of the card, turning the card over, and reading the definition or explanation associated with the topic tends to lead to reading rather than study. Reading is also encouraged by the fact that the answers to the questions are physically linked to the questions themselves, making you far less likely to challenge yourself to recall an answer that has momentarily escaped you. The real problem with flash cards lies in the requirement that you rewrite all of the material you are responsible for learning. Therefore, like copying your notes, flashcards are relatively slow to produce.

Box 7
l

Flashcards

Completeness Good...but sometimes limited by labor required to create the flashcards

Speed Poor...labor intensive

Utility Good ...can help you know what you don't know (by creating two groups of cards, "known" and "unknown") ...allows self-testing ...immediate access to material requiring further study (too helpful?)
Continental Congress

14

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1.3

StudySheets

StudySheets are a simple and quick system of compiling the material you are responsible for knowing in a way that promotes study through self-testing and identification of topics that require more or less study. StudySheets are composed of (1) a list of the topics to be studied, (2) references to the location in class notes, texts, or handouts where a full definition or explanation of the topic can be found, and (3) space to note whether the topic has been mastered or requires further study (Boxes 8, 9).

StudySheets help you take advantage of the best aspects of each of the study methods discussed above. StudySheets, like old exams and flash cards, are founded on the principle of testing yourself. Unlike flash cards and copying your notes, creating StudySheets does not require you to rewrite the answers to the questions.

15

Study Sheets: Maximum Efficiency in Studying

Box 8

StudySheets: Anatomy
l

Class_StudySheets_Section_Chapter 1_ Category__Definitions__

Course/ category

Scorecard

Topic

Source

Page

Topic

l l

Source/page

Scorecard

Box 9
l

Creating StudySheets

Course information: Course title, chapters, dates, or test # helps to organize StudySheets Category: The type of information to be recalled (definition, explanation, list); the categories are designed to match the way in which you may be tested on the material Topic: The specific information that must be recalled Source/page: The location of the specific information in your study materials; by keeping the detailed info physically separated separated from the StudySheets , you force yourself to try to answer the question rather than simply reading over the answer Scorecard: A record of your ability to recall the information

l l

16

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You only need to write a reference to the location of the answer, often only a page number, making StudySheets relatively quick to create. The most important difference from flash cards involves the effort required to find the definition or explanation associated with each topic. Since finding the answer requires opening a notebook or textbook to a certain page number, you are far more likely to attempt to recall a complete answer before checking to see if you correctly and completely produced the answer. At the same time, since the location of the answer is included with the question, finding an answer to a question that has not been mastered does not slow the pace of studying. Unlike old exams, StudySheets cover the complete set of topics presented in class since you create the study materials yourself. Therefore, StudySheets fulfill the completeness, speed, and utility requirements set forth above.

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Study Sheets: Maximum Efficiency in Studying

1.4

When to Use (and Not to Use) StudySheets

StudySheets are an efficient way to organize your studying in most situations where you need to cover a large amount material that combines a new vocabulary with new concepts. StudySheets are equally well-suited to the study of topics ranging from arts and sciences, business, foreign affairs, political science, law, and medicine. However, there are some subjects that do not lend themselves to the StudySheets method. Courses focusing on subject matter that is largely abstract, for example, calculus, cannot be meaningfully summarized on StudySheets. Some mathematics courses including geometry and trigonometry do include new vocabulary and concepts, and by incorporating StudySheets categorizing the types of problems that will be encountered, StudySheets help to organize your analysis of the problems on the test. One other area in which creation of StudySheets is not necessary is memorization of an exhaustive list of definitions. In the case of exhaustive lists of definitions, the lack of relation between the terms 18

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negates the need to study the definitions in context. Flash cards provide an efficient method for studying vocabulary lists.

19

20

CHAPTER 2: Creating StudySheets

2.1

Organization of StudySheets

StudySheets are organized into three sections: (1) the topic (the question), (2) the source of the definition or explanation in notes, textbooks, handouts (the answer), and (3) a scorecard for keeping a record of you success in answering the questions. A sample sheet was presented in Section 1.3 (see Box 8).

Topics. In listing the topics to be studied, you should draw on your own experience with the types of questions found on tests. A convenient way to think about potential questions is to create several StudySheets for each test: one covering definitions, one covering lists, one covering explanations of related terms, and, in some cases, one covering problems that need to be solved (Box 10). Using the example of George Washington described earlier, terms such as George Washington, Continental Army, colonies, and Continental Congress would be 21

Study Sheets: Maximum Efficiency in Studying

Box 10
l

Categories of StudySheets

Definitions Terms that may require a brief description, e.g., Boston Tea Party

Explanations Concepts that may require a more extensive description, e.g., the choice of George Washington as the commander of the Continental Army

Lists Terms that must be recalled as a group, e.g., the 13 colonies

Problems Types of numerical problems, especially when the type of problem must be identified to approach to the solution correc tly

typical definitions requiring a one or two sentence description (Box 11). The names of the original colonies represented in the Continental Congress is a list of terms, not requiring a descriptive sentence or paragraph (Box 12). The process by which the Continental Congress chose the leader of the Continental Army would require an explanation that links the separate definitions together and could be described in one or more paragraphs (Box 13). You should rely on your experience with test-taking to identify the potential topics and formats of questions.

22

Creating StudySheets

Box 11

Definitions StudySheets

l l l l

Any term specific to the study material presented in the course Terms in bold print in text books Terms listed at the end of chapters Any term that may be needed for an explanation

Based on that experience, you should study the course materials in the context most likely to appear on the test, i.e., if you were the teacher, what questions would you put on the test? Reinforcement of the ideas and information through repetition of study both in context and separately leads to stronger command of the material. By keeping three separate lists that are partially redundant, you force

Box 12
l l

Lists StudySheets

Simple lists of terms in a group Always include the number of members of the group, e.g. colonies (13) If required to recall the list, knowing the number of members of the list will let you know when to go on to the next question

23

Study Sheets: Maximum Efficiency in Studying

Box 13
l l

Explanations StudySheets

Any concept that requires an explanation Often incorporates the terms on the "Definitions" StudySheet or groups of terms from the "Lists" StudySheet Puts the Definitions and Lists in context

yourself to study material repetitiously.

When the lists study sheet is compiled, it is useful to include the number of items in the list with the topic. For example, the lists page for the above-cited example should contain an entry: colonies represented in the Continental Congress (13). By including the number of items in the complete list, you will know when to stop trying to think of one more member of the list. Your teacher may even give you some credit for knowing the fact that thirteen colonies sent representatives to the Continental Congress even if you can only name nine of them.

24

Creating StudySheets

In some classes, a fourth type of Study Sheet might be useful. In addition to definitions, explanations, and lists, you may wish to generate a sheet entitled, problems (Box 14). For classes requiring analytical thought such as mathematics, quantitative science, or economics, a brief list of the general types of problems may help you classify the types of problems that you will be responsible for learning. In these classes, homework and classwork often focus on one type of problem at a time. In contrast, the difficulty on exams often involves recognizing the type of problem to be done. By summarizing the key differences between the types of problems covered in the material, you

Box 14
l l

Problems StudySheets

Numerical problems Goal is to to recognize patterns within the problem (e.g., what information must be given or what solution strategy will yield the answer? Especially useful when the type of problem must be identified to approach to the solution correctly

25

Study Sheets: Maximum Efficiency in Studying

can help yourself recognize the best way to attack problems on the test. For example, a chapter on problem solving in algebra may contain problems in which you must solve for a single variable as well as problems in which you must solve for two variables. When faced with a word problem on the test, you must be able to identify the type of problem you are doing so that you know whether to write a single equation (to solve for a single variable) or two equations (to solve for two variables).

Even though your list of types of problems may include only a few entries for a given chapter or section, a summary of the types of problems covered over the course of a semester will be especially useful for final exam review (see Section 3.4, below).

Answers. A major benefit of StudySheets is the fact that you do not need to re-copy the bulk of your study material. By listing the location of the answers rather than the answers themselves, you take advantage of the fact that you already have the information written down in the form 26

Creating StudySheets

of notes or text. Listing the location of answers in a text book simply requires writing the page number (and, if more than one book is used, a notation regarding the specific book). Class notes are less amenable to reference. However, by simply adding page numbers to your notes, rapid location of answers is assured. The most useful numbering systems for class notes will give a unique number to every page of notes (see Section 2.2).

Scorecard. The scorecard should be located in a place that provides a quick and clear indication of the topics that require further study (see Section 4.2).

2.2

Using Classroom Materials

Textbooks. A well-written textbook is a selfcontained teaching tool that includes the lecture, helpful figures and diagrams, and a study outline. Even though the author knows that the text is not likely to be read in one sitting (as a lecture is delivered), the text contains the proper transitions, descriptions, and extra words necessary to knit 27

Study Sheets: Maximum Efficiency in Studying

the ideas together. When studying, these extra words and the attention-dimming paragraph format hinder efficient studying.

Many authors use italics and boldface type to draw your attention to essential points. In addition to speeding your initial reading of the material, these techniques make the text easier to use for studying purposes. The best texts include a concise summary of the important words and concepts at the end of the chapter. Both highlighted text and chapter summaries help you decide what to include in your StudySheets. However, you should observe two cautionary notes about these pre-packaged study guides. First, you should not rely exclusively on the author of the textbook to decide which topics merit study and how questions should be framed. Your experience with your own teacher gives you unique insight regarding the most likely topics to appear on tests. Second, chapter reviews in textbooks provide a summary of the information in the text but does not necessarily include all of the information presented by the teacher in lecture. Do not make the mistake of equating assigned reading as a substitute for 28

Creating StudySheets

class attendance and note-taking. In light of these facts, it can be very helpful to incorporate the study review from the text into your own StudySheets.

Class notes. Unlike textbooks, class notes often make poor study materials, if only because the significance and organization of the information cannot always be properly represented, especially when the lecturer proceeds rapidly, tangentially, or both. However, lectures mark your best opportunity to gauge your teachers opinion on the relative importance of various topics covered.

Notes should be carefully cataloged for later use. The best way to catalog notes is to assign a running series of page numbers. You might not think that your notes merit page numbers, especially when you may only take one or two pages of notes during class. But page numbers fill the essential role of providing a means of referencing your own notes on StudySheets.

When giving page numbers to your notes, you 29

Study Sheets: Maximum Efficiency in Studying

should not feel pressure to keep the page numbers running consecutively, as if your notes were the final form of a book. Instead, be creative with your page numbering to allow flexibility for insertion of additional materials (i.e. handouts or notes provided by a classmate) in the proper temporal or contextual position in your notes. One option is to combine the date with a page number on each page (e.g., 4/11/96 pg. 1, 4/11/96 pg. 2, ...). Each new date can begin with page 1. The advantage of this system is that notes can be taken and page numbered without knowing where the page numbering stopped during the previous class. Each person has a favorite medium for note-taking: spiral notebook, three-ring binder, folders, etc. It is difficult to insert pages into a spiral notebook or folder in a fixed manner so that you can refer to the inserted pages and find them quickly. In contrast, binders that enable you to insert pages at any position (such as three-ring binders) make good single-source containers. For example, class notes taken on loose leaf paper can be inserted and pagenumbered in any position at any time. When choosing your weapon, keep in mind the fact 30

Creating StudySheets

that the more separate containers you use to hold class materials, the more sources will have to be referenced on your StudySheets.

Handouts. Handouts can be three-hole punched and inserted with the relevant lecture notes. If a handout or other material is inserted at a later date and must be inserted between consecutive page numbers, simply continue the page numbering system through each page of the handout by using alphanumeric suffixes such as pages 72A , 72B, 72C, etc.

31

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CHAPTER 3: Using StudySheets

3.1

When to Create StudySheets

StudySheets should be completely created prior to the last regular meeting of the class before each exam (Box 15). StudySheets are only as good as the topics you list and the information in your references. The process of creating StudySheets gives you an opportunity to review your notes and other study materials to ensure you that the information you have is complete (e.g. you can actually read your own notes) and that you understand the information (e.g. even though your Chemistry text may have an explanation of the Millikan oil drop experiment, you need to understand the concepts well enough to explain it on a test). By creating StudySheets early, you give yourself a chance to ask your teacher to answer any questions that were not completely described in the study materials.

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Study Sheets: Maximum Efficiency in Studying

Box 15
l

When to Create StudySheets

Complete your StudySheets before the last meeting that you have with the class prior to the test Creating StudySheets involves a comprehensive review of the material and will show you if there are any gaps in your study materials or understanding of the material By creating StudySheets early, you will still have time to ask the teacher or other students to help you fill in the gaps

Monday Tuesday

Wednesday Friday Thursday

1 7
l

2 9 16 23 30
l

3 10
l

4 11 18 25

8 15 22 29

Exam

Complete 14 StudySheets

17 24 31
Last class before exam

21 28

3.2

Study Early: Talk to the Wall

One of the founding principles behind StudySheets is the notion of testing yourself before the teacher tests you (Box 16). As you proceed through your StudySheets, you should attempt to give a complete response to each topic. The purpose of creating StudySheets is to avoid the trap of simply reviewing the material without studying it. You must force yourself to give complete answers to the questions. One mechanism for forcing complete answers 34

Using StudySheets

Box 16

Test Yourself Before the Test

1. Read the first topic and try to give the definition/explanation/ list as accurately as possible 2. Check your study materials by referring to the source & page # 3. If you gave an accurate answer, place a check mark by that topic on the scorecard 4. If you failed to give an accurate answer, place an "x" on the card 5. At the end of the list, return to the top and start again quizzing yourself only on the "x" lines
United States History Exam #1: Chapters 1 - 3 Definitions Scorecard Topic Revolutionary War Continental Congress George Washington Declaration of Independence Boston Tea Party Source/Pg Text p. 5 Text p. 8 Text p. 8 Text p. 9 Text p. 11 Text p. 15 Text p. 15 Notes p. 4 Text p. 15 Notes p. 7 Text p. 8

[ [ [ [ [ [
x x

[ [ [ x[ x x
x x x x

[ [ [ [ [

Lexington Concord Old North Church Paul Revere Minute Men Philadelphia Militia Bunker Hill John Adams Abigail A

is to vocalize or write complete answers for each definition, explanation, or list (Box 17). Since writing takes too much time, talking is recommended for demonstrating proficiency. Find a quiet place where you can concentrate and where you do not have to worry about bothering others. Then talk to the wall. For each definition, explanation, or list, make sure to say the answer to the best of your ability. If you can tell the answer to the wall, you can write it on a test.

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Study Sheets: Maximum Efficiency in Studying

Box 17
l

Study Early: Talk to the Wall

Choose a place where you can speak out loud Verbalizing the answers prevents you from skipping over parts of the answer unconsciously "If you can say it, you can write it" Once you know a topic, don't re-study that topic Keep drilling yourself on the tough topics that you have difficulty recalling

#@%$* &$$%#

After attempting an answer, use the reference to look up the complete answer as defined by your class notes or text book. Any topic for which you produce a complete answer receives a check in the first box. These items are "known" knowledge as discussed in Chapter 1. Topics that require further study receive an X. On subsequent reviews of the Study Sheet, checked items should not be reviewed. Any topic with an X is reviewed and receives a check or X depending on your ability to produce a complete answer to the question. "New" knowledge may

36

Using StudySheets

receive many Xs before receiving a check. The accumulation of Xs provides a useful measure of the difficulty of the concept and the need for further review.

When you have satisfied yourself that you command all of the topics on your StudySheets, you are almost finished studying. One final run through the StudySheets reviewing all of the topics, even those receiving checks on the first review, will cement your grasp of the material and should provide you with the confidence you need to score well on a fair exam.

3.3

Study Late: ...Minutes Before the Test

StudySheets provide an efficient system of questions, answers, and a measure of your proficiency on each topic. You can use this information to focus your studying on the most important topics, even as late as minutes before your exam. After your early studying, you will have tested yourself on all of the items at least twice and you will have concentrated your studying on areas that give you trouble. 37

Study Sheets: Maximum Efficiency in Studying

Even after four or five attempts to learn one or more topics, you may find it nearly impossible to recall the answer to the question for more than a few minutes after reviewing the material. By marking several items that give you the most trouble, you can focus your attention on those items as you wait for the exam (Box 18). Then after the exam has been handed out, simply write the answers to those questions in the margin of the exam. Dont spend time looking to see if the questions are asked. It will take less time to write down a few hints for yourself

Box 18

Study Late: Minutes Before the Test

Each pass through the list should be faster and faster as you have fewer topics to review Eventually there will be only a few topics remaining to be studied and that is where you should place your effort Even minutes before the test, you can consult your StudySheets to know what to review This strategy allows you to take maximum advantage of your short term memory

38

Using StudySheets

than it will take for you to find out if you need the hints. Since you are depending in this instance on your short term memory rather than your long term memory, it is essential to recreate those answers for yourself before you forget them.

3.4

Final Exams

One of the greatest benefits of StudySheets will be apparent to you as you prepare for final exams (Box 19).

Box 19

Save StudySheets for the Final Exam

StudySheets are not only an effective way of studying for each test, but they also aid your review for midterm and final exams When reviewing for a final exam, start by reviewing all of the topics, not just the trouble topics The record on you scorecard will help you target important subjects the few hours you have to study Remember to use your scorecard and target last minute studying to take advantage of your short term memory

39

Study Sheets: Maximum Efficiency in Studying

Your StudySheets will summarize the entire semester, probably in less than twenty pages. Not only will you have total command of the topics, but the relationships of the topics to each other will be easier to discern. Finally and most importantly, you will have a summary of the topics that gave you the most trouble so that you can target those areas for review. If you invested time during the semester creating a good set of StudySheets, you will be able to rapidly test yourself on the entire semester in a matter of hours and you will know exactly where to invest the little preparation time you have.

3.5

Your Performance Using StudySheets

StudySheets are designed to give you practice in answering every question that may arise on any topic covered in the course materials (Box 20). Therefore, you might expect to get a perfect score on every exam you take. As long as the course materials are good, the test is fair, and the number of dumb mistakes you make is minimal (hey,

40

Using StudySheets

Box 20
l

StudySheets

Completeness Good...incorporates all class materials (texts, notes, handouts)

Speed Good...avoids re-copying or outlining texts or notebooks

Scorecard

United States History Exam #1: Chapters 1 - 3 Definitions Topic Revolutionary War Continental Congress George Washington Declaration of Independence Boston Tea Party Lexington Concord Old North Church Paul Revere Minute Men Philadelphia Militia Bunker Hill John Adams Abigail A Source/Pg Text p. 5 Text p. 8 Text p. 8 Text p. 9 Text p. 11 Text p. 15 Text p. 15 Notes p. 4 Text p. 15 Notes p. 7 Text p. 8

Utility Good...emphasizes self-study ...stresses not only "what" questions will be asked but also "how" the questions will be asked ...creates record of your knowledge ...makes studying rapid and active

[ [ [ [ [ [
x x

[ [ [ x[ x x
x x x x

[ [ [ [ [

nobody is perfect so you have to figure that you will lose some points on every test because of this), you should enter every exam with confidence that your study method was characterized by completeness, speed, and utility, and that a superior score is within your reach.

41

42

CHAPTER 4: Sample Study Sheet Covering Chapter 1

The following StudySheets are intended as an example of the form and content described in the chapters above. The StudySheets were prepared to reflect material contained in Chapter 1 of this book. As an excercise, you may wish to re-read Chapter 1 and create your own set of StudySheets before looking at the StudySheets below. There is no right or wrong way to summarize the material. You should check to see that your StudySheets substantially cover all of the points covered in Chapter 1 and that you have carefully considered which format or formats might be useful for studying each part of the material. Note that some items are taken directly from the text whereas some items require you to imagine how the material may be formed into a question. For example, a list of three important elements for study materials (completeness, speed, and utility) is printed in the text and is easily recognizable by virtue of parentheses surrounding

43

Study Sheets: Maximum Efficiency in Studying

surrounding numerals before each point. A less intuitive question involves the definition of each of these terms. There is no line in the text stating, The definition of completeness is.... However, you should be prepared to define any new term you encounter. Your teacher could easily ask you what is meant by the term completeness as is relates to study materials. The fact that completeness constitutes a new term is reflected in the inclusion of the term completeness on the definitions list. The term completeness would also have to be part of any good explanation comparing the various methods of study (see the Explanations StudySheets). Therefore, you would cover the concept of completeness at least three times and in every conceivable type of test question concerning completeness as you review your StudySheets.

44

Sample Study Sheet

Box 21

Sample Definitions StudySheet

Class_StudySheets_Section__Chapter 1____ Type of Topics__Definitions_____
Scorecard Topic
the most important concept in studying completeness in creating study materials speed in creating study materials utility in creating study materials StudySheets

Source
StudySheets StudySheets StudySheets StudySheets StudySheets

Page
3 6-7 7 8 15-17

Box 22

Sample Explanations StudySheet

Class_StudySheets_Section__Chapter 1____ Type of Topics______Lists______
Scorecard Topic
important elements for study materials (3) common study methods (4)

Source
StudySheets StudySheets

Page
6 8

45

Study Sheets: Maximum Efficiency in Studying

Box 23

Sample Explanations StudySheet

Class_StudySheets_Section__Chapter 1____ Type of Topics_Explanations______
Scorecard Topic
describe the concept of studying only what you dont know using an example (e.g. George Washington) reviewing notes and textbooks as a method of study(include comments on completeness, speed, and utility) recopying notes as a method of study (include c/s/u) using old exams as a method of study (include c/s/u) flashcards as a method of study (include c/s/u) StudySheets as a method of study (include c/s/u)

Source
StudySheets

Page
3-4

StudySheets

9-10

StudySheets StudySheets StudySheets StudySheets

10-11 12-13 13-14 15-17

46

CHAPTER 5: Synopsis

Three golden rules for studying: Review the material and quickly decide what you do know and what you do not know. Study only those topics that you do not know. As you learn topics, take them off the list of topics to be studied.

How to follow the golden rules for studying: List all of the topics (not all of the information) you must know. Break the topics into broad classifications based on the type of test question most likely to incorporate the 47

Study Sheets: Maximum Efficiency in Studying

topic (e.g. one list of definitions, one list of explanations, one list of lists). Include references to the location in your class notes, textbooks, or handouts where you can find information on a given topic. Test yourself before the teacher tests you. Practice giving the answer (definition, list or explanation) that goes with each question (topic). If you are not able to give a complete and correct answer, use the reference listed with the topic to find the complete answer in your notes, texts, or handouts. Topics for which you give the correct definition, list, or explanation should be marked so that the topic will not be reviewed the next time you test yourself. `

48

Synopsis

Helpful hints: When testing yourself, find a quiet place where you can talk. Vocalizing your answers speeds learning because if you can say it, you surely can write it. By studying silently, you risk believing that you can give a complete definition or explanation without actually demonstrating that ability. Save your StudySheets for the final exam.

49

50

Appendix: Blank Study Sheet

The following page contains a blank form for your StudySheets suitable for reproduction. Use 1.3x magnification during copying. In addition to the Scorecard, Topic, Source, and Page columns, the top of StudySheets include space for recording the name of the class for which the StudySheets were prepared, the section (e.g. chapter numbers) covered by the StudySheets, and type of topics listed on the StudySheets (e.g. definitions, lists, explanations). Remember to have at least three blank StudySheets when you begin reviewing your material so that you can create StudySheets for each type of topic as you go.

Note: This blank sheet is provided for your convenience, but there is no requirement to use this form. Ruled looseleaf paper substitutes quite nicely. Good luck!

51

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Study Sheets: Maximum Efficiency in Studying

Class__________________Section_______________ Type of Topics_________________

Scorecard Topic Source Page

Notes

Notes

Notes