STUDY SKILLS

Katrine MendozaEunice RiveraEDR 210

“All wish to know, but none wish to pay the

fee.” – Juvenal• What do you wish to know?• How will you be able to know it?• Do you have the means to learn what you

want to know?

StudyCame from Latin word studēre, to

devote oneself

Time + Effort = Study

Studying is...• silkfllu

SKILLFUL

Studying is...• inentioaln

INTENTIONAL

Studying is...

• idinvidlauzedi

INDIVIDUALIZED

Studying is...

• fles-gulerrytoa

SELF-REGULATORY

Study Skills• techniques and strategies that help a

person read or listen for specific purposes with the intent to remember

-Harris and Hodges (1995)

Pattern of Development from 1900-1969

Moore, Readance, and Rickleman (1983) found out that study skill was an important issue in the early 1900s.• Supervised Study (Hall-Quest, 1916)• Directing study of high school pupils

(Woodring & Flemming, 1935)

• In high school, students should be given free reign to read widely on subjects of interest. This is preferable to a focused and analytical study of a few texts and authors (Huey 1968).

• Study skills such as library skills and note taking should be taught as early as possible in the elementary grades (Huey 1968).

• Gray (1919) was very interested in the relationship between study and reading. Pupils should be trained to study effectively as they read (Gray 1937).• Strang (1928, 1937, 1962) published

several texts and articles in the 1920s-1960s about improving reading and study in high school.

Robinson’s introduction of the study strategy SQ3R (1946) is historical because it was designed to put readers in charge of their own study of content material.

Research declined markedly in the 1950s-1960s.

Pattern of Development from 1970s to the New

Millenia

Cont. of metacognition

Why are study skills important?

• Study skill intervention programs do work (Hattie, Biggs, & Purdie 1996).

• Students who use a range of study skills achieve greater success in school (Purdie & Hattie 1999)

• Good habits lead to academic success (Jones, Slate & Marini 1995)

• One’s will to learn is very important in creating a successful learning atmosphere. Teaching study skills gives students the MEANS to learn, and doing so might also give them the WILL to learn (Corno et al. 1982)

Unfortunately…• Not all learners want to spend time• Some find studying difficult• Many do not know how to be

productive learners

Unfortunately...• Most teachers do not seem to know

about or value study strategies and are unsure how to integrate study skills with content (Jackson & Cunningham 1994).

The American School Counselor Association(2000) found out that

• 70% of teachers say their students have poor study skills• 60% of guidance counselors say

students are not prepared adequately to do homework assignments

• Around 50% of schools do not offer study skill courses• Of those that do, only 11% require

students to take the course• Even though many counselors feel it

is most effective for students to study in a group, 57% of students do their homework at home; only 9% study in a group

4 Key Components that teachers should keep in mind when

teaching study skills1. Learners construct knowledge for themselves

rather than waiting for the teacher to give them knowledge piecemeal.

2. New learning builds on prior knowledge

3. Learning is enhanced by social interaction

4. Authentic learning promotes meaningful learning.

What does good performance mean?Effective Studier

(assume an active role)Ineffective Studier

(assume a passive role)

-use “tricks of the trade” to understand and retain text information

-rely on others to regulate their studying

-overview before reading -do not monitor understanding of content

-look for important information and pay greater attention to it

-not aware of the purpose of studying

-relate important points to one another -reveals challenges in personal organization

-activate and use prior knowledge -show little evidence of looking back

-change strategies when understanding is not good

-tend to utilize same, often ineffective, study approach for all learning tasks

-monitor understanding and take action to correct or “fix up” inaccuracies in comprehension

-do not employ “fix-up” strategies to remedy comprehension problems

Categories of Study Skills

Domains of self study (McMurry, 1909)• Setting specific purposes for study• Identifying supplemental information• Organizing ideas• Judging the worth of material• Memorizing• Keeping an open attitude• Relying on self-direction in learning

Categories of Study SkillsDechant, 19701. Dictionary

a. Definitionb. Alphabetizingc. Syllabicationd. Accent and guide wordse. Use of thumb indexf. Pronunciation keyg. Diacritical marks

2. Location and reference skillsa. Locating specific information in a textbookb. Locating material in the indexc. Ability to interpret cross references and to

use the table of contents, glossary and footnotes

3. Use of graphics

Categories of Study Skills

4. Use of library sources: card catalog, indexes5. Organization

a. Selecting main ideasb. Ability to follow directionsc. Arranging events and items in sequenced. Putting together ideas from various sourcese. Summarizingf. Outliningg. Note takingh. Ability to retain and apply what has been readi. Ability to use study methodsj. Ability to read in specific content areas

Categories of Study Skills

• Moore, Readance and Rickelman (1983)Study skills included organizing skills (note taking, underlining, outlining and summarizing)

• Blai (1993)Crucial to effective studying: comprehension of main ideas, self-monitoring, physical setting, organization, goal setting and pacing

• Gettinger and Seibert (2002)4 Clusters of study skills:1. Repetition-based2. Procedural3. Cognitive-based4. Metacognitive-based

Teaching Strategies that will help foster study skillsA. Listening

1. Listen-Read-Discuss (Alvermann, 1987)2. Student Listening Activity (Choate and Rakes, 1987)

B. PreviewingC. Visual learning

1. Reading visuals on the Internet2. Reading Pictures and Maps

D. Mnemonics

Nata de coco Cherry PeachPear Pineapple GrapesCheese Banana Condensed Milk

Cream Apple BucoSpoon Knife BowlFiesta Birthday Christmas

Teaching Strategies that will help foster study skillsD. Mnemonics

1. Acronyms2. Acrostics3. Associations4. Method of Loci5. Chunking

E. Rapid ReadingF. Organizing Information

1. Outlining2. Note taking

Mnemonics on the Order of Adjectives

Developing Metacognition

1. Direct Instruction– mirrors to the students their thought patterns and processing; enables them to systematize their thinking

2. Cooperative Learning– helps students develop team work abilities and take more

risks in their comprehension

3. KWL chart– used to tap into the prior knowledge of the reader

particularly for expository text

KWL Chart

Developing Metacognition

4. SQ4Ra. Surveying textb. Formulating Questions

based on the surveyc. Readingd. Recordinge. Recitingf. Reflecting, which are all

based on the questions5. Think Aloud Strategy

Developing Metacognition

6. Graphic Organizers, e.g. Schematic Map

– enables the readers to make free associations about a word/topic

Concept Map

Prediction

Evaluating Study Skills Practice

1. Standardized tests2. Using teacher-made informal reading tests3. Using checklists4. Using interest inventories5. Observations by the teacher6. Obtaining special information about the

students7. Teaching and testing

Study Skills Assessment Inventory

Study Skills for Younger Students

Workshop

In 10 minutes, using the book given to you,a. Choose the focus/topic that you can tap using

that materialb.Choose at least 2 study skill strategies that can

be developed using the materialc. Choose a metacognitive teaching strategy that

can be used for the material