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Part OneGetting started with Study Skills

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Study skills are methods and strategies you can make use of when studying. They play a large part in helping you get good grades at school. In this manual, we will introduce you to tools to help you achieve success in all your school tasks.

"You have brains in your head; you have feet in your shoes you can steer yourself any

direction you choose."- Dr Seuss

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Let's start our manual on study skills with some questions.

Activity 1: What are your study habits?

"Whether you think you can or think you can't, you're right." - Henry Ford

Have you ever paused and thought about your amazing human brain? This wrinkled organ is the control centre of the body. It allows you to do everything that makes you human. Your brain is mainly made up of about 85 billion neurons. These are all

connected to each other like a spider's web. When you learn, your neurons are activated. Every time you learn something new, your brain connects it to something you already understand. The more you do something, the stronger the neural pathway that is formed.

Answer these questions as honestly as you can.

1. When you do your homework, do you ever go over the day's work in addition to your homework?

2. If you have an assessment coming up, do you plan a study timetable or cram the night before the assessment?

3. When you go over your work for a test, do you use any unique methods to help you remember information or do you just read through your work?

4. Do you work with a friend when it's time to study for a test, or do you work alone?

5. How much do you know about your brain and studying? Do you think knowing more about the brain is essential?

Did you know that study skills start long before an exam or test? They don't even start at the beginning of a term. Instead, they start with knowing how the brain works and how you should co-operate with your brain.

1. THE IMPORTANCE OF THE BRAIN








When you learn new information, it is stored in the short-term memory part of the brain. For example, when you learn the names of the world's capital cities, you'll know it for a while, but it is soon forgotten. However, if regular repetition occurs, the neurons connect the information with other memories in the brain. It starts to become part of your long-term memory. This knowledge needs to be reinforced at regular intervals to remain in the long-term memory.

The brain consists of many parts, each with its functions, but in a nutshell, it can be divided into two main sections, the left hemisphere and the right hemisphere. The left side can be summarised as the "word" side while the right side can be summarised as the" picture side". These two hemispheres work together to power up our learning.

2. INTERESTING DISCOVERIES ABOUT THE BRAINHere are some interesting facts about the brain:

• The brain loves stories

• It doesn't like being passive - it likes to be active in learning

• It loves colour and pictures, words, images, numbers, logic, rhythm, and spatial awareness

• It likes connecting new knowledge to what it already knows

• Every time you learn,your brain forms, strengthens or connects neural pathways with your neurons.

• Practising or rehearsing information activates your neurons and helps you to learn better

• The brain remembers tricks that allow it to encode and recall information in an instant

• The brain benefits from sleep, exercise, good nutrition, and routines

• The brain thinks in keywords and colour images

• The brain has plasticity, which means our cognitive powers grow stronger the more we use them.

We'll link these characteristics of the brain to relevant information as we work through this manual.








3. THE IMPORTANCE OF SLEEP - The brain benefits from sleep, exercise, good nutrition, and routines.-

"Early to bed and early to rise makes a man healthy, wealthy and wise."- Benjamin Franklin

Sleep is important. We spend a third of our lives sleeping. Scientists say that sleep might be when the brain sorts and stores information, replaces chemicals and solves problems. For example, at primary school, you need about 10 hours of sleep a night. In our sleep, we go through different stages of sleep – and these stages are thought to be essential for the brain to restore and refresh itself.

Activity 3: Dreams

Tell someone about an interesting dream where you believe you learned something in your sleep. Or, tell them about a dream that you had that you'll never forget.

4. THE IMPORTANCE OF NUTRITION It is crucial to eat food containing vitamins, minerals and antioxidants that will provide the brain with the nourishment it needs. This diet is essential because the brain uses 20% of the calories needed every day.








"You become what you think. You are what you eat."- Barbara Cartland

Activity 4: Get to know the South African Food Guide

Have you heard of the South African Food Guide? It uses circles of different sizes to show which foods we should eat more every day when possible. For example, look at the diagram below and try to find the essential foods to eat. Are you able to eat some of those every day?








5. THE IMPORTANCE OF EXERCISEHow much exercise do you do? Did you know that physical activity increases the flow of oxygen to your brain? Exercise helps your brain to function and improves your concentration. Exercise also helps you to remember information better, and it helps you sleep more soundly. If you feel tired from learning, it is good to try and have a brain break. A brain break is a short, mental break designed to help you focus. A brain break usually gets one moving and allows blood and oxygen to flow to the brain.

Activity 5: Try a Brain Break from The Learning Station

Try out this brain break from The Learning Station called 'I am the music Man' if you have access to YouTube. https://bit.ly/2SbunFc How does it make you feel afterwards?

6. THE IMPORTANCE OF A STUDY SPACE

It is a good idea to have a place to study that has good lighting. However, we recognise that this is not always possible. Wherever you choose to study, ensure that everything you need is neatly laid out and available.






https://bit.ly/2SbunFc



7. THE IMPORTANCE OF A ROUTINE AND A STUDY TIMETABLE

"The secret to getting ahead is getting started." - Anonymous

A study timetable that is visible and realistic will help you know what is expected of you daily. Therefore, make yourself a useful study timetable.

Activity 7: Create a Weekly Study Timetable

Here is an example:

Days of the week 15h00 – 15h45 16h00 – 16h45Monday

Tuesday

Wednesday

Thursday








Study Skills Part TwoDiscussions and Memory Methods

In this part of the manual, we will talk about specific techniques or strategies that you can use to help you remember and understand information better.

1. A STRATEGY FOR DISCUSSIONS- The brain does not like being passive - it likes to be active in learning. -

The brain enjoys stimulating discussions. Discussing a topic that you are studying with some of your peers is a great way to understand what you are learning. Four of you could try and implement some group roles where each member in the group has a part to play. For example:

1. Facilitator/OrganiserThis person keeps the group focused on the task and distributes the work. This role can also include keeping time.








2. RecorderThe Recorder takes notes and summarises team discussions and decisions. The Recorder also keeps record of what was talked about in the group.

3. Reporter The Reporter serves as group spokesperson if there are other groups in the room. Otherwise, the Reporter summarises the group's activities and conclusions and relates them to the group at the end of the discussion.

4. CriticThe Critic raises counterarguments and objections even when not believing them. In addition, the Critic introduces alternative explanations to encourage debate on the topic.

5. EncouragerThe Encourager tries to create a positive atmosphere and encourages the group to reach consensus when conflicts arise. In addition, the Encourager encourages others when they comment.

These roles can be grouped when there are fewer people.

Activity 1: Have a Group Discussion on Study Skills

"Two heads are better than one."- Anonymous

Try using group roles to discuss these questions.

1. When you know there is going to be an assessment soon, how do you prepare yourself for it?

2. What study methods and strategies do you know about?

3. How long do you spend doing homework at night? How will you also fit in time to revise the day's work?








2. STRATEGIES FOR LEARNING SPELLING: - Practising or rehearsing repeatedly activates your neurons and helps you to learn better-

2.1 THE LCWCW METHOD OF LEARNING SPELLING

Do you struggle to learn your homework spelling? An excellent method to use for learning spelling is the LWCWC Method. It stands for 'Look and Say, Write, Cover, Write, Check'. What you do is you look at the word and say it aloud a few times. You write it down. You cover it and write it down. Then you check if it's correct. If not, keep going with the Write, Check part till you get it correct.

Activity 2.1: Try the LWCWC method with these words

Look Write Cover Write Check

because

necessary

unusual

suddenly

yesterday

2.2 SPELLING RULE RHYMES

- The brain remembers tricks that allow it to encode and recall information in an instant -

Create spelling rules in the form of rhymes to remember the tricky part of spelling a word. For example: believe and receive

Put i before e except after c








Activity 2.2: Add 'ie' or 'ei' to these words

a) w _ _ ght

b) dec _ _ t

c) rec _ _ pt

d) bel _ _ ve

e) c _ _ ling

f ) rel _ _ f

2.3 BREAK WORDS INTO SYLLABLES Syllables are parts of a word that are pronounced together, for example,the word 'yesterday' becomes yes-ter-day. Try clapping these syllables:

because = be-causenecessary = nec-es-sar-yunusual = un-u-su-alsuddenly = sud-den-ly

It is sometimes difficult to know where to divide the words into syllables. However, here are some general rules:

• You can divide words between consonants or double consonants. For example, runner becomes run-ner.

• Words often divide after a long vowel sound. For example, trainer becomes trai-ner.

Activity 2.3: Break these words into syllables

Look carefully at the following words, and then break them into syllables:neighbour; revision; alphabet; visualise; technique; abbreviation








3. REMEMBERING FACTS: USE MNEMONIC DEVICES- The brain loves tricks that allow it to encode and recall information in an instant.-

A mnemonic device is a memory device or strategy that helps you to retrieve information from your memory when you need it. There are several different ways to use mnemonics.

3.1 ACRONYMS AND ACROSTICS

These work well together to form a mnemonic device. An acronym is a word or words formed by using the first letter(s) of the items you want to remember. An acrostic is a mnemonic device that takes the first letter of each item you want to remember and uses those letters to make a new, memorable sentence or phrase.

Well-known examples:Example 1: For the order of the planets you could use the acronym and acrostic of a silly sentence

Example 2: For the rainbow colours, you could use the acronym and acrostic of a person's name, e.g. Roy G. Biv.

The order of the planets from the sunMercuryVenusEarthMarsJupiterSaturnUranusNeptune

MVEMJSUN

My very energetic motherjumpedstraightunderNeptune

The colours of the rainbowRedOrangeYellowGreenBlueIndigoViolet

ROYGBIV

Activity 3.1: Create acrostics and acronyms

Try to write two sets of acronyms and acrostics for facts you have to remember.








Study Skills Part ThreeVisual Association, Reviewing work and Summarising

1. VISUAL ASSOCIATION

The brain loves attaching new knowledge to what it already knows- Every time we learn, our brain forms, strengthens or connects neural pathways with our neurons. - The brain loves stories.








1.1 USE THE CLASSICAL ROOM METHOD FOR ORALS

This method is a form of imagery and visualisation. First, you choose a place you are familiar with, such as your bedroom. Then you mentally "place" keywords and objects you want to associate with your oral around the room. During your oral, you will be able to remember them by simply mentally walking around your room in your mind.

For example Cindy wanted to prepare an oral on the ozone layer and how much of a problem it is becoming: Scientists first recognized the potential for harmful effects of CFC chemicals on the ozone layer in the early 1970s in Antarctica. The ozone layer is part of the stratosphere.

First, she needed to decide on the keywords to put around the room.

Antartica 1970 stratopshere ultraviolet hole

16-50 kms chemicals CFC aerosol cans

Then, she needed to visualise her nine keywords around the room in the form of pictures and words. She visualised herself walking into her room.

“As I walked into my bedroom I saw the word 1970 written on my bedside table. As I walked further in I saw the word Strat written on my curtains and the word Ozone written on my chest of drawers. I almost tripped over a thick coat on the floor – the type of coat people wear in Antartica. I noticed a bunch of violets on my chest of drawers to remind me of the dangerous ultraviolet rays of the sun. I looked up at the ceiling and saw a hole.

Then I noticed the chart on the wall showing the length of the hole in the Ozone layer, 16 – 50kms. Next to my bed were two aerosol cans that said CFC. CFC chemicals have depleted the earth’s protective Ozone layer.”








Activity 1.1: Prepare an oral using the Classical room method

Prepare an oral on a subject with no more than 12 facts that you would like to remember. Then, use the Classical Room method to help you remember all the facts as you present your oral.

2. A STRATEGY FOR REVIEWING YOUR WORKWhen you read the information in your content subjects, do you remember what you have read about it when you are done? Effective readers do many things while reading, including surveying, questioning, reading, reciting and reviewing.

This is important for understanding what you are reading about when you read information in your content subjects like History, Geography and Natural Sciences.

2.1 THE SQR3 METHOD FOR REVIEWING WHAT YOU LEARNED

- Every time we learn, our brain forms, strengthens, or connects neural pathways with our neurons.-

We will explore how to use the SQR3 method. The acronym SQR3 stands for Survey, Question, Read, Recite, and Review. Let's take a look at the steps in this method.

Step 1: SurveySkim through the whole section that you're going to read, taking note of the introduction, headings, diagrams or graphs, and anything written in bold print or italics. Step 2: QuestionAsk yourself questions about what you've read and previewed in your survey. Write these questions in your exercise book. Include asking yourself what you already know about the topic and asking yourself what you would like to know about the topic.

Step 3: ReadRead the information and look for answers to the questions you formed when you previewed the text. If you are working from your textbook that you bought specifically for yourself, you can underline the main points or keywords and mark the margins.








Step 4: Recite and RecallLook at the headings and recall the information you learned under each one. Then, recite or recall the answers to your questions and note what you have learned in your exercise book for later studying.

Step 5: ReviewReread the key passages and review the text to answer any other questions that have formed in your mind. Also, recite the answers to your questions.

The important thing about this method is that it requires active reading. If you simply read over something, you will get to the end of reading it and won't know what you have read. But if you are reading actively – by surveying, reading, questioning and reviewing plus creating notes you will activate your thinking and review your understanding throughout your reading session.

Activity 2.1: Use the SQR3 method

Choose some information text that you have learned at school recently, and study it using the SQR3 method. Then, write a short reflection on whether you found this method helpful.

3. SUMMARISING SKILLS- The brain likes to be active in learning. -

A summary is a brief statement of the main points of a text. By writing or giving a summary, you effectively understand the text and explain it in a much shorter version.

3.1 SUMMARISING INFORMATION TEXT

Step 1: Identify the main idea or topic. The heading gives you a clue.

Step 2: Identify the crucial arguments the writer tried to convey

Step 3: Write notes about these in your own words, and write a conclusion. But, again, make sure these are concise.

Step 4 Complete your summary and then relate it to someone without looking at it.








3.2. SUMMARISING A STORY

We will use a method called the 'Somebody/Wanted/But/So' Method

1. Prepare a page by dividing it into five sections, as shown below.

Somebody wanted

but so

Then

2. Fill in the necessary information

• Somebody (identify the character)

• Wanted (describe the character's goal)

• But (describe a conflict that hinders the character)

• So (describe how the character tried to solve the conflict)

• Then (what was the resolution of the story)

Activity 3.2: Summarise a well-known fairytale

Take a well-known fairytale, and summarise it using the 'Somebody /Wanted /But /So' Method.








3.3 CREATE MIND MAPS AND KEYWORDS FOR SUMMARISING

- The brain loves colour and pictures, words, numbers, logic, rhythm, and spatial awareness. - - The brain thinks in keywords and colour images.- Have you ever created a mind map? Mind mapping was made famous by a man called Tony Buzan. It is a valuable way of visually recording ideas and summarising information to remember the it. A mind map works similarly to a brain - the brain thinks in keywords and colour images. So a mind map is a helpful revision tool. After you have created a mind map summary, please go through it regularly to reinforce the information in your mind.

When you create your mind map, remember the following:• Use both keywords and

images• Print the keywords neatly on

the lines using one word per line if possible

• Be creative• Use branches, sub-branches

and different colours for different branches

• Try to include images.

Activity 3.3: Create a mind map

This is what a mind map looks like:

Try to make a mind map. Create a mind map on any topic you are learning about at school.








4. MAKE USE OF GRAPHIC ORGANISERS:A graphic organiser visually shows the relationships between facts, concepts, or ideas. Use graphic organisers when you write an information text or an essay. Use this mnemonic to guide you:

Collect SelectGroupOrder

CSGO

CindySuggestsGraphicOrganisers

For example, a paragraph hamburger is a great tool for planning the paragraphs in a writing task.

4.1 Use a paragraph hamburger for writing better paragraphs

You can use a paragraph hamburger to plan each paragraph in an essay. A paragraph is like a hamburger — they both have several layers.

The image of a hamburger is used to outline the main parts of a good paragraph. These are: the topic sentence, several detail sentences, and a closing sentence. Each of these forms a different piece of the hamburger.

Supporing detail

Topic sentence

Supporing detail

Supporing detail

Conclusion








Step 1: The topic sentenceIn the top layer, write the topic sentence that introduces the main idea of the paragraph.

Step 2: Supporting detail sectionsThe next three or four sentences contain the details that relate to the topic sentence. We call these the ‘supporting detail sentences’.

Step 3: ConclusionThe final sentence pulls it all together in a conclusion.

Activity 4.1: Plan an essay using a paragraph hamburger

Write an imaginary story about an unusual bottle that you found lying under a tree. When you picked it up, a genie came out of it and and gave you three wishes. What happened next? Use the paragraph hamburger to plan each paragraph.








Study Skills Part FourPreparing for an assessment or an examination

In this part of the manual, we will talk about preparing yourself for an examination. An exam is a way of reflecting and recalling what you have learned. If you have diligently been doing everything we suggested in Parts 1 and 2 of this manual, you will have reviewed your work in many different ways. You will find that your brain has connected information and formed solid neural pathways. These will help you retrieve information from your brain when you need it. You can confidently face the exam knowing it will demonstrate your understanding.

1. PREPARING YOURSELF FOR AN ASSESSMENT OR AN EXAMINATION- Every time we learn, our brain forms, strengthens, or connects neural pathways with our neurons.-

There's a lot to learn but I am making use of all the study skills.








"Some succeed because they are destined to: most succeed because they are determined to."- Anonymous

Start well before the exams with your preparation. Reviewing your work over a long period ensures that what you've learned will stick in your memory and improve your recall when you need it.

1.1. STUDY YOUR WORK USING THE POMODORO METHOD

"Many drops fill the bucket."- Anonymous

The Pomodoro method is a time management strategy that helps you focus and concentrate. The logic behind it is that by dividing your work and breaking it into regular, short sessions, you can avoid distractions and avoid feeling overwhelmed by the work you have to study. It works like this:

• Study for 25 minutes

• Take a break for 5-10 minutes

• Repeat this cycle four times

• Take a longer break

You can use any kitchen timer for this exercise. You can even download a free Pomodoro App from the App store.

1.2 USE FLASHCARDS AND QUIZZES TO TEST YOURSELF

- Every time we learn, our brain forms, strengthens, or connects neural pathways with our neurons.-








An excellent method of review is to create flashcards and quizzes as you progress through the term. You could ask yourself questions and even potential exam questions on these flashcards and quizzes. New and old knowledge should always be connected. Familiarity brings recall at the time of the examination.

1.3 USE SKETCH NOTES, FLOW CHARTS AND DIAGRAMS

- The brain remembers pictures and colour. -

Sketch notes, flowcharts and diagrams are a great way to associate old information that you understand with new information. In addition, diagrams, sketch notes and flow charts are easier to remember, as the picture stays in your mind.

1.4 USE THE CORNELL METHOD FOR MAKING NOTES

- The brain likes attaching new knowledge to what it already knows. -

Have you heard of the Cornell method of note-taking? It is beneficial for reviewing your work. It is a way of condensing and organising notes. It involves using a piece of A4 paper and dividing it into three sections.

Setting up your notepaper

1. Fold your A4 piece of paper into three columns.2. Write your title on the top left and name and the date on the top right.3. Draw a line about 3 or 4 lines from the bottom to put your summary.The idea behind the Cornell Method is that you will add notes in a certain way. Then, when you review the notes, you will cover the note-taking middle column while attempting to answer the questions/keywords in the left column.

Taking Notes

1. In the left column, you put headings, keywords, vocabulary.

2. In the middle column, spreading over to the right column, you write definitions and notes; you can write your notes in word form, outline form, pictures, charts or diagrams.

3. In the left column, you can write 'above the surface' questions that start with who what, when and where. You can also write 'below the surface' questions that start with why and how.








4. The answers to your questions should be somewhere in your notes.

5. Once you have finished all your notes, you can write your summary, consisting of 5 – 7 essential things from your notes.

6. When your notes are complete, and you have reviewed them, you fold the right column of the page to cover the middle part that has the notes. You test yourself by answering the questions. Remember to talk aloud while you are doing this – the more senses you use, the better your brain will recall the work. A helpful YouTube video to watch on the Cornell Method called 'Basic Cornell notes' can be found at https://bit.ly/35O6lXz

Activity 1.4: Practice using the Cornell Method

Review some of the work that you have done at school using the Cornell method of taking notes.

I love using the Cornell method of taking notes. I even do exercises when I start getting tired.

1.5 CREATE BOARD GAMES FOR REVIEWING GRAMMAR

Do you like playing board games? You can make grammar review games that are fun to play using a board game like Snakes and Ladders. All you need is a page with a template on it, some dice and some counters. You can play against yourself or with a study buddy. Create a game from your grammar lessons. For example – contractions, parts of speech, etc. Here is an example of a Snakes and Ladders Game where you have to change the verbs into the past tense.






https://bit.ly/35O6lXz



Activity 1.5 Create a board game test

1. Take a piece of paper and divide it into 100 equal squares.

2. Add some snakes and ladders.

3. Number the squares 1 – 100 and add words on each line related to what you are reviewing in grammar.

4. Find someone to play with or play against yourself! Have fun. You will be learning at the same time.

1.6. TALK TO YOURSELF AND WORK WITH A STUDY BUDDY

Working with a study buddy is a great idea when preparing for tests and exams. The best way to remember information is by being active in your learning – talk to yourself in the mirror and review work. Then, teach a study buddy what you have learned.

2. THE DAY OF THE EXAMINATIONAt last, the day of the examination arrives! First, make sure you have had a good night's rest and a night of 'no cramming' information into your mind.

• Only allow positive thoughts into your mind.

• Have a good breakfast

• Give yourself plenty of time to get to the exam room

• Make sure you know where the exam is being held

• Take everything you need – pens, pencils, water, anything else?

• Go to the toilet before the exam starts

2.1 READING THROUGH THE EXAM PAPER

"Do as well as you can."- Anonymous








• Read the instructions carefully

• Read all the questions and decide which ones you will choose.

• Plan how much time you will need for each question.

• Draw a quick keyword outline of what you'll write in each question.

• If you are stuck, go to the next question. You can come back to the unfinished one later. If you are stuck, try to make an intelligent guess.

That brings our Study Skills manual to an end. The critical thing to remember about the brain is its plasticity, which means our cognitive ability grows stronger the more we apply and use study skills and work with the brain. Good luck with your studies!

Bibliography1. Most of the images come from Bing's Creative Commons' images, www.pngkey.com, www.freepik.com.

www.pexels.com and e-classroom's art collection, which is not in the public domain or free for use.2. National Geography Kids: Your amazing brain https://bit.ly/2TT7J8J 3. 31 Study skills for elementary students that make the learning stick: https://bit.ly/3zP9WCN 4. The SQR3 method: http://www.adlit.org/strategies/19803/ 5. How Does the Brain Learn Best? Smart Studying Strategies https://bit.ly/3gO2gZU 6. Basic Cornell Notes: https://bit.ly/35O6lXz 7. 5 Easy Summarising Strategies for Students https://bit.ly/3gYDnJX

‘Today you are you, that is truer than true.

There is no one alive who is youer than you.’

- Dr Seuss






http://www.pngkey.com

http://www.freepik.com

http://www.pexels.com

https://bit.ly/2TT7J8J

https://bit.ly/3zP9WCN

http://www.adlit.org/strategies/19803/

https://bit.ly/3gO2gZU

https://bit.ly/35O6lXz

https://bit.ly/3gYDnJX

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