Reading: 5 Tips for Success

Reading

5 Tips for Success

Reading and writing go hand in hand. The better you understand a text, the more like you are to successfully communicate your thoughts about it in writing. So it’s important to develop strong skills in both areas. With that in mind, here’s how to improve your reading comprehension.

Tips 1-2

Tip 1: Annotate

Be an active reader. Instead of passively reading a text, take notes about important story elements, key factual information and significant ideas in the text.

Tip 2: Note the Author’s Writing Style

Every author writes with a purpose, using deliberate methods to successfully relate specific information to the audience. When you’re reading, look for patterns in the author’s writing. For example, you may notice a repetition of key words, phrases or symbols—or the use of a distinct type of sentence structure. Authors employ these writing strategies to help readers comprehend a central argument or theme, so be sure to explore how these techniques create meaning.

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Take Control of Homework Part 1

Take Control of Homework

So It Doesn't Control You

Part 1

Although very few students love homework, it does serve a purpose. Homework helps you:

Ø Reinforce what you've learned during the day.

Ø Build study habits that are essential in college.

Ø Prepare for your classes.

Ø Get a sense of progress.

Here are some tips to help you deal with homework more efficiently and effectively.

Set the Mood

Create a good study area with everything you need (for example, a calculator). If you don’t have a quiet place at home, try your school or local library.

Know Where to Begin

Make a list of everything you need to do, and note all deadlines. Do the more difficult assignments first, so you don’t have to face them at the end.

Study at the Same Time Everyday

Even if you don’t have homework every night, use the time to review notes. If sitting down to work is part of your normal routine, you’ll approach it with less dread. Also, you’ll become a pro at using time productively.

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Note-Taking Strategies Part 3

Note-Taking Strategies

Part 3

After Class

As soon as class ends, review your notes and fill in any blanks. Underline, highlight and use symbols to sort through the information. If you don’t understand something, get help from your teacher or classmates.

After you've reviewed all your notes from class, in the left-hand area of the page write down key words and questions your teacher might ask on a test.

At the bottom of each page, write a summary of the notes. This helps you digest what you've learned. It also improves your memory of the material for the long term and for tests down the road.

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Student Success Statement #62

Student Success Statement

“He listens well who takes notes.”

Dante Alighieri

Reflection:

I think that Dante id trying to say that people who actually listen and take notes will take better notes than he who just takes notes without even listening. For example if someone takes notes and they are actually listening, they will have better and more accurate notes than those who just write what they here.

Note-Taking Strategies Part 2

Note-Taking Strategies

Part 2

During Class

One approach that has been proven effective is called the Cornell Note-Taking System. Here are some of its methods.

Start by using the main section of your page to take down your notes during class. Be sure to leave space on the left side of the page and the bottom. Things to keep in mind:

1) Get the speaker’s main points. Don’t write down every word you hear.

2) Leave blanks in your notes to add explanations later.

3) Organize as you write. Pay attention to cues such as repetition and emphasis.

4) Indicate main and supporting points as you go.

5) Jot down key vocabulary, important facts and formulas.

6) Ask questions. If you’re confused, it’s better to ask while the material is fresh in your mind.

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Balancing High School and Part-Time Work Part 1

Balancing High School and Part-Time Work

Part 1

http://www.collegeboard.com/student/plan/high-school/45266.html

Like many high school students, you may want— or need— to work part time. Working takes a lot of time and energy, though, so before getting a job, make sure that you think about your ability to handle both work and your education.

Important Considerations

You have to weigh a number of factors when deciding whether to take on a part-time job. It’s important to get as much information as possible, so you can figure out what choices makes the most sense for you.

Schedule a meeting with your school counselor to discuss the idea of working. Talk to your counselor about why you want to work and what type of position you’re seeking.

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The Power of Study Groups Part 3

The Power of Study Groups

http://www.collegeboard.com/students/plan/high-school/50432.html

Part 3

Guidelines for Getting a Group Together

Here are some guidelines for creating and running a study group:

 How many? Create a group for four to six people. In a large group, it’s easy for someone to get left out and smaller groups can too easily get off track.

Who? Pick classmates who seem to share your interest in doing well academically. Look for people who stay alert in class, take notes, ask questions and respond to their teacher’s questions. Include someone who understands the material better than you and can explain the concepts to someone who doesn’t understand it as well, to whom you can explain the material.

Where? Hold study group sessions in a place that is free of distractions and that has room to spread out books and notes.

How long? Meet for no more than two or three hours at a time. Having a time limit helps the group focus. If you know you only have an hour, you’re most likely to stay on task.

 When? Try to meet regularly, on the same day and time each week. Treating the study sessions as you would other activities helps you to keep a schedule and ensures that everyone attends.

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How to Take on College Studying Part 3

How to Take on College Studying

Part 3

Do the Reading

You need to do more than just read the chapters you are assigned you’re expected to understand them thoroughly. Here are some tips:

·       Don’t skim. Read all the material carefully.

·       Break up difficult assignments into sections you can digest chapters, subsections or even paragraphs.

·       Look up any words that you don’t understand.

·       Pause to think about whether you understand the material; ask questions in class about anything that is unclear.

·       Take notes instead of highlighting-- this makes you think through and rephrase the key points.

·       Create a summary sheet of what you have learned from each assignment you read.

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Successful Students 7-8

Successful Students

7-8

7. …understand that actions affect learning. Successful students know their personal behavior affect their feelings and emotions which in turn can affect learning.

    

     If you act in a certain way that normally produces particular feelings, you will begin to experience those feelings. Act like your bored, and you’ll become bored. Act like your disinterested, and you’ll become disinterested. So the next time you have trouble concentrating in the classroom, “act” like an interested person: lean forward, place your feet flat on the floor, maintain eye contact with the professor, nod occasionally, take notes, and ask questions. Not only will you benefit directly from your actions, your classmates and professor may also get more excited and enthusiastic.

8. …talk about what they’re learning. Successful students get to know something well enough that they can put it into words. Talking about something, with friends or classmates, is not only good for checking whether or not you know something, it’s a proven learning tool. Transferring ideas not words provides the most direct path for moving knowledge from short-term to long-term memory. You really don’t “know” material until you put it into words. So, next time you study, don’t do it silently. Talk about notes, problems, readings, etc. with friend, recite to a chair, organize an oral study group, pretend you are teaching your peers. “Talk-learning” produces a whole host of memory traces that results in more learning.

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