Test 1 (face to face classes)

With your first test next week, covering chapters 1-4 of your book, you may want to review key areas of the textbook. That said, I will remind you of the following ideas as you begin to study:

1. Use the chapter objectives to help you better focus your study efforts
2. Take notes as you read and review; not only does this help you retain information, but also it will help you when you review to sharpen your focus on important ideas
3. Review a little each day (about 30 minutes) between now and then

The following information is not a study guide, but a key focus area, which will help you better gain insight as to where questions will derive. Keep in mind that anything in the chapter (unless otherwise stated–*ahem* chapter 2) is considered fair game.

Chapter 1

• Introduction to chapter
• Co-rumination
• Importance of studying human communication
• Components of human communication
• Synergetic model
• Influences of communication
• Communication ethics

Chapter 2

• Introduction to chapter
• Contemporary approaches to studying human communication

Chapter 3

• The importance of identity
• What is identity?
• Individual and identity
• Individual, identity, and society
• Ethics and identity

Chapter 4

• Importance of Perception
• What is perception?
• Cognitive complexity
• Individual, perception, and society
• Improving your perception skills

You will also want to review the assignment packet for basic information (focus on pages 1 & 2).

HINT HINT HINT… “POP” Review Test coming up

I won’t say when yet, but your class will be having a “review test” regarding Unit 1 materials (chapters 1-5) in the next week or two. What you should know, if you want to begin preparing:

1. All materials from chapters 1-5 are fair game
2. This bonus point opportunity could improve your Test 1 grade
3. You won’t know until the day I give it when it’s happening

I reserve the right to present this review test on different days, in different formats, and with different questions for each of my sections. It’s a ONE TIME opportunity.

My suggestion to you:

1. Review chapters 1-5 (especially the most-commonly missed questions I covered after your first test)
2. Make a quick reference sheet or note cards for yourself
3. Bring a pencil every day to class
4. Be ready…

Those of you who subscribe to the blog get an advantage of knowing this is going to happen, even if you don’t know precisely when…

Helpful tips… Study guide-ish-thing-somewhat

Here’s my plan for the coming week’s portion of my FACE TO FACE classes. My hybrid section has a whole different package, due to the nature of their course. While the formats may slightly vary, they will have similar principles, in terms of material coverage.

That said, I would STRONGLY recommend that learners read every section of the chapters, because a section not included here may contain information that helps you respond more effectively and accurately on another multiple choice or extended response question.

Attempting something new with test review

I tried something brand new this semester as part of the final exam review, and am very hopeful of its help to my students on the upcoming comprehensive exam next week. Students were given time within the review session to re-examine the previous tests of the semester; each student got 3-5 minutes with each test, depending on the time we had available after questions.

It should be noted that all tests began with bubble sheets (ScanTron). Students have had my 15 weekly office hours to check in on their exam performance throughout the semester. If they wanted to know precisely what they missed, they were always encouraged to do so. In addition, I have regularly gone over the most frequently missed questions from each exam within two class periods after an exam.

I had a couple of ground rules for this particular review session:

1. Absolutely NO phones allowed to be visible or out in any way during this session. Because the exams contain material that has a copyright from our publisher, I had to impose this guideline. It’s the only way to be fair to future students, as well as to protect the copyright.
2. All exams must be returned to the instructor. Because the material falls under copyright law and it would be unethical to take a test out of the room, and the consequences of doing so would be dire for the entire section.

All in all, I think this could be a helpful way to review. Generally, students seem to have enjoyed having a chance to look back through old tests and see questions.

As I have stated several times throughout the semester, students are allowed to review their online quizzes at any time, and the textbook’s end-of-chapter review questions are a great way to confirm existing knowledge and understanding. Reinforcing learning increases the likelihood of improved performance on the exams. In addition, nearly every question is either directly taken from examples or phrasings in the book, and my comprehensive final is generally a lot of repeated material from previous exams.

Happy studying!

Key topic: Supportive & Defensive Communication

When we began studying interpersonal relationships in chapters 6 & 7 of our text, we learned that one of the most critical factors of our relationships is developing a climate that is conducive to open communication. We generally label this as a “supportive” climate. By contrast, we have “defensive” climates, which frequently diminish effective communication skills, are self-serving, and close the opportunities for clear and effective communication.

With this, we discussed the 6 Gibbs’s Pairings, each of which has counterparts for supportive and defensive climates. These pairings accurately describe ways in which we may be either more open to positive, effective communication, or ways we may shut down good communication.

Finally, you may want to look closely at the defensive strategies that we discussed in these same chapters. Those may have an influence in how you understand and are able to articulate your response when asked about communication climates. You may also want to bring in materials relating to chapters 8, 9, and 10, which had to do with interviewing, small groups, and leadership. Remember… making connections is always a good thing!

Key topic: Audience Adaptation

When it comes to writing presentations, one thing is very clear: our focus is always on the audience we serve. By preparing effectively for our audience, we most likely will be the successful presenter we need to be. With that in mind, you might want to review very closely the ideas shared with you under the chapter 11 heading “Adapting to the Audience” (page 234 in the 3-hole-punched version of our textbook).

As your instructor, I might STRONGLY encourage you to think about audience characteristics, as well. You may also want to review how we learn about the audience, and the importance of shaping our presented information for them!

Key topic: Frame of Reference

A key topic in our class this semester has been Frame of Reference. In preparing for your final exam, you might begin by trying to remember what this topic is. To jog your memory, you may recall that our Frame of Reference is more than just experiences (after all, we have those every day–but not all of them shape us to the same extent). It’s ultimately our world view, which is shaped by different aspects of our lives.

The second thing to remember with Frame of Reference is developed by a combination of factors, from our family structure to our education. We are shaped by our biological sex (male or female), as well as our sociological gender (masculine, feminine, and everything in between). We are especially influenced by each relationship we have, as well as those that terminate. Ultimately, it is all the baggage we bring with us–the good, the bad, the ugly, and the indifferent.

Finally, you might want to review how Frame of Reference influences us in all components of our communication. Think about how it affects our perceptions, our hearing, our speaking, our nonverbal messages, and more.

Preparing for the Final Exam

At the end of the term, I usually spend at least part of one class period going over nothing but how to most effectively prepare for my final exam. Because it’s a comprehensive exam and worth 20% of the final grade, it is pretty important that students know how to most effectively prepare. With that in mind, I offer them the following advice.

1. Review the textbook. Go back through end-of-chapter review questions, and determine if you truly understand the material. If you do, then move forward!
2. Compound your study time. Follow the 10-2-3 minute strategy that I discuss at the beginning of the semester. Start with 10 minutes of new material, take a 2-minute breather or break, then 3 minutes of review of what you just learned. Keep adding to review as you build in new materials. It increases memory and improves connections for your brain.
3. Know how to take each type of test. Knowing what to expect with a multiple choice, true/false, or open response exam can drastically help you prepare more effectively. I generally offer a brief overview of what to expect, in terms of the number of questions and format.

For each of the types of tests I offer, I usually suggest a few tips, as well.

For multiple choice exams:

• Read the actual question first. By knowing what you need, you are more likely to find the right response. The actual question usually is the LAST thing in the paragraph–check it first!
• Read the scenario second. Once you know the question, look closely at the scenario, then determine what’s important from the information provided. See if you can find the answer from this information.
• Answer the question. Try to respond to the question without looking at the options given. If your initial response is the same as one of the options, it’s a pretty good chance that it’s a match!

For open response exams:

• Read the question carefully. If the question asks for lists or diagrams, that’s very different than writing a 5-paragraph essay. In the same line of thinking, you don’t want to respond with a bullet point list of topics if the question asks for descriptions. Look for key words to help you determine how to organize or respond most effectively.
• Look back through the test. Sometimes, that word you are struggling to remember may actually be in other questions or in a different question, especially if (like me) your instructor uses different types of questions in each exam.
• Make connections to other materials. Open responses are designed for students to demonstrate what they know and how it relates to other materials in the course (or in life). Be sure that you show how ideas connect and link to one another.
• Check spelling, grammar, and punctuation. Make sure you are communicating effectively. As I tell my students, I am a former English major, and I teach communication now. That means I take clear information seriously; if I have to guess what a student means by a message, it’s not clear.

Although this isn’t exhaustive, it’s a good way for you to more effectively prepare.

Reading closely

As we get back into the last two reading assessments online, I have noticed that there is a consistency issue with many students: reading the textbook consistently and fully prior to taking the assessment frequently makes the difference between students who excel with the assignment, and those who miss points.

Similarly, reading the question closely can drastically alter whether a student earns credit for a test item. After looking at student responses from several items over the past few years, I have found a few key elements helpful. Let me share them now.

1. Check the materials. If a question describes a particular term, and you have access to your study materials, it may be helpful to open the text or your notes to that section of the book.
2. Look for context cues. If there is a particular article in front of the item (a/an/the), it may provide you with specific guidance toward a particular response.
3. Check your spelling. Especially if you have access to the text or other materials, it may be exceptionally beneficial to review closely your spelling, grammar, and punctuation.
4. Determine possible right answers. Just as with any multiple choice test, eliminate anything you know won’t work. Then, look at the responses you have remaining–those usually get you to the pretty obvious options.
5. TAKE YOUR TIME. Especially if you have an idea of what to expect (and by halfway through the semester, you should!), you need to take the time to ensure that your response is not based off partial information. Read the question fully, and attempt to understand what type of information is being shared.

I have confidence that my students can do this work, if for no other reason than because I frequently create the reading assessments myself as I read the book. I also often use the same examples (or very similar examples) to the ideas or thoughts I share in class discussions.

Happy studying!

After the first test…

We are now 1/4 of the way into the term, and have had our first unit test of the semester. One of the things that I always try to do with my students is make them more reflective, not only of their communication skills, but also of their study habits. With this in mind, I often ask my students to share with me whether they believe they were effective with the first test.

Keep in mind the key factor: effective. I don’t ask students if they scored 100%, but have them focus on whether they regard their performance as effective. I may alternately ask if they accomplished their goal for the unit. Regardless, the priority is THEIR definition of success.

After this, they are asked to explain why they believe they were successful, or why they may have missed the mark. Part of this is to ensure that students take ownership of their actions, but also because it allows me to determine if I need to recover a concept more fully.

There are enough semesters behind me at this point to help me say that the responses are pretty consistent. The students who believe they succeeded are likely to have

• Read the textbook fully (reviewing each chapter in the unit)
• Taken effective notes (often asking questions about the material AS they study)
• Ask questions in class (to ensure that they “get it”)

Conversely, students who struggle with the material, those who do not see themselves as successful jump to a couple of alternate conclusions:

• Didn’t study enough/right material
• Avoided discussions in class or participating in discussions
• Opted to not read the textbook or utilize the review questions

I want students to be effective in this course, not just by the grade they earn, but by actually feeling confident in the material they have been learning. Sometimes, that does require understanding and using terminology effectively. But it can also be that students need to simply know the process of asking for clarification or more information.

The next test is late this week. I am very hopeful that their effective reading will be reflected in the responses they give to extended response questions.