Study “sprints,” not “marathons”

Part of my job is to provide students an idea of how they will be earn a grade. At the same time, I can’t tell students precisely what will be on the exam for three reasons. First, evidence gathered over several semesters suggests that students who prepare without a study guide perform significantly better (average of 1 letter grade higher) on tests. In addition, giving students a list of topics won’t explain how questions are phrased, nor the connections to be made. Finally, in a workplace environment, you have to know things that may not be explicitly stated to you.

What I CAN do (i.e., what I’m doing in this post) is provide you with study tips.

1. Read the textbook. Simple as it sounds, using the SQ3R method we discussed in class, as well as reviewing your notes will drastically improve your memory of materials.
2. Make connections to life. Try to find a way to connect the topics from class and the textbook to your daily existence. You will likely find that you are able to better understand materials if you do.
3. Use textbook “extras.” Since the textbook offers both objectives at the beginning of each chapter and review questions at the end, they offer some key components for you. You might use the objectives as a checklist (“I know that!”) and the questions as a review session.
4. Study together. Students in my class work with other people; talk about the material. If you can talk intelligently about a concept, you probably understand it.
5. Review online resources. Check out the links, handouts, and information provided to you on eLearning and this blog. These are frequently even better explanations than I can offer in our limited class time… that said:
6. Ask questions. If something stumps you, ask me! That’s why we have class sessions.

If you struggle with a concept, please don’t hesitate to come talk to me. We can review the materials together. As a reminder, I have scheduled review time (and speech rehearsal time) on Mondays, Tuesdays, and Wednesdays in the classroom. Come visit me, and we can go over materials individually or in small groups.

Happy studying!

Just for those who check the blog…

Ladies and Gents:

This is the closest you get to a study guide in my class. Hope you use it to your advantage for this week’s test on the presentation chapters (11-16)!

Test Prep Tips

Here’s a great video that would be very helpful for you in preparing for the upcoming exam, scheduled for next week! I encourage you to think about ways to prepare effectively.

What are some ways that you help effectively prepare? Share them in the comments section of this post! I love to hear student ideas about preparing effectively! Your ideas might spark someone else’s preparation. 🙂

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!

Preparing for Unit 1 Test: Extended Response

One of the things that students get most nervous about when it comes to my tests are the extended response questions. These are tougher, students contend, because of the fact that they must make connections. They must be able to spell terminology, provide reasoning, organize their ideas, and present a coherent, succinct message.

My first tip is always to think about Cousin Bubba. I talk about Cousin Bubba (CB) throughout the course; rather than getting caught up in the more technical definitions, I want to see that students can understand and share information at a base level. Explain it to me as though I have never heard of the topic before. You might be surprised how much simplifying an explanation can fully enhance your understanding. Sometimes, we think that if we talk in the elevated terminology, it means we got it. But the more we keep it simple (while actually maintaining the accuracy of the response), the more likely we are to be able to retain the information in our long-term memory.

My second tip is to always use full sentences, unless explicitly instructed to do something else. If we only use bullet points, we may be missing the best chance for us to share information clearly with our audience. They may need a full description, rather than a couple of key words.

My third tip is to answer the question as it is asked. If you are told to give a definition and explain something, then provide those responses. Help yourself (and your instructor) by following directions. With that, if you are asked for examples, tell the instructor how the example connects. Don’t simply state “ex) ____;” rather, Phrase it as a sentence and offer a little connection (help your instructor follow your thought process!).

Finally, I suggest that you make major connections between concepts and ideas. Use the terms from the text, the ideas or concepts we discuss. Then, show how that information relates to other components or topics. Compare and contrast, provide examples (see above). For example, a common thread through our course is the idea of “frame of reference.” If you can connect it to your current response (while still answering the question at hand), then do so. Show how that concept relates to whatever you are discussing.

In our unit 1 test, you might think about how concepts like perception checking, self-concept and self-esteem, ways to respond effectively when listening, or how nonverbal communication alters our messages. HINT. HINT. HINT.

Happy studying!

Preparing for Unit 1 Test: Format

The following comes from my syllabus:

Tests include multiple-choice and extended-response questions. You must know and be able to apply materials from your book, regardless of coverage during class. The lowest unit test score is dropped; NO make-up exams offered.

Electronic devices must be silenced and put away during tests and the final. Otherwise, a score of ZERO (0) is earned.

For this semester, I have restructured the tests to have a 30/20 format. That is to say, 30 points of each unit test will derive from multiple choice or true-false questions, and 20 points will derive from extended-response. Keep in mind that extended response refers to questions whose responses need to have more detail than a short answer question, but will not require a full essay.

There will be no bonus questions on the tests. Instead, I provide students with 30 objective questions, usually in some varied order or structure, all of which get to the essentials of the text and our discussions. The extended response questions provide students with two opportunities to make connections between materials from various components.

Again, keep reading these posts for additional tips, tricks, and guidance. It’s your grade, your future, and your choice!