EDP 210 exam 2
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Created by:
Laurenmeans on April 24, 2011
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60 terms
Terms | Definitions |
|---|---|
 Study aids fall under.. | Self Reg |
| Time Management/Procrastination fall under.. | Self Reg |
| Attitude falls under.. | Will |
| Concentration falls under.. | Self Reg |
| Reading/Listening Comprehension falls under.. | Skill |
| Note-taking falls under.. | Skill |
| Selecting main ideas falls under.. | skill |
| test-taking falls under.. | skill |
| 4 parts of Academic Environment | -nature of the task -teacher expectations -social context/support -available resources |
| Guidelines for forming study group members | -similar academic interests; not friends -similar motivation/dedication to success -limit group to 5 -identify purpose/lifetime of group -schedule regular group meetings at the same time/place -get acquainted |
| actions for study group members | -goal setting -gathering info -processing -evaluating -facilitating |
| academic help seeking behaviors | -be aware of task difficulty -consider all available info -expressing need for help that is most suitable to particular circumstance -processing help received in a way that the probability of success |
| Academic Help-Seeking | the degree to which you seek academic help AND how strategic you are when seeking help |
| 3 types of help-seeking behavior | 1. avoidant 2. executive 3. instrumental |
| Avoidant Help Seeking | wont ask for help, even when needed |
| Executive | will only ask for help to get an answer; not interested in learning -goal: to get right answer quickly rather than learn material/develop skills (performance goal) |
| Instrumental | best kind; want to understand the process behind it all -goal: learn material/develop skill -most strategic, long term memory (mastery oriented) |
| Study Aids | Pre-reading: Title, Chapter summary/preview, Review questions During-reading: Key terms, Graphics, Glossary, Marginal Notes After-reading: Chapter summaries, Review questions, References |
| How are study aids useful? | -activates prior knowledge, checks understanding (self-testing), process info in new way (short->long term) |
| Effective study aids | -creating own makes more meaningful (organize, elaborate, make sense) |
| Strategies for managing time | 1. master calendar/to-do lists 2. set useful goal, study on the run, just say 'no', scheduling time based on priorities, est. routine |
| Forms of procrastination stemming from self-deception | 1. perfectionism 2. inappropriate commitments 3. perceiving job as too big 4. belief work best under pressure |
| Procrastination elimination strategies | 1. Reinforcement (watch tv) 2. Reminders (sticky notes) 3. Bits and pieces (breakdown) 4. 5 Min plan 5. Face the music |
| Self-Regulation Steps | ARC Awareness: what we are doing so we know whether or not we are meeting goals Reflection: if attention wanders/break concentration, then we need to know what happened so we can redirect to task Control: How will you achieve that redirection? |
| Attention vs Concentration | attention is something that gets our focus concentration is something that maintains it |
| Limited Capacity to concentrate | -can only concentrated on a limited # of things at one time -built-in limitation in our minds |
| Internal vs. external distractions | internal: sleepiness external: tv |
| Strategies for concentrating while Listening | -read before class -set goals -watch instructor -listen for main points -generate questions -thought-stopping -use not-taking strategies |
| Strategies for concentrating while Studying | -develop awareness -reflect on experiences -take control -improve study environment -develop goals -thought-stopping |
| 3 factors that affect the reading process | -author -reader -text |
| Pre-Reading Strategies | -look at syllabus -est goal -skim -develop questions |
| During-Reading Strategies | -find appropriate read speed -read by idea units -look for main ideas/supporting details -ask questions to check for understanding -use highlighter -take notes in outline form -paraphrase/summarize |
| Post-Reading Strategies | -Summarize in own words -identify main idea/supporting details -see if questions were answered -write some test ?s -teach the info to someone else |
| Why is reading/listening a constructive process? | Active; engaging, self-testing, choosing info processing strategies, monitoring concentration, selecting main ideas, being aware of author biases, being aware of intended audience |
| Author | -prior knowledge -expectations -opinions/biases |
| Reader | -goals -learning strategies -concentration -comprehension monitoring -prior knowledge -expectations -opinions/biases |
| Text | -target audience -level of complexity -format -text features |
| Pre-note taking strategies | -prior knowledge; reading text bfore class -do hw before class -have all materials -sit closer to lecturer -dating/titling notes |
| During-note taking strategies | -writing on 1 side of page so you can use other side for questions/note items -paraphrase (no verbatim unless defs/formulas) -leave space btw main ideas/sub-topics -writing ex instructor gives -make connections -use asterisks/other codes to identify main ideas -numbering points if prof is making list -creating drawings, tables, outlines for the main points |
| After-note taking strategies | -review notes after class -note confusions/questions -expand abbreviations -fill in gaps -indexing/writing topics in margins -add. info -create written/graphic summaries |
| SUNY method | Part C: (whole L page) extra work/glossary of terms, practice problems, examples, graphics, unanswered ?s Part B: (1/4 of R page) ?s that mirror reading Part A: (3/4 R page) notes |
| Cornell Method | 2"- edit/summarize notes 5 1/2"- notes 1"- ideas, thoughts, ?s |
| Text comprised of: | -topic (big picture, general category) -main ideas (author's message, not always overtly stated; often implied) -supporting details (evidence used to support main ideas) |
| 2 factors that help identify important info | -instructor expectations -nature of the academic task -individual goals |
| Pre-test strategies | -overlearn -predict test ?s -notice relationship btw text/lectures -know exam -know what worked last time |
| During-test strategies | -preview -start with what you know |
| Post-test strategies | -read feedback -look for patterns -helpful for future |
| Prep for essay vs. multiple choice | -learn defs -understand key terms -generate possible ?s -prepare outlines -practice |
| Bloom's taxonomy | Knowledge Comprehension Application Analysis Synthesis Evaluation |
| ABC Model | A. The Event B. Perception/Evaluation or Self-talk/beliefs C. Response: Emotional, physical, behavioral, cognitive |
| A of ABC Model | -name events that are anxiety-producing |
| B of ABC Model | -beliefs about yourself/event determine anxiety levels -create new story for self -self-efficacy: if you dont think you can do it, you are probably right |
| C of ABC Model | Consequences -symptoms let us know we are experiencing anxiety |
| ways of dealing with stress according to ABC model | A: alter event B: alter belief -self-sabotage->enabling belief -re-fram self-talk to positive self-talk C: reduce effects of stressful consequences |
| Beliefs.. | are neutral and a part of Will. it's what we do with the info that classifies them. Dictate our behaviors/cognition |
| Enabling beliefs | -help work toward goals -more strategic when studying -persist longer in face of challenges -use more effective learning strategies -more encouraged to complete tasks |
| Self-Sabotaging beliefs | -discourage us from working at a learning activity because we are convinced/worried that we really can't do it |
| 3 factors that influence selecting a main idea | -nature of the academic task -teacher's expectations -your goals |
| Time Management Macro level | (ongoing process) -planning -implementing -evaluating |
| Time Management Micro level | (moment to moment) -awareness -reflection -control |
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