Remembering, Repeating and Working-Through

Here are 10 suggestions for improving your study concentration:

Study in a quiet place that is free from distractions and interruptions. Try to create a
space designated solely for studying.
Make a study schedule that shows what tasks you need to accomplish and when you plan
to accomplish each task. This will provide you with the structure you need for effective
studying.
Try to study at the time of day you work best. Some people work well early in the
morning, others late at night. You know what works best for you.
Make sure you are not tired and/or hungry when you study. Otherwise, you won't have
the energy you need to concentrate. Also, maintain your physical fitness.
Don't try to do two tasks at the same time. You won't be able to concentrate on either one
very well. Concentration means focusing on one thing to the exclusion of all else.
Break large tasks into series of smaller tasks that you can complete one at a time. If you
try to complete a large task all at once, you may feel overwhelmed and will be unable to
maintain your concentration.
Relax. It's hard to concentrate when you're tense. It's important to relax when working on
a task that requires concentration. Meditation is helpful to many students.
Clear your mind of worrisome thoughts. Mental poise is important for concentration. You
can get distracted by your own thoughts. Monitor your thoughts and prevent yourself
from following any that take you off track. Don't daydream.
Develop an interest in what you are studying. Try to relate what you are studying to you
own life to make it as meaningful as possible. This can motivate yourself to concentrate.
Take breaks whenever you feel fatigued. There is no set formula for when to take breaks.
You will know when you need to take a break.

A Strategy for Reading Textbooks

SQRW is a four-step strategy for reading and taking notes from chapters in a
textbook. Each letter stands for one step in the strategy. Using SQRW will help you to
understand what you read and to prepare a written record of what you learned. The
written record will be valuable when you have to participate in a class discussion and
again when you study for a test. Read to learn what to do for each step in SQRW.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and
prepares you for learning more. To survey a chapter, read the title, introduction, headings,
and the summary or conclusion. Also, examine all visuals such as pictures, tables, maps,
and/or graphs and read the caption that goes with each. By surveying a chapter, you will
quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose for
reading and help you stay focused on the reading assignment. Form questions by
 changing each chapter heading into a question. Use the words who, what, when, where,
why, or how to form questions. For example, for the heading "Uses of Electricity" in a
chapter about how science improves lives, you might form the question "What are some
uses of electricity?" If a heading is stated as a question, use that question. When a
heading contains more than one idea, form a question for each idea. Do not form
questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question you
formed. As you do this, you may decide you need to change a question or turn it into
several questions to be answered. Stay focused and flexible so you can gather as much
information as you need to answer each question.

Write.
Write each question and its answer in your notebook. Reread each of your written
answers to be sure each answer is legible and contains all the important information
needed to answer the question.
As you practice using SQRW, you will find you learn more and have good study notes to
use to prepare for class participation and tests.
HINT: Once you complete the Survey step for the entire chapter, complete the Question,
Read, and Write steps for the first heading. Then complete the Question, Read, and Write
steps for the second heading, and so on for the remaining headings in the chapter.

Managing Your Study Time

There are only so many hours in a day, a week, and a term. You cannot change the number of
hours, but you can decide how to best use them. To be successful in school, you must carefully
manage your study time. Here is a strategy for doing this.

Prepare a Term Calendar

At the beginning of a term, prepare a Term Calendar. Update it as the term goes on. Here is what
to do to prepare a Term Calendar.

Record your school assignments with their due dates and your scheduled tests.Record
your planned school activities.
Record your planned school activities.
Record your known out-of-school activities.

Prepare a Weekly Schedule

Each Sunday before a school week, prepare a Weekly Schedule. Update it as the week goes on.
Here is what to do to prepare a Weekly Schedule.

Record your daily classes.

Enter things to be done for the coming week from your Term Calendar.
Review your class notes from the previous week to see if you need to add any school
activities.
Add any out-of-school activities in which you will be involved during the week.
Be sure to include times for completing assignments, working on projects, and studying
for tests. These times may be during the school day, right after school, evenings, and
weekends.

Prepare a Daily Organizer

Each evening before a school day, prepare a Daily Organizer for the next day. Place a next to
each thing to do as you accomplish it. Here is what to do to prepare a Daily Organizer.

Enter the things to do for the coming day from your Weekly Schedule.
Enter the things that still need to be accomplished from your Daily Organizer from the
previous day.
Review your class notes for the day just completed to see if you need to add any school
activities.
Add any out-of-school activities in which you will be involved the next day.

Your Weekly Schedule should have more detail than your Term Calendar. Your Daily Organizer
should have more detail than your Weekly Schedule. Using a Term Calendar, a Weekly
Schedule, and a Daily Organizer will help you make the best use of your time

Motivating Yourself to Study

If you find that you lack motivation to study, welcome to the club. Just about every student
experiences this problem at one time or another.

Motivation is important for good studying. When you are motivated, you will find it easy to stay
focused over a period of time. When you are not motivated, you will not only find it difficult to
stay focused, but you will find it difficult to get started in the first place.

Here are some ways to increase your motivation to study.

1. Reward yourself for studying. For example, after a successful study session, have a
treat like a nice big ice cream cone. Go crazy and add some cherries and nuts.
 2. Study with your friends. Dont make it party time, but you can have fun as you do this.
3. Remind yourself of your long-term goals. Achievement of your goals likely requires
educational success. Educational success requires studying.
4. Eliminate distractions. If you are surrounding by things you would rather do than study,
you will probably do those things instead of studying.
5. Develop interest in what you have to study. This will make studying more enjoyable.
6. Take breaks. When you feel that you need to take a break, try to stop at a point where
you are at something that is easy for you. This will make it easier for you to resume
studying after your break.
7. Establish a comfortable environment. You will be more inclined to study if you feel
comfortable.
8. Establish reasonable goals for a study session. You probably wont get very far if you
look at your study session as "mission impossible."
9. Use a motivational poster. Place the poster where you can see it as you study. The
poster should include positive words and a picture depicting success. You can buy one or
even make your own. You can also read inspirational stories about real people who have
achieved success through effort.
10. Just do it. Once you do, you will feel a lot better than if you are worried about getting it
done.

Finally, if these suggestions dont do it for you, just think about the consequences of not
studying.

Preparing to Study: A Good Study Place

You need a good study place to be prepared to study. You should be able to answer YES to all of
the following questions:

1. Is my Study Place available to me whenever I need it?

Your Study Place does you little good if you cannot use it when you need it. If you are
using a Study Place that you must share with others for any reason, work out a schedule
so that you know when you can use it.

2. Is my Study Place free from interruptions?

It is important to have uninterrupted study time. You may have to hang a DO NOT
DISTURB sign on the door or take the phone off the hook.

3. Is my Study Place free from distractions?

Research shows that most students study best in a quiet environment. If you find that
playing a stereo or TV improves your mood, keep the volume low.
 4. Does my Study Place contain all the study materials I need?

Be sure your Study Place includes reference sources and supplies such as pens and
pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer
for your schoolwork, it should be in your Study Place .

5. Does my Study Space contain a large enough desk or table?

While working on an assignment or studying for a test, use a desk or table that is large
enough to hold everything you need. Allow enough room for writing and try to avoid
clutter.

6. Does my Study Place have enough storage space?

You need enough room to store your study materials. Be sure you have enough storage
space to allow you to keep your desktop or other work surface clear of unnecessary
materials that can get in the way.

7. Does my Study Place have a comfortable chair?

A chair that is not comfortable can cause discomfort or pain that will interfere with your
studying. A chair that is too comfortable might make you sleepy. Select a chair in which
you can sit for long periods while maintaining your attention.

8. Does my Study Place have enough light?

The amount of light you need depends on what you are doing. The important thing is that
you can clearly see what you need to see without any strain or discomfort.

9. Does my Study Place have a comfortable temperature?

If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking
may slow down and become unclear. Select a temperature at which your mind and body
function best.

Having a good Study Place is important for good studying.

Setting Goals

A goal is something you want to achieve. A short-term goal is something you want to achieve
soon. Examples of short-term goals are finishing your homework and doing well on tomorrow's
test. A long-term goal is something you want to achieve at some later date. Examples of long-
term goals are writing a paper and passing a class.

To set appropriate goals, you must know what is important for you to accomplish. Then you
must set specific and clearly stated goals. If you do not have clearly stated goals, your effort will
lack direction and focus. Write your goals to have a record of them.

THE THREE W'S OF GOALS

Each goal you set should state WHAT you will do and WHEN you will accomplish it. Implied in
each goal you set is your WILL (determination) to do it. For example, a goal for a research paper
might be stated as follows: I will (your determination) finish gathering information for my
research paper (what you will do) by November 20 (when you will accomplish it).

CHARACTERISTICS OF APPROPRIATE GOALS

Your goals should be:

1. within your skills and abilities. Knowing your strengths and weaknesses will help you
set goals you can accomplish.
2. realistic. Setting a goal to learn the spelling of three new words a day is realistic. Trying
to learn the spelling of fifty new words a day is not realistic.
3. flexible. Sometimes things will not go the way you anticipate and you may need to
change your goal. Stay flexible so when you realize a change is necessary you will be
ready to make the change.

4. measurable. It is important to be able to measure your progress toward a goal. It is

especially important to recognize when you have accomplished your goal and need to go
no further. Failure to measure your progress toward a goal and recognize its
accomplishment will result in effort that is misdirected and wasted.
5. within your control. Other than when working as part of a group, accomplishment of
your goal should not depend on other students. You can control what you do, but you
have little or no control over what others do. You may do what you have to do, but if
others don't, you will not accomplish your goal.

Many times your parents, teachers, and counselors will set goals for you. Be accepting when
they do. These are people who know what is important for you and are very concerned with your
success. They can also help you accomplish the goals they set.

SET GOALS IN SCHOOL THAT PROVIDE YOU WITH DIRECTION AND LEAD TO
SUCCESS.
Becoming a Flexible Reader

To become a flexible reader, you need to know how to select and use a reading style that is
consistent with your purpose for reading. There are three important reading styles you should
learn to use. Each has its own purpose. Knowing when and how to use these three reading styles
will make you a flexible reader. Read to learn about the three reading styles used by flexible
readers.

Study Reading is the reading style used by flexible readers when their purpose is to read
difficult material at a high level of comprehension. When using the Study Reading style, you
should read at a rate that is slower than your normal reading rate. Further, as you read you must
challenge yourself to understand the material. Study Reading will often require you to read
material more than once to achieve a high level of comprehension. Sometimes, reading the
material aloud will also help you improve your comprehension.

Skimming is the reading style used by flexible readers when their purpose is to quickly obtain a
general idea about the reading material. The Skimming style is most useful when you have to
read a large amount of material in a short amount of time. When using the Skimming style, you
should identify the main ideas in each paragraph and ignore the details in supportive sentences.
Because you are only looking for the main idea in each paragraph you read, a lower level of
comprehension is to be expected than when using the Study Reading style.

Scanning is the reading style used by flexible readers when their purpose is to quickly locate a
specific piece of information within reading material. The piece of information to be located may
be contained in a list of names, words, numbers, short statements, and sometimes even in a
paragraph. Since you know exactly what you are looking for, move your eyes quickly over the
reading material until you locate the specific piece of information you need to find.

Before you begin your next reading assignment, identify your purpose for reading. Decide if you
are reading for a high level of comprehension, trying to get a general idea about what you are
reading, or looking for specific information. Then use the reading style that is appropriate for
your reading purpose.

Good Listening in Class

It is important for you to be a good listener in class. Much of what you will have to learn will be
presented verbally by your teachers. Just hearing what your teachers say is not the same as
listening to what they say. Listening is a cognitive act that requires you to pay attention and think
about and mentally process what you hear.
Here are some things you should do to be a good listener in class.

Be Cognitively Ready to Listen When You Come to Class. Make sure you complete
all assigned work and readings. Review your notes from previous class sessions. Think
about what you know about the topic that will be covered in class that day.
Be Emotionally Ready to Listen When You Come to Class. Your attitude is important.
Make a conscious choice to find the topic useful and interesting. Be committed to
learning all that you can.
Listen with a Purpose. Identify what you expect and hope to learn from the class
session. Listen for these things as your teacher talks.
Listen with an Open Mind. Be receptive to what your teacher says. It is good to
question what is said as long as you remain open to points of view other than your own.
Be Attentive. Focus on what your teacher is saying. Try not to daydream and let your
mind wander to other things. It helps to sit in the front and center of the class, and to
maintain eye contact with your teacher.

Be an Active Listener. You can think faster than your teacher can speak. Use this to
your advantage by evaluating what is being said and trying to anticipate what will be said
next. Take good written notes about what your teacher says. While you can think faster
than your teacher can speak, you cannot write faster than your teacher can speak. Taking
 notes requires you to make decisions about what to write, and you have to be an active
listener to do this.
Meet the Challenge. Don't give up and stop listening when you find the information
being presented difficult to understand. Listen even more carefully at these times and
work hard to understand what is being said. Don't be reluctant to ask questions.
Triumph Over the Environment. The classroom may too noisy, too hot, too cold, too
bright, or too dark. Don't give in to these inconveniences. Stay focused on the big picture
- LEARNING.

Using Acronymic Sentences to Remember

Information
Creating an acronymic sentence is a good strategy to use when you have to remember
information in a certain order. An acronymic sentence is a sentence that is created using the first
letter of each piece of information to be remembered.

Here is how to create an acronymic sentence.

Write each piece of information you have to remember.
Underline the first letter of each piece of information. If there is more than one word in a
piece of information, underline the first letter of the most important word.
Write a sentence using words that begin with the underlined letters.

"My (Mercury) very (Venus) earthy (Earth) mother (Mars) just (Jupiter) served (Saturn) us
(Uranus) nine (Neptune) pizzas (Pluto)" is an acronymic sentence that students through the years
have used to remember the order of planets around our sun, from closest to furthest. If you
accept recent evidence that Pluto is not a planet, you can use "My very earthy mother just
served us noodles."
Here are the five most populous cities in Indiana shown in order from highest to lowest:
Indianapolis, Fort Wayne, Evansville, South Bend, Gary. Here is an acronymic sentence you can
use to remember these cities in the order shown.

"Insects from everywhere seem gross."

Try to form an acronymic sentence that is funny or has a personal meaning for you. You will
find the sentence easier to remember if you do this. When you remember the acronymic sentence
you create, each word in the sentence will help you remember the piece of information it
represents (for example, "Insects" represents "Indianapolis").

Creating acronymic sentences is an effective and fun way to remember information.

Active Learning = Remembering = Learning

You remember: Active vs. Passive Example

10% of what you hear Very Passive Verbal lecture Most
30% of what you see Passive with Visual Aids "Standard"
50% of what you watch, see and hear Beginning to get active Interactive Presentation the most you
70% of what you figure out and do Active Lab Courses experiential
90% of what you figure out and Very Active The student explains Study Group
verbalize The beginnin

Active vs. Passive Learning

Learning Styles and Study Tips

Free on-line Learning Styles self-assessments

1. From DVC
2. From North Carolina University
3. From the University of Northwestern Ohio
 4. From Performance Learning Inc.
5. From Paragon Learning Style Inventory

And, please note that the LPC Counseling Dept.

can assist all students with Learning Styles information and
assessments. The Myers-Briggs Test and the Kolb Learning Styles
Indicator are both proprietary and can not be found for free on-
line. Students who wish to explore these Learning Style Indicators,
please contact the LPC Counseling Dept.

The Verbal Lecture is one where the instructor talks and talks and talks and students are passive
recorders. I also call this the "Verbal Textbook" as this type of instructor often spends much of
the classtime reciting definitions and "textbook examples"... that students can actually get
themselves from the textbook... This type of course requires that the students must make
themselves active learners outside of classtime -- or they will remember very, very little from
these courses.

Visual Aides are transparencies, slides, videos, films, etc.

The Standard Lecture is one where the instructor intersperses the verbal discourse with
occasional visual aids such as transparencies, slides, videos, films, etc. Most instructors do try to
incorporate some sorts of visual aids into their lectures. Very similar to the Verbal Lecture, the
Standard Lecture often emphasizes vocabulary and definitions that the students can get for
themselves from the textbook.....How much the Standard Lecture differs from the Verbal Lecture
depends on the quality and amount of the visual aids incorporated.

Active vs. Passive Learning

The Interactive Presentation is one that incorporates explanation of concepts (rather than
recitation of definitions) with visual aids, demos and student activities. The Interactive
Presentation results in the highest level of student retention of course material from in-class-
time. This is the type of class that I try to run in my Geology and Oceanography courses. I am
attempting to maximize the quality and effectiveness of numerous visuals (such as slides, video-
clips, CD-ROM animations, etc.) with demonstrations and active-learning. As I spend classtime
explaining concepts and presenting visuals and demos, I do not waste classtime with recitation of
every definition of every vocabulary word -- students can easily get vocabulary definitions from
the textbook, from dictionaries and from the resources available on the Internet. All students
must become familiar with using the textbook glossary, the textbook index and good search
Internet search engines.

As my lectures generally have 50+ students, group activities or small-lab activities are generally
not feasible; consequently, I implement a Modified Socratic Method in order to incite active
student participation.
The Original Socratic Method is where the professor asks the student questions and the student
verbalizes possible answers and solutions and, eventually (hopefully) the student converges on a
solution -- without the instructor providing the answers. Many Law School programs use an
Adversarial Socratic Method where the seemingly-all-knowing-professor poses questions to
individual students who have to answer and justify their answers in front of the entire class. The
Socratic Method requires active student learning and is highly effective; however, many students
resent having to present their ignorance in front of others. Don't worry, I do not employ this type
of Socratic Method in my courses... keep reading...

In my courses, my Modified Socratic Method is one where I ask the entire class questions
before I have explained or demonstrated the topic. Students write their guesses for the answers
on a sheet of paper. I do not care if the students' answers are correct or wildly incorrect -- what
counts is that the student thinks about the question and guesses an answer BEFORE I explain the
answer... At the end of class, I collect the students' papers and these papers are filed by date but
do not count towards course grades. Students who actively and honestly write their guesses
down before I explain the topics - these students retain significantly more from the lecture than
students who wait for my answers. Students who retain more from the in-class time... these
students do not have to spend as much time studying outside of class... and these students
generally get higher exam scores....hmmmm......active vs. passive....? Actively learning students
write down their guesses BEFORE I have explained the answer. Passive, lethargic students wait
for the answer to be given to them and these students will retain very little and will have to study
much harder for exams....or simply get lower grades....grrrrrrrrrrrr.......

Active vs. Passive Learning

Lab Courses require that the student figures out what to do, tests this and then formulates a new
course of action based on the results of each test... and eventually, the student converges on the
answer. This is active, experiential learning and is highly effective - and most students already
know that they will learn better if they do it themselves.... However, I have found that most
students do not actually want to figure out how to do a lab experiment on their own... it takes too
much time and effort, is too frustrating and makes them feel stupid....its sort of like trying to jog
when you are out-of-shape... Most of my students are non-science majors taking their one and
only science course for general breadth requirements...Most of my students have had
innumerable, countless numbers of classes that fit into the Standard Lecture categories - and
even though they complain about these classes, and the students are forever voicing their
opinions on how the instructors could make the classes better - the truth is, that because students
have had so many of the Standard Lectures, that most students have gotten pretty good at dealing
with them in order to pass the courses and even to get A's in most of these courses. So, here
these students are... taking a Lab Course... where they know that they should be learning better
because they will be doing it themselves and they will not have to sit and listen to a boring verbal
lecture.... And, what do these students immediately demand from the lab professor? Instructions,
guidelines, examples.... which turns the beginning of the lab into a standard lecture explanation
and then turns the students into monkeys who ape the professors instructions and demos... and
how much do these students retain? Very, very little! These types of labs are also known as
"Cookbook Labs" where all the student has to do is follow the instructions -- its passive learning
in a lab setting... and is very sad.

A Great Analogy: The Goal is to get to the top of a mountain. Active experiential lab-type
learning entails that the students formulate a plan and a route to the top and start hiking. Along
the way, the students find that they have to backtrack and, perhaps, even start over several times.
Eventually, however, after a tough hike and many mistakes, they make it to the top and the view
is spectacular and breathtaking and the students have a sense of pride and accomplishment.
These students can tackle that hill over and over again and they can make it to the top on their
own -- they know the way.

In contrast, the "Cookbook Labs" that are requested by passive students result in the instructor
piling students into a van and driving them to the top. When the students drag themselves out of
their seats to see the view, they are not impressed... they complain about the drive up and the
cold and wind on the top. After the instructor drives the students back down to the bottom, the
very next day these students could not climb to the top of that mountain. They don't know the
route because they didn't figure out the route and drive it themselves. They have no clue as to
how to plan for the effort that the hike will require. These students whine and complain and are
always full of pointed suggestions of what others should do -- especially of what others should
do for them.... These passive learners must change their perspective and expectations of college
or they are going to make the unlucky people around them miserable!

Active vs. Passive Learning

The Very Active Learners verbalize course material and concepts.

Study Groups are extremely successful for engendering student verbalization (although
students must ensure that they keep themselves returning to course topics and not
wandering off into endless socialization). Students must also be careful that they do not
assume the passive roles in the study groups -- the way to prevent this is to ALWAYS
come to the study group sessions with ALL review questions and homework completed
except for one or two questions that elude your grasp. NEVER come to a study group
session when you haven't worked hard on all of the problems or questions. Warning: the
passive students who want "someone else" to provide them with the answers will show
up to study group sessions with many of their questions not worked on... be careful and
do not waste your time with these students.
Students who tutor subjects begin to learn mastery of that material. The necessary
verbalization and active thought processes necessary to determine how to explain subject
matter to another student results in the tutor teaching themselves the material to higher
and higher levels.
Verbal Studying: I hit upon this method of studying while I was at UC Davis. I had
been in many study groups for Geology and Physics classes and I had tutored math,
physics, geology, astronomy, etc. Once into my junior and senior level BS degree
courses, I began to tutor myself....
o First, I would highlight my class notes using different colored highlighters; green
for vocabulary words (not for the definitions), orange for the titles of concepts,
yellow for general facts and info, pink for things to watch out for -- and I only
highlighted the keywords of each item, I did not highlight explanatory discourse
or entire sentences
o Second, I would look up any vocabulary or concepts that I did not understand and
include those into my notes
o Third, I would close the door to my room and then start verbally giving the lecture
to myself. I would make myself explain all concepts and verbalize all
definitions. I would make myself figure out why certain examples or facts had
been included by the professor.
o Fourth, I would make myself verbalize out-loud the entire presentation over and
over until I could do it cold -- in my own words and so that I understood it. And
get this... I never had any intention of becoming a teacher, or an instructor or a
professor. I was not learning the course presentations so that I could teach them
to anyone but myself!
o The result: I earned almost all A-grades, and even some course grades of A+ at
UC Davis -- but more importantly, I remembered and understood the course
content long after the classes were over! When I took the Geology Graduate
Records Examination, I scored higher than 98% of the geology graduates - across
the nation! I am not a genius... I just hit on the best way to learn and remember
college material.
o You can do it to. You must force yourself out of the traditional passive student
role. Stop waiting for the professor to explain it to you -- you won't remember the
explanation a few days later! Get off the "passive butt" and start the active
learning. Its not hard....!
Look up the vocabulary BEFORE class -- and don't ask instructors to
repeat what you can look up yourself in the glossary
Work ALL review and practice questions the same day as the class
presentation -- don't let days (or weeks) pass after a class. You'll forget
even that 10-30% and then you'll 90+% to get on your own.
Get into study groups! And always work all problems before coming to
the study group session.
Verbalize the course material. Tutor your friends, your family -- anyone
who can't run away from you! Tutor them on your course material -- and
if they complain - tell them "Tough" - you need their help as listeners and
people to help you practice, drill, memorize and you need them as
sounding boards. If you can explain the course concepts to friends and
family, you'll double your retention and increase your exam scores.
Don't slack off. Don't work hard on some of the class material and yet
slack off on other portions of the course. Go full out -- the rewards are
there -- you'll remember the course material and make your time in college
worthwhile.
Always remember: It is not the professor's responsibility to teach you...!
It is the professor's responsibility to make materials available to you from
which you can figure out the course material and teach yourself. College
 is all about your responsibility to learn. No one can do it for you. You
have to to plan the route and hike yourself to the top of the mountain.
There is no other way that will ensure that you will learn how to do it.
You have to do it.

Take the How to Learn in College On-Line Quiz

Here are 5 Learning Tips from the University of Northwestern Ohio
 Here are some recommendations for Active Learning Tips
from Brown University's Geology Professors

Study actively, not passively. Do not try to memorize answers, but seek to understand how
geological processes work, the reasons for geological phenomena, the evidence for various
hypotheses or conclusions. In the words of T. S. Elliot (below), strive for knowledge and
wisdom, not just facts.

Do not just memorize phrases from the text; try to put everything in your own words, as
though you were teaching the material to someone. Discussing the material in small groups,
including making drawings and diagrams, can be very effective.

Practice writing out full answers to at least some of the study questions and some of the
questions from last years final exam.

There is a big difference between passive and active knowledge; you should aim for
the latter! You really do not know whether you understand something until you try to
write it in your own words, or draw a diagram to illustrate it, or describe it to someone
else.

Thus, we strongly advise that you study together with a friend. Take turns asking
one another to say why such and such is the way it is, or to draw a diagram
illustrating the relation between A and B; in part you might use the text study
questions.

Another suggestion is to try writing down in your own words the several major
ideas or points concerning each topic, and then check these against your class notes
and the textbook. An additional benefit is that writing out explanations of geologic
processes in full sentences can help you to find the gaps in your understanding;
identifying what you dont know is a very important step.

Make sure to practise drawing diagrams of important relations that have been
discussed in class, before the exam. Some questions may require you to draw a
diagram, and for other questions it may help (and save time) to use a simple diagram
as part of your answer. Make sure that you label the important parts of any diagram,
especially if you are not sure you have gotten the proportions or relations clearly or
correctly drawn.

When you are reading the text, or reading over your class notes, do it in an active
mode. For the text, do not just underline, because that encourages passive
memorization. Frequently ask yourself How do geologists know this? What is the
evidence? How does this process work? Why is it important? For your notes, re-
copy portions that were messy or incomplete when you first wrote them. With a
colored pen fill in the logic, and note questions or relevant text sections in the