Study Skills All Lectures PDF

8/11/2024 1 By the end of this lesson, students will be able to:  Define the term “learning styles”.  Identify the importance of knowing the different learning styles.  Differentiate between different learning styles.  Use the suitable tool for d...

8/11/2024 1 By the end of this lesson, students will be able to:  Define the term “learning styles”.  Identify the importance of knowing the different learning styles.  Differentiate between different learning styles.  Use the suitable tool for discovering own learning style.  List some tips for fostering learning based on own learning style. 2 1  8/11/2024 People learn in different ways …  Typically, learning styles are “the processes and techniques people use to learn things (facts, skills, attitudes, …)”.  A learning style encompasses I characteristic cognitive, affective, 2 and physiological factors 3 that indicate how a learner perceives, interacts with, and responds to a learning environment. 3  Knowing your own learning style helps you learn better through seeking learning situations and experiences that meet your style.  Knowing the learning styles of others helps you know how others learn, so you can teach them and work in groups with them.2 4 2  8/11/2024 5 6 3  8/11/2024 7  Most people are visual learners.  Prefer to see information such 3 2 cartoons, as pictures,I diagrams, demonstrations,4…  Picture words and concepts they hear as images.  Easily distracted in lectures with no visual aids.  Overwhelmed with intense visuals accompanied by lecture.  2 Benefit from using charts,I maps, 3 and flash cards4when notes, studying. 8 4  8/11/2024 9  They learn better when information is presented (visually) in a written format.  They benefit most from visual aids like projectors,I outlines during lectures, textbooks and class notes.4  They work in quiet rooms alone or with others.  When remembering, they see the written information by their mind eyes. 10 5  8/11/2024  They learn better when information is presented (visually) in a picture format.  They benefit most from visual aids like videos,I maps,2charts, 3 diagrams,4...  They prefer work in quiet rooms alone.  When remembering, they see the pictures clearly. 11 12 6  8/11/2024  Sit near the front of the classroom.  Use flashcards to learn new things.  Try to visualize things you hear.  Write down key words,I 2 ideas, or instructions.3  Draw pictures to help explain new concepts and then explain the pictures.  Color things and use highlighter pens.  Avoid distractors during study times. 13 14 7  8/11/2024  Prefer to hear information spoken.  Can absorb a lecture with little effort.  May not need careful notes to learn.  Often avoid eye contact in order to concentrate.  May read aloud to themselves.  Like background music when they study. 15  Sit where you can hear.  Have your hearing checked on a regular basis.  Read stories, assignments, or directions out loud.  Record yourself spelling words and then listen to the recording.  Have test questions read to you out loud.  Study new materials by reading them out loud. 16 8  8/11/2024 Join a study group to assist you in learning course material. Work with a "study buddy" on an ongoing basis to review key information and prepare for exams. 17 Attend discussions and tutorials 18 9  8/11/2024 19  Prefer touch and motions as their primary mode for taking in information.  In traditional lecture situations, they should write out important facts.  Create study sheets connected to vivid examples.  Role-playing can help them learn and remember important ideas.  May benefit by using manipulatives. 20 10  8/11/2024 Jitter Walking Yo-yoing Chewing Coloring Typing Writing 21  Participate in activities that involve touching, building, moving, or drawing.  Do lots of hands-on activities like completing art projects, taking walks, or acting out stories.  It's OK to chew gum, walk around, or rock in a chair while reading or studying.  Use flashcards and arrange them in groups to show relationships between ideas. 22 11  8/11/2024  Trace words with your finger to learn spelling (finger spelling).  Take frequent breaks during reading or studying periods (frequent, but not long).  It's OK to tap a pencil, shake your foot, or hold on to something while learning.  Use a computer to reinforce learning through the sense of touch. 23  Youshould be flexible in your learning. Adapt to different styles as much as you can.  Although you can be classified according to a specific learning style, no one is purely of one style. You Are Mixed. 24 12  8/11/2024 25 Discover your Learning Style by Completing the Learning Styles Inventory https://vark- learn.com/the-vark- questionnaire/ 26 13  8/11/2024 27 28 14  Setting and Achieving Goals: The Key to Managing Your Life Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 2 1  “Give me a stock clerk with a goal and I’ll give you a man who will make history. Give me a man with no goals and I’ll give you a stock clerk.” – J.C. Penney 3 Objectives By the end of this lecture you will able to: Define goals Outline the Characteristics of SMART Goals. Differentiate between different types of goals. Identify hints that help you stay on track with your goals. Explain the powerful habits help you reach your goals. 4 2 5 Goals definition Goals are well-defined plans aimed at achieving a specific result. Goals are roadmaps for achieving what you want in life. Goals represent a course of action you intend to pursue. Goals reflect your values and your priorities. 6 3  Where will you be 5 years from now? 7 Your plan for where you want to be 5 years from now is a “long-term goal” On a piece of paper, complete the following sentence: “Five years from now, I will be …” 8 4  “A person without goals is like a sheep out in the pasture just living from day to day. You don’t want to be a sheep.” 9 Characteristics of Attainable Goals Specific Measurable Action-Oriented (Attainable) Realistic (Relevant) Time-bound 10 5 11 TYPES of Goals Achieving a long-term goal is like building a pyramid Long-term goal 5 years from now Long-term Goals Medium-range goals Medium- 1-2 years from now range Goals Short-term goals Short-term Daily/weekly habits & assignments Goals What will you do this week to build this foundation of short-term goals? 12 6  Build your foundation with effective, short-term goals for a successful semester 13 Set several short-term goals you want to achieve this semester: Once you meet your short-term goals, your mid- range goals will follow each more easily. Create a Go to Visit Read text Review study every Prof’s book notes Meet schedule class office weekly weekly Find my a advisor tutor 14 7  Keep reminding yourself of the long-term goal you are working for. Bachelor’s Degree with As the semester or the 4.55 GPA year ends, you will replace short-term and mid-range goals 33 with new ones. Credits 4.5 Choose Apply for complete GPA minor Summer d by May by Fall 2023 2023 training Create a Go to Visit Read text Review study every Prof’s book notes Meet schedule class office weekly weekly Find my a advisor tutor 15 Each goal you reach, builds towards the next… Dream house—3 bedrooms, big kitchen, deck and pool Dream Financial Bachelor’s Job Independence Degree w/ $60, 000 4.55 GPA Marriage & family 16 8  A few hints to help you stay on track with your goals: Remind yourself of your goals – allow yourself to dream about them. Write them down and put where you will see them every day. Change your short-term goals if they are not working for you. Be realistic but aim higher than you think you can achieve – you will usually surprise yourself. Make sure you understand the price of reaching your goals. Recognize obstacles and avoid or eliminate them. 17 “The path to greatness is usually paved with failure. That means that most big successes come after you have tried over and over again and failed.” --Dr. Boyce Watkins 18 9  Obstacles and Roadblocks: Take 2 minutes to write down 3 possible obstacles that might get in the way of achieving your 5-year goal. How much control do you have over these issues? What can you do to eliminate or avoid these obstacles? 19 Powerful habits to help you reach your goals Get up at the same time every morning, Establish a regular schedule for yourself, Use a to-do list or appointment calendar to keep track of assignments and appointments, Spend at least 20-25 hours a week on schoolwork outside of class, Study in small bits of time (not study marathons) Get most of your studying done before 10:00 p.m. 20 10  Good Habits cont. Find a study partner and form study groups Stop in the professor’s office during office hours Attend study skills class Meet with the instructor after the first exam to learn from your mistakes and get feedback. 21 Achieving Goals As mentioned, Setting goals important. In order to be realized, must develop an action plan. Implementation intentions. How do we intend to implement our plans to achieve our goals? 22 11  Mental Simulation Study Pham and Taylor, 1999. First group focused on outcome: actually, studies less and got poorer grades than Second group focused on process: studied more and got better grades. Must have plan of action. 23 Mental Simulation on Outcome “In this exercise, you will be asked to visualize yourself getting a high grade on your midterm exam and asked to image how you would feel. It is very important that you see yourself getting a high grade on the midterm and have that picture in your mind.” 24 12  Mental Simulation on Process In this exercise you will be asked to visualize studying for the midterm exam in such a way that would lead you to obtain a high grade on midterm. As of today and for the remaining days before the midterm, imagine how you would study to get a high grade on the midterm. It is very important that you see yourself actually studying and have that picture in your mind.” 25 Action plan When, where, how, and for how long one is to act. Accomplishing goals takes time. Opens door for distractions and difficulties. 26 13  Keeping track of progress Self-regulation. Up to the individual to monitor progress and modify plan as necessary. Set intermediate goals as milestones along path. Timetable with action plan. 27 References Linda Wong. 2014. Essential Study Skills, 8th Edition, Cengage Learning. Santrock and Halonen, Your Guide To College Success, University Foundations custom text 28 14 29 15  8/11/2024 TIME MANAGEMENT THE KEY TO SUCCESS Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 2 1  8/11/2024 Objectives By the end of this lecture you will be able to: ◦Define Time Management. ◦Recognize the Urgent and Important Matrix. ◦Apply this matrix for your weekly work. ◦Identify benefits of Time Management. ◦List early warning signs TM Problems. ◦List the key elements of Effective Time Management. 3 Time Management ◦Refers to the development of processes and tools that increase efficiency and productivity (for a student/for an organization). ◦The ability to manage your time effectively to get things done when they should done ◦Time Management doesn’t “just happen” for anyone – it is a skill that must be worked on, and that most people find to be a life-long challenge. 4 2  8/11/2024 Urgent Not Urgent Important I II Urgent & Not urgent Important & Important III IV Not Urgent& Not Not urgent & Important Important Not Important 5 ◦ “Urgent”—activities requiring immediate attention— NOW. ◦ “Important”—activities that contribute to your mission, values, and priorities. Q1: If an activity is urgent, does it also mean that it is important? Q2: How urgent activities can take us away from spending time on activities that will enable us to carry out our mission or vision? 6 3  8/11/2024 Crisisproblems & Urgent Preventing Pressing anticipatingproblems Not Urgent future activities Deadline- driven Creating strategy projects planning that are critical to your Relationship building strategic priorities Important I some calls Recognizing Interruptions, II new opportunities Trivia , busy work Urgent Some mails, &some Not urgent & Distractions and Quadrant II: reports Important interruptions Important Some Some The Heart meetings mails of the calls and phone Pressing Time matters wasters Personal (chatting Quality and III games)IV Management Not Urgent& Not Not urgent & important important Not important 7 8 4  8/11/2024 9 To lead effectively you need to spend more time in Quadrant II, “Important but not Urgent.” If you do not spend time in this quadrant planning, developing capacity, and so on, many items will move over into Quadrant I, “Urgent,” and you will be constantly handling crises. This is not effective leadership, but many of us find ourselves doing this because we do not pay enough attention to activities in Quadrant II. 10 5  8/11/2024 11 12 6  8/11/2024 The Benefits of Having Good TM Skills ◦Time management helps you get the most out of your education. ◦Allows you to be better prepared for the demands of your life…therefore decreases anxiety. ◦Helps you to assign time to tasks in proportion to their importance (prioritizing). ◦Helps you achieve a more balanced life. ◦Makes you a more productive, successful person. 13 Early Warning Signs of TM Problems… ◦Handling in work late ◦Submitting work that is not up to your usual standard. ◦Forgetting commitments ◦Finding that you often don’t have enough time to complete a task. ◦Making excuses for why work is not done. ◦Having to let go of activities you enjoy because of a lack of time or low grades. 14 7  8/11/2024 Early Warning Signs of TM Problems… ◦Asking teachers for extensions regularly on submitting your work. ◦Your grades don’t reflect your ability. ◦Take enough time to complete the “Time Management Matrix” to determine how much you need to work on this important skill. 15 Procrastination: Enemy of Time Management 7 ◦ While procrastinating may give immediate satisfaction because it delays working on an important (but sometimes undesirable) task, it also brings: ◦ Anxiety ◦ Reduced sleep ◦ Illness ◦ Lower grades ◦ Poorer quality of work ◦ Less learning as a result of being rushed ◦ A personal sense of disappointment ◦ In the end, it hurts you more than it helps you! 16 8  8/11/2024 The Importance of Setting Priorities ◦At any one time, you may have 10 tasks that ideally you should be working on – it will be impossible to do them all! ◦Setting priorities means making a value judgment on each task you need to complete based on it’s worth and when it must be completed. ◦In short: the tasks that are worth the most and due the soonest should be your #1 priority! 17 3 Key Steps to Good Time Management ◦Developing a Weekly Schedule ◦to provide an overview of free and committed time. ◦Writing a Daily To-Do List ◦to provide daily reminders to assure key tasks are not forgotten. ◦Preparing a Long-Term Plan ◦to promote overall organization and future planning. 18 9  8/11/2024 Conclusion ◦Time Management is a skill that EVERYONE must work on in all areas of their life (personal, academic, work) ◦Successful Time Management requires self- evaluation and the desire to improve. ◦Effective Time Management will require you to do things you don’t want to do when you don’t want to do them – you have to push yourself ! ◦The pay-off of good Time Management is ALWAYS worth the effort. 19 Any Questions!!! 20 10  8/11/2024 Practical Task How do we spend our time? (60 min.) Do this exercise for yourself. First, think about your typical workweek. Perhaps you work a total of 42 hours a week, and you decide you spend 21 hours doing urgent and important work. That means you typically spend 50% of your workweek in Qu.#1. Second, List the tasks of your weekly work in “Urgent & Important matrix” and put the first things first then share this with your colleague beside you. Third, Discuss together what each of you could do differently in order to do more of the important activities. 21 22 11  8/11/2024 Writing and Presentation Skills Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 Objectives: By the end of this lesson, students will be able to: Identify the benefits of writing a paper. Outlines the steps of writing a good paper. Choose a topic for writing your paper. Define a presentation. Plan for a good presentation. Prepare a good presentation. List important tips for presenting a good presentation. 2 1  8/11/2024 Introduction Writing and presenting information are important skills for anyone, especially a medical student and a health professional. Different tasks you face during your study at medical school and later after graduation (e.g., assignments, research activities, scientific reports, dissertations …) require the ability to scientifically and professionally write papers. 3 Introduction A presentation is a process of I 2 communicating knowledge, thoughts, 3ideas, and/or research results to specific audiences. Presentation Circuit: Setting – Presenter. – Audience. mom – Message. Message – Setting/context. Audience Presenter 4 2  8/11/2024 Introduction A successful person is the one who is I capable of communicating his knowledge, experiences,2 3 and thoughts in a professional manner. In this lecture you will learn first how to write an essay or assignment, then how to transform it into a presentation and how to present it to the target audience. 5 Writing Skills 6 3  8/11/2024 Step 1: Choose Your Topic GOLDEN RULE: WHEN CHOOSING A TOPIC, CHOOSE ONE IN WHICH YOU ARE INTERESTED, AND FOR WHICH THERE IS ENOUGH INFORMATION. 7 Step 1: Choose Your Topic Characteristics that should be present in a topic you choose:  Consistency: fitness for purpose.  Focus: broad versus narrow topics.  Innovation and creativeness.  Ease of expression.  Usefulness. 8 4  8/11/2024 Step 2: Locate and Get Information There are several sources of information you need to write your paper. Such sources include: Books. Trusted Internet sites. Scientific journals. Atlases. Encyclopedia. Almanacs. Dictionaries. Conference materials. Thesauruses. 9 Step 3: Prepare Bibliography Cards Cards used to document the sources of information you use when writing your paper. Use the appropriate referencing style for each source of information. Number the cards. Write the type of the source of information (e.g., book, journal, …). Follow the rules of the referencing style you will use. 10 5  8/11/2024 Step 3: Prepare Bibliography Cards Example of a bibliography card 11 Step 4: Use Note Cards Use note cards to record notes from each source you use when writing your paper. Number your note cards to keep track of them. 12 6  8/11/2024 Step 4: Use Note Cards Example and components of a note card 13 Step 5: Prepare an Outline Write an outline for your paper by organizing your notes from the note cards into topics, subtopics, details, and sub details. Use an organization such as: I. (topic) A. (sub-topic) 1. (detail) a. (sub-detail) 14 7  8/11/2024 Step 5: Prepare an Outline Example of an outline 15 Step 6: Write a Rough Draft Use your note cards and outline to write a rough draft of your paper. As you write your draft, use numbered footnotes to credit sources from which you take quotations or major ideas. 16 8  8/11/2024 Step 6: Write a Rough Draft Example of a footnote 17 Step 7: Revise your Rough Draft Take the role of the reader. Read your rough draft carefully as if you are requested to criticize it (as a reviewer). Make any changes needed to be sure your ideas are clearly expressed and your writing has accurate spelling and grammar. 18 9  8/11/2024 Step 8: Prepare your Bibliography At the end of your paper, provide a list of all the sources you used to gather information for the paper. Your bibliography cards will provide this information. Review referencing styles; like APA, Vancouver, … and choose one to follow, unless instructed to use one. 19 Step 9 (A): Prepare a Title Page The title page is the first page of the paper (i.e., cover page). It should include the title of your paper, your name, and the date on which the paper is due. 20 10  8/11/2024 Step 9 (B): Prepare a Table of Contents The table of contents is the second page. It lists the main topics, important subtopics, and the page on which each is introduced in your paper. 21 Step 10: Final Checklist Before handing in your paper, be sure you can answer "Yes" to each of the following questions: – Did I include a title page? – Did I include a table of contents? – Did I number all pages correctly? – Did I provide footnotes for quotations and major sources of information? – Did I include a bibliography? – Did I keep a copy for my files? 22 11  8/11/2024 Presentation Skills 23 The 3 P’s of Presentation Plan Prepare Present 24 12  8/11/2024 Plan 25 Set Your Goal Remember: “A person who is going nowhere normally gets there” 26 13  8/11/2024 Collect Ideas and Information Locate the Suitable Resources 27 Know Your Audience Beforehand 28 14  8/11/2024 Prepare 29 Opening (Tell them what you are going to say) Set and Follow an 3 Parts Message (Tell them) Organization Closing (Tell them what you told them) 30 15  8/11/2024 Cover Slide The first slide must contain: – The title of the presentation. – Your name, position and affiliation. – +/- additional information (date, organization/institution logo, …). 31 Outline/Objectives/Agenda – In your 2nd slide, list the objectives or agenda of your presentation (the points you are going to cover in your talk). – Follow the order of your outline for the rest of the presentation. – Only place main points on this slide. 32 16  8/11/2024 About Slide Structure – Good – Use 1-2 slides per minute of your presentation. – Write in point form, not complete sentences. – Include 4-5 points per slide. – Avoid wordiness: use key words and phrases only. 33 About Slide Structure – Good Show one point at a time. This will: – Help audience concentrate on what you are saying. – Prevent audience from reading ahead. – Help you keep your presentation focused. 34 17  8/11/2024 About Slide Structure – Bad This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you. 35 About Animation Use – Do not use distracting animation. – Do not go overboard with the animation. – Avoid “noisy” animations. – Be consistent with the animation that you use. 36 18  8/11/2024 About Fonts – Size and Type  Slides must be readable, even at the back of the room.  Use a standard font like Times New Roman, Tahoma, Verdana or Arial. This is a good title size Verdana 40 point A good subtitle or bullet point size Verdana 32 point Content text should be no smaller than Verdana 24 point This font size is not recommended for content. Verdana 12 point. 37 About Fonts – Combinations  Combiningsmall font sizes with bold or italics is not recommended:  What does this say? Garamond Font, Italic, Bold 12pt. This is very difficult to read. Times Font, Bold, 12pt. This point could be lost. Century Gothic Font, Bold, Italic, 14pt. No one will be able to read this. Gill Sans Font, Condensed Bold, 12pt Small fonts are okay for a footer, such as: TIPS Presentation: 3/8/2004 Dawn Thomas, CRM 38 19  8/11/2024 About Fonts – Styles Don’t Sacrifice Readability for Style Don’t Sacrifice reaDability for Style Don’t Sacrifice Readability for Style Don’t Sacrifice Readability for Style. 39 About Fonts – Caps and Italics DO NOT USE ALL CAPITAL LETTERS: – Makes text hard to read. – Conceals acronyms. – Denies their use for EMPHASIS. Italics: – Used for “quotes”. – Used to highlight thoughts or ideas. – Used for book, journal, or magazine titles. 40 20  8/11/2024 About Fonts – Colors Use a font color that contrasts sharply with the background. – Ex: Dark font on a light background (like a blue font on a white background). Use color to reinforce the logic of your structure. – Ex: light blue title and dark blue text. Use color to emphasize a point … – But only use this occasionally. Avoid using a different color for each point or word. 41 About Backgrounds Use backgrounds which are light. Use the same background consistently throughout your presentation. Always be consistent with the background that you use. Avoid backgrounds that are distracting or difficult to read. 42 21  8/11/2024 About Backgrounds Avoid such combinations: –Green on Blue –Dark Yellow on Green –Purple on Blue –Orange on Green –Red on Green 43 About Backgrounds This is a good mix of This is a bad mix of colors. Readable! colors. Low contrast. Unreadable! This is a good mix of This is a bad mix of colors. Readable! colors. Avoid bright colors on white. Unreadable! 44 22  8/11/2024 About Graphs and Charts Use graphs rather than just tables and words: – Data in graphs is easier to comprehend and retain than is raw data. – Trends are easier to visualize in graph form. Always title your graphs. Avoid complex graphs. 45 About Graphs and Charts 46 23  8/11/2024 About Graphs and Charts 47 About Graphs and Charts January February March April Blue Balls 20.4 27.4 90 20.4 Red Balls 30.6 38.6 34.6 31.6 Items Sold in First Quarter of 2002 100 90 80 70 60 Blue Balls 50 Red Balls 40 30 20 10 0 January February March April 48 24  8/11/2024 About Graphs and Charts 100 90 90 80 70 60 Blue Balls 50 Red Balls 38.6 40 30 30.6 27.4 34.6 31.6 Minor gridlines are 20 20.4 20.4 unnecessary. 10 Font is too small. 0 Colors are illogical. January February March April Title is missing. Shading is distracting. 49 About Spelling and Syntax Proofread your presentation before they see it. Ask for help from a friend. That’s OK! 50 25  8/11/2024 Conclusion Use an effective and strong closing: – Your audience is likely to remember your last words. Take-home messages. – Avoid ending a presentation abruptly. Use a conclusion slide to: – Summarize the main points of your presentation. – Suggest future avenues of research. 51 Questions Invite your audience to ask questions. 52 26  8/11/2024 Present 53 54 27  8/11/2024 What is it all about? It is not WHAT we say, but HOW we say it… 55 Presentation Phobia Healthy phobia Unhealthy phobia 56 28  8/11/2024 Treatment of presentation phobia: Practice, practice, practice, practice … Use your colleagues, friends, or even relatives as audiences. 57 Treatment of presentation phobia: Take a couple of deep breaths before standing up for presentation 58 29  8/11/2024 Tips for Successfully Presenting 59 Tip 1: Dressing Get well dressed and come early to the stage 60 30  8/11/2024 Tip 2: Before you Speak Always remember that “people buy people first” … Introduce yourself 61 Tip 3: Commence Always remember that you will start a two- way conversation… They will feed you back through body language 62 31  8/11/2024 Tip 4: Eye Contact You must always be scanning your audience eyes on a regular basis… 63 Tip 5: Be Natural 64 32  8/11/2024 Tip 6: Hand Movements Synchronize your hand movements with your words… 65 Tip 7: Body Movements Don’t move too much; to-and-fro… This distracts your audience. 66 33  8/11/2024 Tip 8: Voice Diversify the tone of your voice between loud and soft, fast, then slow… 67 Tip 9: Silence Silence is a very positive and effective sound effect if you know how and when to use it… 68 34  8/11/2024 Tip 10: Avoid Bad Habits Bad habits act like a switch off to the audience… Examples: Self-importance like: “I have been known as the most expert in this field”. Apologizing like: “I have nothing very important to say” or “Sorry for being unprepared”. Remember: Apology devaluates both the speaker and the presentation… 69 Tip 11: Jargons Avoid using difficult jargons in your speech unless you explain it to the audience… 70 35  8/11/2024 Tip 12: Put Downs Do not TELL your audience that they do not know, but let them DISCOVER that they do not know… 71 Tip 13: Time Management 72 36  8/11/2024 Tip 14: Accents Do not artificially hide your accent as if it is a part of your character… 73 Tip 15: Handle Questions Well Some techniques: Ask for the questions to be repeated if you are not certain of the question. If you do not know the answer, apologize with some humor like: “This is a very good question, I am not sure I am having a very good answer to it”. 74 37  8/11/2024 Tip 16: Handle Nasty Questions Smile… Look at the questioner in the eye and move towards him: – Ask him the question back… Or – Say “I will answer this question in private after this session”. 75 Tip 17: Posture Do not stand on the way of the projection. Always face the audience unless you are pointing on something. Look like a person who knows, by heart, what is shown behind his/her back without even looking. 76 38  8/11/2024 Tip 18: Sense of Humor Use, but don’t overuse, sense of humor… 77 Tip 19: Maintain Attention Avoid this… by doing this 78 39  8/11/2024 Tip 20: Thank your Audience 79 Conclusion Writing is an important skill for everyone. There are 10 steps for writing a good paper. A presentation is a two-way communication process. Planning and setting goals are important steps in making presentations. Use the appropriate fonts, backgrounds and animations without exaggeration. Give your audience the opportunity to ask questions and express inquiries, and handle that well. Don’t put down your audience, and thank them at the end of your talk. 80 40  8/11/2024 Questions 81 82 41  8/11/2024 Teamwork and Small Group Learning Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 Objectives  Explain different methods for small group learning  Define team  Describe the importance of team working  Outline the characteristics of effective team  Describe the stages of team formation 2 1  8/11/2024 Small Group It is a group of eight to 12 learners facilitated by a teacher. It is a learner-centered setting, with all students joining in free discussion of a particular topic. 3 What makes learning in small groups so important? Developing positive and informed attitudes to collaborative work. Developing skills in problem- solving, teamwork, evaluating and decision-making. Providing students the opportunity for more active involvement. 4 2  8/11/2024 Different Forms of Small groups problem Based learning Groups in PBL Problem Based Learning classes. In Field training. In clinical rounds. In research projects. 5 Sample ground rules for a series of small group sessions  We start and finish on time.  We come prepared for the discussion.  The shared aim is to listen and understand each other.  Everyone has some responsibility for the process and the achievement of group aims. 6 3  8/11/2024 What is Team? A team is a group of people who work together cooperatively to achieve a common goal. 7 What is Team? Intense use of small groups in which members share goals, commitment, and skills to complete complex tasks and to perform beyond the capacity of individuals working alone.  A team is a group of individuals, but a group of individuals is not necessarily a team. 8 4  8/11/2024 What is teamwork? The ability to cooperate and communicate effectively with others to achieve a common goal. 9 Teamwork…..Why? Teams are a part of everyone's life. It's appropriate that you understand how to function effectively as a team member. 10 5  8/11/2024 Stages of team development Forming Storming Norming Performing 11 First Stage: Forming Feelings: Excited and eager about the work ahead. High positive expectations. Feel some anxiety. 12 6  8/11/2024 Forming (cont.,) Behaviors: lots of questions reflecting both their excitement about the new team and the uncertainty. 13 Forming (cont.,) Team Tasks: Create a team with clear structure, goals, and roles so that members begin to build trust. 14 7  8/11/2024 Forming stage (cont.,) Tutor : Setup guidelines Directive 15 Second Stage: Storming Feelings Frustration or anger with the team's progress or process. 16 8  8/11/2024 Storming (Cont.,) Behaviors: less polite Disagreements 17 Storming (cont.,) Team Tasks: Calling for the team to refocus on its goals. Developingboth task-related skills and group process and conflict management skills. 18 9  8/11/2024 Storming stage (cont.,) The tutor: Manage conflict Still Directive 19 Third Stage: Norming Feelings Team members feel an increasing acceptance of others on the team. Constructive criticism is both possible and welcomed. 20 10  8/11/2024 Norming (cont.,) Behaviors o More meaningful communication among team members. o Team members refocus on established team ground rules and practices and return their focus to the team's tasks. 21 Norming (cont.,) Team Tasks Increase in productivity. The team may find that this is an appropriate time for an evaluation of team processes and productivity. 22 11  8/11/2024 Norming (cont.,) The tutor: Participative Help group to move to the perform stage. 23 Fourth Stage: Performing Feelings: Members feel satisfaction in the team's progress. Members feel attached to the team as something "greater than the sum of its parts". 24 12  8/11/2024 Performing (cont.,) Behaviors A "can do" attitude is visible as are offers to assist one another. Roles become more fluid. Differences among members are appreciated. 25 Performing (Cont.,) Team Tasks: The team makes significant progress towards its goals. Accomplishments in team process or progress are measured and celebrated. 26 13  8/11/2024 What does make a successful team? Common purpose Measurable goals Effective leadership Mutual respect 27 Conclusion 28 14  8/11/2024 29 15  9/23/2024 Adult and Independent Learning Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 Learning Outcomes By the end of this lesson, you should be able to: Define learning, andragogy and pedagogy, adult learning, and independent learning. Differentiate between andragogy and pedagogy. Identify the principles of adult learning. Use adult learning principles in educational settings. Differentiate between dependent and independent learning. Identify the benefits of independent learning. Identify the teacher’s role in independent learning. 2 1  9/23/2024 Introduction As people progress from childhood to adulthood, their mode of learning changes. Progress isn’t in age, but in psychological & intellectual maturity.  Higher education institutions shift from teacher-centered education Q (pedagogy) to learner-centered education (andragogy). 3 Adults need to be assisted in understanding I themselves as learners. F Adults are independent learners. Independent learning is an important skill for today’s medical students. They must depend on themselves in finding, judging, and using knowledge. 4 2  9/23/2024 Definitions Andragogy Pedagogy 5 Definitions IL DL Learning vs. Teaching 1 2 6 3  9/23/2024 Definitions 7 Q Pedagogy versus Andragogy Pedagogy Educating children … Ped (child) + agogos (lead) = Pedagogy (Leading Children) 8 4  9/23/2024 Pedagogy versus Andragogy Andragogy Helping adults learn … Andro (man or adult) + agogos (lead) = Andragogy (Leading Adults) 9 8 Principles of Adult Learning and their Application 10 5  9/23/2024 Principle 1: Adults are autonomous and self-directed Examples and Tips for Application Take responsibility for your own learning. Set your own goals and diagnose your own learning needs. Manage your time effectively. 11 Principle 2: Adults bring a wealth of background knowledge and life experiences to learning contexts Examples and Tips for Application Let your teachers know your background knowledge. Identify causal connections and apply to problems for problem- solving. Associate what you learn with what you already know 12 6  9/23/2024 Q Principle 3: Adults are Goal-Oriented Examples and Tips for Application Ask yourself “what do I expect to learn?” and how will this learning meet my own goals?”. Keep your eyes on your goals and verify their achievement. 13 Principle 4: Adults are relevancy-oriented and like to apply what they learn Examples and Tips for Application Ask yourself “what do I expect to learn?” and “how will this be applied in my future professional role?”. Make connections to your own goals to see relevance. Commit to apply what you have learned practically 14 7  9/23/2024 Principle 5: Adults are intrinsically and extrinsically motivated to learn Examples and Tips for Application Determine how your learning will benefit you practically. Challenge yourself to achieve more and better outcomes. Don’t just attune your learning to assessment or teacher demands. 15 Principle 6: Adults learn best when they are active participants in the learning process Examples and Tips for Application Engage in opportunities for problem-solving, questioning, sharing experiences, … etc. Actively participate in group situations. Focus on activities that require of you to practice a skill or apply knowledge. 16 8  9/23/2024 Principle 7: Adults learn more effectively when given timely and constructive feedback on their learning Examples and Tips for Application Seek and use opportunities for feedback from teachers and peers. Reflect on your strengths and weaknesses and plan for using information for personal development. 17 Principle 8: Q Adults have different learning preferences / styles Examples and Tips for Application Evaluate and understand your learning preferences and styles. Keep in mind that it is better to vary the methods/styles by which you learn. Medical students prefer multiple learning styles! 18 9  9/23/2024 19 Definitions IL is a process in which students take increasing responsibility for:  Identifying their own “needs-to-know”  Searching for relevant information and gaining knowledge on their own  Learning on their own with minimum supervision  Actively seeking ways to solve their own problems and difficulties  Assessing their own learning to see if their “needs-to-know” are met 20 10  9/23/2024 Short Story 21 A swimming lesson (1) 22 11  9/23/2024 A swimming lesson (2) 23 A swimming lesson (3) 24 12  9/23/2024 A swimming lesson (4) 25 Do you think this is independent learning? Why? Why not? 26 13  9/23/2024 IL is / isn’t Isn’t: Is: simply abandoning a different way of “lectures” and telling helping students students to learn on learn. their own. facilitating and placing the supporting students responsibility for to learn increasingly learning entirely on on their own. the students. 27 Differences between Dependent Learners and Independent Learners Dependent Learners… Rely heavily on the teacher. Do not know their strengths and weaknesses. Think that the teacher is responsible for all their learning. Do not plan, set goals or decide. Do not connect classroom learning to the ‘real world’. Do not reflect on their learning 28 14  9/23/2024 Differences between Dependent Learners and Independent Learners Independent Learners…  Are self-reliant.  Know their strengths and weaknesses.  Take responsibility for their own learning.  Plan, set goals and decide.  Connect classroom learning to the ‘real world’.  Reflect on their learning progress.  Easily pursue CME after graduation. Eductation continue medical 29 How Can Becoming An Independent Learner Benefits Me? Through: being a more confident learner. making learning enjoyable. making decisions about my own learning. developing better time management skills. learning to take responsibility. learning to study more effectively. becoming a more successful student overall. 30 15  9/23/2024 How To Become An Independent Learner? Through: having enthusiasm and self-confidence. setting goals for learning. having the background knowledge and the skills of finding knowledge. having the ability to self-assess your own work. asking for help from peers and faculty. having the ability to evaluate the resources and use the best of them accordingly. 31 Teacher’s Role In Independent Learning Facilitators of learning, through: oMotivating students. oEmphasizing purpose and benefits. oDesigning learning tasks that are meaningful and stimulating. Supervisors. Subject Area Experts (resource of knowledge). Evaluators of student progress. Feedback providers. 32 16  9/23/2024 Conclusion  Adult learning is different from teaching children. For adults, we help them learn what they want to learn. For children, we tell them what to learn … and teach it to them.  There are 8 principles for adult learning, knowing and applying them will help adults better learn.  Independent learning is a process in which students take increasing responsibility for their learning – starting from setting goals to achieving learning and evaluating such learning.  Teachers must have active roles in independent learning. 33 34 17  9/23/2024 35 18  9/24/2024 Tips for Good Study Habits GETTING THE BEST POSSIBLE RESULTS Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 OBJECTIVES: By the end of this lecture, students should be able to: Identify good study habits. Recognize the best Study Techniques. Develop Reading ability from the college textbook Outline the success keys for study. 2 1  9/24/2024 Study Habit Tips 1. Make sure you are processing the information as deeply as possible. A. Use elaboration to help you remember. Link the information to what you already know and make it meaningful. Reorganize the information using charts, outlines, or diagrams. Use vivid visualization. Act out a situation where the information would be needed.. 3 Study Habit Tips: 1. Make sure you are processing the information as deeply as possible. B. Organize your studying by layering. Learn the major, overarching concepts first. Then learn the big categories under those major concepts. Follow up with the major headings, sub-headings, etc.. 4 2  9/24/2024 Study Habit Tips: 1. Make sure you are processing the information as deeply as possible. C. Use practice exams/questions from study aids to help guide your studying, rather than saving them for the night before the exam. Use the questions to show you where you need read/watch more. Look at both the right and the wrong answers for clues about what is important to study.. 5 Study Habit Tips: 2. Reading A. Take care with highlighting. Rather than highlighting as you read, which can easily become mindless, highlight after you have finished a paragraph or section. Take a minute to think about the most important information and go back to highlight it. After finishing a section, think about some possible exam questions that might be asked about that section. Try to predict how the question might be worded, what the correct answer would be, and what misleading answers would be. 6 3  9/24/2024 Formulating Questions B. Formulating questions is an active reading strategy that provides you with a purpose for reading, elevates your curiosity, increases comprehension, and helps maintain a focus. The questions and then the answers create memory cues or associations to recall information later. Write questions before you read. Write questions as you read. Write questions after you read.. 7 The Steps of SQ4R 8 4  9/24/2024 The Steps of SQ4R (Cont) 9 Essential Strategies for Textbook Reading Begin with a clear Manage your intention to understand textbook reading time what you read. effectively. Use an organized Use spaced practice or system for reading spaced studying. textbook chapters. Include some form of Be inquisitive. feedback as you study. Relate new information Encode information to existing schemas in from ordinary words your long-term into new sensory memory. codes... 10 5  9/24/2024 Surveying a Textbook 11 Surveying a Chapter 12 6  9/24/2024 Reading Science Textbooks Science textbooks include biology, chemistry, computer science, engineering, environmental studies, and physics. Understanding involves hands-on, laboratory demonstrations, experiments, and observations. Science textbooks use declarative and procedural knowledge 13 Reading Science Textbooks (Cont) Begin with overview reading; then use thorough reading. Read and examine examples. Memorize terminology and be able to define terms. Create mental images for memory cues. Explain information (recite). Study diagrams and charts carefully. Associate information to larger concepts and schemas. 14 7  9/24/2024 Study Habit Tips 3. Lectures A. Prepare in advance to get the most out of lectures (Pre-lecture) Pre-read by looking over the major concepts. Pre-reading should involve a basic skimming of the material and take about 10-15 minutes. Try to get a basic understanding of new words/ideas. 15 Study Habit Tips Think about what might be most difficult to understand in lecture and where you will really need to pay attention. Have an idea of what your notes will look like ahead of time. How will notes be organized? Will you try to write everything down or try to pull out only the most important information? 16 8  9/24/2024 Study Habit Tips 3. Lectures B. During lecture Sit where distractions will be minimized (e.g. looking at what others are doing). Briefly review notes within a day or two Mark what was clear and what needs clarification Reorganize , restate, reformat – this will help you process at a deeper level. Integrate/cross-reference notes with previous lectures, books, other study aids. 17 Change Habits Form a good listening habit – good listening in class Concentrate on what is going on – try and avoid daydreaming You cannot LISTEN if you are talking!! 18 9  9/24/2024 Study Habit Tips 4. Study Atmosphere Know where you learn best. Do you need absolute silence or a bit of noise? Do you need to go somewhere or is studying in your room best? Should you go to same place every day or does variety help? Do you focus best sitting at a desk? On the couch? Walking around a room? Writing on a large white board? Try not to use your bed for studying so you can connect it only with relaxation 19 Study Habit Tips Set a regular time to study Remove all distractions Have all the necessary supplies Clear TABLE in a Quiet place to study 20 10  9/24/2024 Find a Good Place to Study This means a desk with nothing on it except the subject that you are STUDYING Have a regular time and place for studying 21 Make sure you have the following  Solid flat surface for writing  Good lighting  Chair  Books  Supplies  Clock  Drink 22 11  9/24/2024 Study Habit Tips 5. Social Studying Be thoughtful about whether you are the kind of person who studies better with others, and if so, whom those people might be. Your best friend is not necessarily your best study partner. In fact, studying with someone who is quite different from you may yield better results because you will be getting a new perspective. 23 Help Each Other Liaise with classmates and see if you can get some notes and swap/share notes Look up websites, ask teachers 24 12  9/24/2024 Study Habit Tips 6. Know What Your Body Needs While Studying When do you need to take a break? How often? Make sure that a break is really a break. Get up, go outside, walk around. Keep track of when you get hungry and what you need to eat to give you an energy boost so you can plan ahead with snacks and meal breaks. Note your caffeine intake. When do you need it the most? What is the ideal amount but keep you alert, but not jittery? At what time of day do you need to stop drinking caffeine so you can fall asleep easier? 25 Before you begin Studying Have a plan Eat Break Caffeine intake Drink Water 26 13  9/24/2024 Brain Foods: Choosing the right food and drink will make it easier to concentrate and perform better in exams Everyday  Breakfast Fish  Oranges Berries  Water Raisins  Healthy snacks Chocolate/crisps  Eggs Nuts 27 Study Habit Tips 7. Plan A head for Difficulty Focusing Know what type of studying is best at different times of day. For example, if you are a morning person, study the hardest material (difficult) in the morning and keep the evenings for tasks that do not require a lot of attention, but will prepare you for the following day, such as making flashcards or rewriting charts. 28 14  9/24/2024 Study Habit Tips 7. Plan A head for Difficulty Focusing Have strategies to ease yourself into studying when you just do not feel like it or cannot focus. For example, if you cannot focus on reading, do not just sit there, stare at the book, and mentally beat yourself up. Do something that is a bit easier or more enjoyable for you (in terms of study activity and/or content) and then try again in 30 minutes. 29  Rewrite notes to study  Some people like to underline and highlight important ideas and vocabulary  Stop looking for excuses NOT to study!!  Think about the END goal – your Exam – What will you be doing after it!!!. 30 15  9/24/2024 Use your Time Wisely  Get a Study Timetable  Stick it on the wall over your table  Get your exam Timetable and stick it up on the wall  Think about ‘dead’ time – how can you use it more effectively. 31 How to get the best Possible Results?  KNOW the exam papers  Review Mock exam papers – spend time doing up these answers again. 32 16  9/24/2024 Be a SMART Learner  The key to study is learning to be a smart learner – exam questions, exam papers!!  Using your time effectively – make a Study timetable. 33 Use a Mind Map A mind map is a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole. Created around a single concept. 34 17  9/24/2024 Use a Mind Map 35 Use a Mind Map 36 18  9/24/2024 Mind maps are good for the Visual learner Used to visualize, structure and classify ideas, and as an aid to study and organize information, solving problems and decision making. Can be used in study for the exam, also help you structure your answer.. 37 Study Techniques  Be aware of your time, choose the best time to study and stick to it  Study difficult subject first (why?)  Use “waiting” time effectively...waiting for the bus, between classes.  Use regular study area day after day...your body and mind knows where you are??? 38 19  9/24/2024 Study Techniques cont’d  Study where you will be alert!...Don't study where you sleep!!  Use the library...it gives you a signal to quiet the mind and get to work.  Be mindful of your ability to focus...notice the interruptions, let them go and continue to study. 39 Study Techniques cont’d  Agree with other individuals (family or group of your friends) about suitable study time.  Get off the phone, utilize the answering machine. Don’t be a phone victim!  Hang a “do not disturb” sign on your door. 40 20  9/24/2024 Keys to Study  Time Management  Organisation using mind/concept maps  Note taking with reading from Collage Textbook  Concentration (Focus). 41 Conclusion  With these good study habits  You should remember your predicted Results. 42 21  9/24/2024 Why don’t you think…….. 43 Thank you! 44 22  9/24/2024 Effective Note Taking Strategies Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 2 1  9/24/2024 Note-Taking Skills Go back to the notes you took this week in one of your classes - Do they make sense to you? Do you feel as though you are sitting in the lecture and hearing your professor talk about the topic? 3 OBJECTIVES: By the end of this lecture, students should be able to: Outline the five note taking options. Identify Important Points about Taking Textbook Notes. Differentiate between Cornell, Two-Column Note taking System, three-Column Note taking System, and formal Outline Note taking System. Recognize Strategies for Active Listening 4 2  9/24/2024 Five Note taking Options The best one Cornell Note taking System Index Card Note taking System Two-Column Note taking System Three-Column Note taking System Formal Outline Note taking System 5 Important Points about Taking Textbook Notes www.yML.mg Your goal is to create a comprehensive set of i 2 notes that you can use to learn, rehearse, and review textbook information. Is The majority of your study time will be spent reading and working with textbook information. Studying from notes is more efficient than rereading chapters. FÉS TO AN 6 3  9/24/2024 Essential Strategies for Textbook Note taking HI IN a 1. Understanding what you read is the starting point. JIA's g 2. Label your notes according to textbook chapter iddix and the related lecture. JIM is analyze with different forms of note taking. 3. Experiment 4. Use your notes for feedback. Its Him 5. Allow time in your study blocks to work with 31mn your notes. Rigsthem ñ is of's 7 Phases of Note-Taking Kee Before Class: Read assigned material. Review notes from previous session. Sit near the front of the class in the center of the room.  Begin notes for each lecture on a new page. Date each page of your notebook as well as date and number each handout. 8 4  9/24/2024 Phases of Note-Taking During Class: Active listening Listen carefully at the beginning of the lecture for an overview of the main topics of the lecture. Maintain focus to identify important information. Your goal is NOT to write every word of the lecture in your notes. Write down supporting information such as key points, background information, dates, key terms, definitions, examples, formulas. 9 Phases of Note-Taking After Class Review your new developed notes as soon as possible. Rewrite notes if necessary. In your notes summarize the main points of the lecture. 10 5  9/24/2024 The Cornell note taking method Helps organize class notes into easily digestible summaries. Effective because the main points, details, study cues, and summary are all written in one place. ADVANTAGES: Notes are organized, summarized, and easy to review Allows you to pull out major ideas and concepts. 11 Divided into 3 sections Use the main notes section to take notes during class. Use the cues section to review your notes. After class, write down things you’ll need to remember. You can also use this section for vocabulary words and study questions. In the summary segment at the bottom, write a summary of your notes. This is where you will highlight the main points. 12 6  9/24/2024 13 The Five R's of Cornell Record: Write headings and numbered notes in the right column. Reduce: Write key words and questions in the recall column (left column). notes Recite: Cover the right column. Recite from the left column. Reflect: Think about and work with information in new ways. Review: Use immediate and ongoing review. 14 7  9/24/2024 The Two-Column Note taking System Modified version of Cornell notes. Left column: Terms to define and questions to answer. Right column: Notes about the terms and answers to questions. 15 The Two-Column Note taking System Use two-column notes for: R Y Terms and definitions R Questions and answers Formula, steps, equations and examples of problem-solving Category of information and list of items in the category L Concepts/main ideas and facts, explanation, examples. R 16 8  9/24/2024 The Three-Column Note taking System Modified version of two-column notes Left column: Terms, questions, concepts, or problems. key words Middle and right column: two kinds of information for the item in the left column. 6sept ion Lecture information 17 The Three-Column Note taking System Use three-column notes for: Math problem + steps to solve + explanation/rule Topic/concept + textbook information + lecture information Topic/concept + definition/description + applications/details 18 9  9/24/2024 The Formal Outline Note taking System HOW DO YOU USE IT? During a lesson, begin your notes with a single bullet point and write the main topic. Place the first subtopic below and indented slightly to the right. List any details below your heading and slightly to the right. 19 The Formal Outline Note taking System Highly structure, logically organized notes Levels of information clear Formal outlines show a skeleton of the printed information. I 2 Use formal outlines to take notes before, during, 3 or after reading. 20 10  9/24/2024 Creating Formal Outlines 21 22 11  9/24/2024 How to Study from Formal Outlines Read one line or item at a time; explain by reciting. Check your accuracy or completeness. Add clue words to the right of the lines or items. Repeat the process of reciting from the outline. 23 Listening and Taking Lecture Notes Listening is an active process that engages the listener in a variety of mental processes. Listening involves understanding what you are hearing and having the ability to hold verbal stimuli in working memory long enough to attach meaning to the words and to interpret what the speaker is saying. 24 12  9/24/2024 Kinds of Listening S É It I II 29 25 Steps in the Listening Process Iii I aE d 26 13  9/24/2024 Conclusion Better notes will help you remember concepts, develop meaningful learning skills, and gain a better understanding of a topic. Effective notes will even lead to less stress when test time comes around. There are five methods for Note taking. Active listening is the first important step for effective note taking during lectures. 27 28 14  9/24/2024 Thank you! 29 15  9/24/2024 Boosting Memory and Increasing Concentration Prepared by: Health Professions Education Center (HPEC) Ibn Sina National College for Medical Studies 2024 – 2025 1 OBJECTIVES: By the end of this lecture, students should be able to: Describe Processing Information into the Memory System. Outline kinds of encoding for transmitting information into Long Term Memory. Identify relation between memory and learning styles. Outline the Ten Tips for Better Concentration. 2 1  9/24/2024 Processing Information Into Your Memory System 3 Notes on Info Processing Model Chart When a student transfers information he received into schemas, this schema will be saved in long term memory of the information processing model. Through Rehearsal pathway information transferred from short to long term memory. Through Retrieval pathway information regained from the long-term memory. 4 2  9/24/2024 Kinds of Encoding for Transmitting Information to LTM Linguistic encoding transmits verbal information. Linguistic encoding is also known as auditory coding. Visual encoding transmits visual, image information. Visual encoding is also known as imaginal coding. 5 Kinds of Encoding for Transmitting Information to LTM Motor encoding transmits muscle memory information. Motor encoding is also known as physical or kinesthetic coding. Semantic encoding transmits emotional information, experiences and episodic memory. 6 3  9/24/2024 Memory and Learning Styles: How do you remember best? A few stats: –We remember ____ of what we read –We remember ____ of what we hear –We remember _____ of what we see 7 Memory and Learning Styles: How do you remember best? Visual learners make up about _____ of the population –Use notes, diagrams, color (!), printed materials.....charts...study guides/sheets.........images.......an ything visual! 8 4  9/24/2024 Memory and Learning Styles: How do you remember best? Auditory learners make up about _____ of the population Auditory learners remember best – by listening and taking/using notes – review notes by reading them out loud – study partners.....teaching each other.. – consider taping class sessions 9 Memory and Learning Styles: How do you remember best? Tactile/kinesthetic learners benefit by touch and feeling !!!! – Create the notes, charts, hands on activities (benefit by using manipulatives) etc. 10 5  9/24/2024 Ten Tips for Better Concentration 1. Intend to Concentrate Concentrating is easier when you have a specified time for study. Knowing how long you will study helps concentration. Consciously tell yourself “I will concentrate for ___ minutes.” 11 Ten Tips for Better Concentration 2. Prepare to Concentrate Have everything you need to complete your task Make sure you have your texts, notes, pens, study guides, etc… 12 6  9/24/2024 Ten Tips for Better Concentration 3. Use Concentration Promoting Activities Prepare to rewrite and organize notes Create diagrams, graphs, study guides Summarize the mater