Motivation and Learning Strategies for College Success : A Self-management Approach

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244 CHAPTER 10

TABLE 10.1

STUDY STRATEGIES FOR USE IN A STUDY PLAN

Preparation Strategies Review Strategies

Create representations and identify

possible exam questions

Outline

Summarize

Predict essay questions

List steps in a process

Read textbook questions

Identify self-generated questions

from textbooks

Prepare material for study group

Make question cards

Make formula cards

Make problem cards

Identify mirror and summary

questions from notes

Make self-tests

Replicate representations or

answer self-generated questions

Recite main points from outline

Recite out loud

Answer essay questions

Recite steps from memory

Answer textbook questions

Answer self-generated questions

Explain material to group members

Recite answers

Practice writing formulas

Work problems

Answer mirror and summary

questions from notes

Take self-tests

Adapted from Van Blerkom (1994).

have not developed such representations, you should consider doing so

during your final preparation for an exam.

In earlier chapters, you were taught to write questions from your

notes and turn headings in textbooks into questions. The purpose of

this elaboration strategy was to help you become actively involved in

the content so you would focus on the most relevant material when

preparing for exams. The extra work that you did to complete these

tasks will now pay off as you use these questions for self-testing.

The questions you formulated from your lecture notes and textbook

material need to accurately cover the possible questions that could be

asked on an exam. Remember that lower level questions involve

responses regarding facts, dates, terms, or lists. Questions beginning

with Who...? What...? When...? and Where...? are appro-

priate for lower level questions.

Higher level questions require you to: apply the information that

you learned to a new situation, solve problems, analyze information,

compare and contrast information, develop a novel plan or solution,

or make judgments about the value of the information. The following

examples are stems for higher level questions: Why...? How...?

What if...? How does A affect B? What are the advantages or dis-

advantages of...? What are the strengths or weaknesses of...?

What are the differences between...? What is your opinion of...?

Make a list of other higher level questions that could be asked on

exams in the different courses you are taking.