A fact or topic need not be repeated in order to scream “Learn me!”
Just as you learned to watch a teacher’s body language and listen
for verbal clues to identify noteworthy topics, you’ll learn to identify
topics the teacher indicates— nonverbally—are the most important.
Your teacher’s attitude towardnote taking may tip you off, as well.
If he or she requires you to take detailed notes—even wants them
turned in (sometimes in high school, rarely in college)—I’d figure that
your class notes are far and away more important than the
textbook(s). Study accordingly.
Have you saved earlier tests and quizzes from that class? Returned
exams, especially if they contain a lot of comments from your teacher,
should give you an excellent indication of where to concentrate your
study time.
Is it wrong to ask the teacher what kind of test to expect? Absolutely
not. Will he or she always tell you? Absolutely not. If you have access
to old exams written by the same teacher, especially if they cover the
same material you’re going to be tested on, use themfor review.
Don’t expect the same questions to appear again. No teacher is
thataccommodating. But the way the test is prepared, the kinds
of questions employed, and the mix of questions (100 true/false,
50 multiple-choice, and one—count ’em—one essay) will give a much
better idea of what to expect on your test.
And see if you can find anyone who had this teacher last year or last
semester. Can they give you any advice, tips, hints, or warnings?
Some teachers love one type of question. Some are true/false freaks;
others push the multiple-choice/short answer combo. If old tests,
former students, the teacher’s own comments on the test coming
up, and your own experience tell you this is true, you might as well
study for that kind of test. You still have to know the material, of
course. It’s just that you may need to remind yourself that you’re going
to have to deal with it in a particular fashion.
Chapter 8 ■ How to Study for Tests 183