WhatSmartStudentsKnow

Notes from What Smart Students Know by Adam Robinson

Twelve Cyberlearning Questions

1. What’s my purpose for reading this?
   1. Be specific
   2. Not everything involved is equally important
2. What do I already know about this topic?
   1. Starts generating questions
   2. Finds holes in your knowledge
   3. Puts you on the lookout for new imformation
   4. Valuable for resourceful thinking
   5. Acts as a review
   6. Makes you an authority
3. What’s the big picture?‘
   1. Find
      1. Main ideas and themes
      2. Important terms and concepts
      3. Overall organization
4. What’s the author going to say next?
   1. Expect the author to answer your questions
   2. Helps you stay engaged
5. What are the Expert/Orientation Questions?
   1. Expert Questions
      1. What is this made of?
      2. How can this be identified?
      3. What process causes this?
      4. Where is this usually found?
      5. What can I tell about the history of this?
      6. What’s the definition of this?
      7. What’s an example of this?
      8. What are the different types of this?
      9. What is this related to?
      10. What can this be compared with?
   2. Orientation Questions
      1. What’s the Definition of this?
      2. What’s an Example of this?
      3. What are the different types of this?
      4. What is this related to?
      5. What can this be compared with?
6. What questions does this information raise for me?
   1. Who? What? When? Where? Why? How?
      1. So what?
      2. Says who?
      3. What if. . . ?
      4. What does this remind me of?
   2. Don’t wait to read the answer – guess what it will be
7. What information is important here?
   1. 80-20 rule
   2. Clues
      1. In reading
         1. Beginning and end
         2. Anything emphasized graphically
         3. Gist of any chart or diagram
         4. Chapter summary
      2. In lecture
         1. beginning and end
         2. anything on the board
         3. anythign repeated, emphased, or stressed
         4. teacher’s use of language
         5. responses to questions/comments
         6. thoughts, reactions, and questions
         7. anything after long pauses, takes time to explain, or has difficulty expressing
         8. anything discussed, but not covered in textbook, especially disagreements with textbook
         9. details vs. big picture
         10. references to material covered previously
         11. raised, but unanswered questions
         12. handouts
   3. continue updating and condensing notes
8. How can I paraphrase and summarize this information?
   1. Use your words
   2. Use few words
   3. Reading notes
      1. Don’t take notes sentence by sentence
      2. Take notes from memory
      3. Organize notes into a clear structure
      4. Translate graphics into words
      5. Develop a personal shorthand
      6. Print (rather than cursive)
      7. Use loose paper
      8. Write on one side only
      9. Don’t just recopy notes
      10. Don’t use a computer to type notes
   4. Class notes
      1. Seek out buzz words and pet phrases
      2. Jot down questions to think about later
      3. Borrow notes if you miss a lecture
   5. Marking textbooks
      1. Avoid highlighters, pens that smudge, & using rulers
      2. Read entire paragraph before underlining anything
      3. Underline as little as possible
      4. Record thoughts and questions in the margin
9. How can I organize this information?
   1. Reorganize the information as many ways as possible
   2. What items are similar? Different?
   3. What items depend/build on each other?
   4. How do different items compare in terms of expert and orientation questions?
10. How can I picture this information?
    1. Have scratch paper
    2. Try different techniques; emphasize relationships and relative imortance
    3. Be creative
    4. Avoid outlines, they’re too linear
    5. Don’t rely on graphics from the teacher or textbook
    6. It may not be possible, but try making everything visual
11. What’s my hook for remembering this information?
    1. Hooks
       1. Pictures
       2. Patterns
       3. Rhymes
       4. Stories
    2. Keys
       1. Understand it
          1. you can reconstruct what you understand
          2. ask how you would reconstruct it
       2. Create a hook
          1. devise them yourself
          2. use more than one
          3. any hook works, it doesn’t have to make sense
       3. Link it
          1. make it crazy
       4. Think small and thorough
       5. Get emotionally involved
          1. personalize the info
       6. Engage multiple senses
          1. visual
          2. auditory
          3. kinsethetic
       7. Smell the roses
          1. take in the suroundings to help connect to the info later
       8. Sleep on it
          1. review before going to sleep
       9. Use it or lose it
       10. Quiz yourself periodically
           1. don’t confuse recognition with recall
12. How does this information fit with wahat I already know?
    1. Pare down the notes you study from (but don’t discard old ones)
    2. Get down to one sheet
       1. Write small, if necessary

Before class:

• Complete previous assignments
• Review notes from previous lecture and assigned reading
• Bring textbook, textbook notes, & notes from last class only
• be on time
• sit where you can concentrate
• Don’t suck up & don’t make a bad impression either
• Wait before asking a question
• If confused, ask for an example
• Think before raising your hand
• Voice objections cautiously
• Don’t use a tape recorder unless you absolutely must
• Quiz yourself

Choosing Supplementary Information

• Ask the teacher
• Look for examples, explanations, and questions
• Beware of outlines or study guides (short on examples and explanations)
• Different author and publisher
• Look for experts with field and teaching experience
• Look for something inviting to read
• New editions better

When confused

• Look it up
• Look at the big picture
• Jump to the end
• Find another information source
• Find an exmple
• Retrace steps
• Sleep on it
• Teach someone
• Ask for help

Subjects (Acquire and understand. . .)

• organized bodies of information: astronomy, history, psychology
• interpretation techniques: art history, English, philosophy
  • read source material several times rather than revising notes
• problem-solving techniques: accounting, computer sicence, logic
  • imitate first, understand later
  • work on solving lots of problems (one type at a time) rather than revising notes
    • do each step on paper
    • note and question solutions you don’t follow
  • getting the big picture is more difficult
  • you won’t need to paraphrase or summarize as often
  • less information to organize
  • supplementary information source is vital
• create, perform, or communicate: debate, foreign languages, theater

Test rehearsal

1. size up the exam
   1. what
      1. from lectures, textbook, or outside reading?
      2. cumulative?
      3. Main themes, details, or both?
      4. Factual or analytic answers?
      5. Choice of questions?
      6. What Information is provided?
      7. Level of expertise required?
      8. Essay, short-answer, multiple choice, combination?
      9. Take-home or open-bok?
      10. Who grades it?
      11. Grader bias?
   2. how
      1. ask “What are the most important concepts I need to review?”
      2. review previous exams
      3. ask someone who has already taken the exam
      4. look over notes for clues
      5. attend review session
      6. skim anything the teacher has written
2. get an overview of the course
   1. think 80-20 rule
3. review your previous exams
4. review original notes
5. answer expert and orientation questions
   1. acquire detailed expertise in one or two specific course areas
6. condense summary sheet one final time
7. reconstruct summary sheet from memory
   1. review original when stuck, picture it, then start reconstructing again from scratch
   2. when finished reconstructing, sleep immediately

• rehearse conditions and tasks you’ll face on the exam
• study in a hard chair like the posture of actual test
• if one day is all you have, make it the day before the test
• jam formulas into short term memory at last minute, then write them down ASAP

Test taking

five steps

1. catch breath
2. read directions
3. skim test
4. budget time
   1. what’s the best use of my remaining time
5. attack

Put Up A Fight

1. ask teacher for help
2. rephrase question yourself
3. postpone question
4. try visualizing info in book or on summary sheet
5. start writing anything
6. think about a related question
7. examine precise wording of the question
8. if you don’t know, write down best approximation
9. if you don’t know some important fact, describe how you’d answer if you did
10. think!
11. replace the question with a related one you can answer
12. if you don’t know what something is, try answering what it isn’t
13. if you know nothing, admit it, and write an ansewr to your own question
14. if short on time, write “Short on time!” and answer in outline form
15. if not an essay test, consider leaving some questions blank
16. use time alloted (try not to finish early)

Essay Tests

1. don’t worry about how you’ll use the time
2. examine question and attack with dialoguing
3. spend at least a fourth of time generating ideas and organizing
4. opening paragraph is most important (get down to business)
5. final paragraph is second most important
6. the more distinct paragraphs you write, the better
7. if no time to organize, start somewhere
8. the more you write, the better
9. if a thought occurs about another question, jot it down (as not to forget it)
10. write on the right pages of test booklet only
11. make corrections as neatly as possible

Multiple-Choice And True/False

1. read carefully
2. take questions at face value
3. before reading choices, anticipate answer then look for it
4. use process of elimination
5. read each choice
6. if unsure, mark question for later review
7. always guess if you can eliminate one choice
8. if question is simple, as why anyone would ask
9. choose the answer the test writer thinks is right

Standardized Test

1. never take a standardized test just to see how you’ll do
2. use practice materials by the people who publish the tests
3. don’t rush to finish
4. if you have time, guessing rarely hurts
5. most tests present questions in order of difficulty
6. trust hunches on easy questions, not hard

Miscellaneous

1. print
2. don’t squeeze answers onto page
3. use blue or black ink
4. show all work
5. write your name on test booklet
6. if possible, keep questions for future review

Writing Papers (take expository writing early)

1. choose topic
   1. topic sources
      1. textbook
      2. lecture notes
      3. outside or suggested reading
      4. library, starting with encyclopedia and various indexes
      5. look for overlap with areas you know a lot about
      6. ask teacher
   2. good topics
      1. boring to you, boring to teacher
      2. don’t be too advernturous
      3. be original, but not too original
      4. keep it manageable
      5. choose a topic that will apply to more than one class
      6. a little controversy is good, too much is bad
   3. turn topic into a question
   4. you can change your mind
   5. run topic by teacher before starting
   6. don’t jump to conclusions (use reason, avoid emotional responses to topic)
2. explore the topic to generate ideas
   1. dialogue for ideas
   2. broaden perspective
      1. explore related topics and larger issues
   3. research for ideas
   4. dig deeper
3. organize and evaluate ideas
   1. group similar ideas under major headings
   2. search for more specific categories
   3. arrange the groups and the ideas within the groups
   4. evaluate ideas
4. take a position
   1. best opinions are interesting, precise, and supportable
5. support with specifics
   1. each point needs to be backed up with details, examples, and supporting evidence & don’t forget to provide evidence of opposing viewpoints you include
   2. acknowledge assertions and assumptions
   3. if unsure of a fact, don’t use absolute words
6. write first draft
   1. background/introduction
      1. forms the basis of the first impression
   2. thesis statement is a condensed version of the essay itself
   3. body
      1. develop the body by presenting the cons rather than the pros
   4. conclusion
      1. as important as the introduction
7. revise, edit, and polish
   1. get feedback
      1. what is my main point?
      2. where is the essay unclear?
      3. does it flow logically?
      4. where do you lose interest?
      5. what do you disagree with?
      6. does it omit anything interesting?
      7. do I present opposing views convincingly?
   2. Edit from big picture down
   3. Check structure and organization
   4. Check paragraphs (more paragraphs appear more organized)
   5. Check paragraph links
   6. Check transitions
   7. Check sentence links
   8. Check diction and style
   9. Use buzzwords (see list); Big words impress
   10. Check spelling
   11. Follow accepted style format
   12. Give it one final review
   13. Teachers examine
       1. Your ideas (more important than the facts)
       2. Ideas supported by facts
       3. Organization and style conform to accepted academic model
       4. Beginning and end are most important

• Use pen
• If using 3×5s, write general subject on top for later sorting
• Write first draft only on one side of paper
• Learn to type
• Use computers w/surge protector & save frequently
• Start early

Manage time

1. must have
   1. daily to-do list
   2. clean weekly class schedule
   3. general wall calendar
   4. clean calendar reserved for major tests and papers
2. carry a pen & something to work on
3. remember 80-20 rule
4. each week
   1. before class review notes
   2. after class combine class and reading notes
   3. once a week, consolidate notes & update summary sheet
5. before term
   1. scout out courses
6. first weeks
   1. work out expert questions
   2. fine supplementary info source
   3. create initial summary sheet
   4. seek out teacher’s previous exams
   5. get an overview of course
   6. sign up for backup “add/drop” classes
   7. decide on final schedule
7. last weeks
   1. reduce summary sheet to one page
   2. begin finals prep
   3. decide on next classes

"All thinking is the process of making successively better guesses."

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See Also:

• Six steps for learning difficult subjects quickly