Do you remember all of the tips, hints, strategies and techniques that we covered? Perhaps you should keep this little pamphlet in your binder for school.

From: Summer Scholars Program at Assumption-St. Bridget School. Mr. Foy-instructor.

What’s your style?

Remember that we all have preferences for the way that we learn best. Do you like to work with a partner or by yourself? Do you like to finish one thing before you start another? Do you like step by step directions or do you like lots of choices in how to complete a task? You need to know what works best for YOU!

Circle the statements that you think apply to you as a learner.

1. I like to see or hear about details and the facts.

2. Before I start to work I like to know what the assignment is supposed to look like when it is done.

3. I like working with partners or groups most of the time.

4. I would rather work by myself.

5. I can work in a group if it people in the group are serious.

6. I like organizing things.

7. I like to have many choices.

8. I like to know what is going to happen during a class.

9. I like things to change all of the time.

Check No Sweat and the handouts in this pamphlet to review your learning style characteristics.

Self-talk can get you through or bring you down!

Be an “and”, not a “but”. In school you will meet many new challenges. Remember that how you talk to yourself, what you tell yourself you can and cannot do will affect your success.

Teachers happen to be people. If you want to influence your teachers you might want to

· treat them as people by greeting them.

· not raise their suspicions by going to the back of the room when you choose a seat.

· sit up straight.

· maintain eye-contact.

· participate by asking and answering questions and taking notes.

The teacher always has a purpose- not porpoise!

Are you always looking for clues to discover what the teacher thinks is important and wants you to know?

Do you remember that the teacher says and does things that will let you know what is important so that you can succeed?

What does the teacher do to let you know something is important?

Does the teacher

· write it on the board?

· gesture?

· lean forward?

· raise or lower his or her voice?

· change facial expressions?

· pause dramatically?

· move toward the students?

· repeat what he or she said?

· pause?

· give handouts?

· tell you it is important?

Do you hear the teacher say

· are you getting this?

· this is important?

· you need to know this?

· did you write that down?

Did the teacher

· give examples?

· repeat what was said?

· say it in another way?

Speaking of learning, do you remember that you have to THINK when you are working? The pasta is not done unless it sticks to the wall.

You have not learned something unless it sticks in your brain!

That means you can support your MAIN IDEAS with EVIDENCE.

So, how do we make things stick?

Remember this thinking business really starts with reading. What do smart readers do? Smart readers

Ø read with a purpose, which means that they know that they are supposed to look for in what they are reading.

Ø pay attention to how the text is organized and where the clues are for what they should know.

Ø pay attention to what is confusing, including words they do not know, and they ask questions.

Ø make predictions.

Ø make connections to other things that they have read, learned, or experienced.

Ø make themselves part of the book.

Ø Summarize as they go along.

What are those clues that help you know what is important and your purpose for the reading?

1. Bold face type

2. Repeated words repeated words

3. Are there questions at the beginning, middle or end of the section?

4. Look at the pictures, charts and graphs.

5. Headings and footnotes are important clues.

6. Vocabulary lists are always a clue about what you should know.

7. And what about if the text has none of the above features? Pay close attention to the first and last sentences of each paragraph. And pay attention to entire first and last paragraph of a section in texts like science or social studies.

Picking up a book to continue reading after a break? Be sure to

· Tell your brain what you are going to do.

· Summarize in your mind what you have read so far.

· Scan and review what you do not remember.

· Predict what will be coming next.

· Set your purpose: what should you know or be able to do when you are finished reading?

· Start reading.

Purpose: remember that you need to tell your brain what it is supposed to learn or be able to do. You get that information from what your teacher tells you; from the clues in the textbook; or from what you decide that you want to learn.

And take efficient notes. Do you remember how to do it?

Topic Date

Notes

key words

questions

BRIEF summary

Prepare for a big test in five days.

Work smarter not harder.

Day one:

Scan and see how the entire unit or chapter is organized.

· How many sections are there?

· How many pages are there?

· What kinds of clues are there about what is important?

How will you divide the work over the next five days?

Begin your reading and note-taking.

Day two:

· Review what you read/your notes from day one. Do you understand it or do you need to reread the material?

· Scan the section to read for day two and look for bold face type, questions, etc.

· Set your purpose: what should you know or be able to do?

Day three:

· Review notes from days one and two.

· Proceed with scanning, reading and taking notes for the next section.

Day four:

· Review all previous notes.

· Proceed with scanning, reading and taking notes for final section.

Day five:

· Review and study notes for all sections.

Day six:

· Slam dunk the test!

A little tip: put ALL of your finished homework in ONE place in your binder or folder. You won’t have to worry about whether or not you have the right assignment for the right class.

MOST OF IMPORTANT OF ALL:

THESE GREAT IDEAS WILL ONLY WORK IF YOU ACTUALLY USE THEM!!