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Thinking like a genius - Problem solving: creative solutions

Thinking like a genius

Problem solving: creative solutions

"Even if you're not a genius, you can use the same strategies as Aristotle and Einstein to harness the power of your creative mind and better manage your future."

The following strategies encourage you to think productively,
rather than reproductively, in order to arrive at solutions to problems. "These strategies are common to the thinking styles of creative geniuses in science, art, and industry throughout history."

Nine approaches to creative problem solving:

1. Rethink! Look at problems in many different ways.
2. Visualize! Utilize diagrams and imagery to analyze your dilemma.
3. Produce! Genius is productive.
4. Combine! Make novel combinations...
5. Form! Form relationships.
6. Opposite! Think in opposites.
7. Metaphor/simile! Think metaphorically.
8. Failure! Learning from your mistakes is one example of using failure.
9. Patience! Don't confuse inspiration with ideas.

Exercise #2 illustrates how famous thinkers used these approches.
Exercise/blog #3 contains selected thoughts on thinking like a genius.

Exercise #1: illustrates applications of the nine approaches.

Text of exercise:
Nine approaches to creative problem solving:

1. Rethink!
   Look at problems in many different ways.
   Find new perspectives that no one else has taken.
   Solutions example: Finding a job or internship:
1. Ask friends or colleagues for potential leads
2. Over-sell yourself
   Send samples of your work or portfolio to anyone that might respond.
3. Check local resources like Craigslist or your school's job search
4. Broaden your target audience.
   What other fields could you specialize in?
2. Visualize!
   Utilize diagrams and imagery to analyze your dilemma.
1. How can you use pictures, images, graphs, etc. in your studies?
2. Visit guides on concept or mind maps, picturing vocabulary, flashcards, etc.
3. Write out one example of how you can use imagery, then print and post it in your study area.
3. Produce!
   Genius is productive.
1. Perhaps originality is not the key, but rather constant application of thought and tools to arrive a solutions.
2. Geniuses are the luckiest of mortals because what they must do is the same as what they most want to do.
   W. H. Auden (1907–1973) Anglo-American poet
3. Genius is nothing but a great aptitude for patience.
   George-Louis Leclerc de Buffon (1707–1788) French naturalist
4. Combine!
   Make novel combinations...
   Combine and recombine ideas, images, and thoughts into different combinations no matter how incongruent or unusual.
5. Form!
   Form relationships. Make connections between dissimilar subjects.
1. This doesn't always apply to objects: form relationships with people and ask them questions!
2. Get to know people in your field that can help you excel to the best of your ability.
3. Write down one person that you could get in contact with, why you think this person can help, and print/post it for reference!
6. Opposite!
   Think in opposites. Don't always stick with the obvious solutions.
   Get outside of your comfort zone.
1. “Opposites” bring two approaches to a situation but they do share a basic similarity.
   Example: “right” and “left” are both directions, but which is the right choice?
2. The Sesame Street Muppet Elmo teaches small children the concept of opposites!
7. Metaphor/simile!
   Think metaphorically.
1. Metaphors are connections that are unusual or not an ordinary way of thinking:
   A sea of troubles; the heart of a lion; raining cats and dogs.
2. Similes use "like" or "as" to illustrate
   The boy was as agile as a monkey. The miner's face was like coal.
   The task was as easy as ABC. Dry like a raisin in the sun.
8. Failure!
   Learning from your mistakes is one example of using failure.
1. As strange as it seems the human brain is failure machine: it generates models of reality, acts on them, and adjusts or creates new, successful models based on failures.
2. From Daniel Coyle’s the Talent Code on Adam Bryant’s weekly interview: “every single CEO shares the same nugget of wisdom: the crucial importance of mistakes, failures, and setbacks… mistakes create unique conditions of high-velocity learning that cannot be matched by more stable, “successful” situations.”
9. Patience!
   Don't confuse inspiration with ideas.
   Apply your ideas with patience for the reward they may deserve.

Thinking like a genius - Selected Thoughts

Thinking like a genius

Selected thoughts

As we grow older and wiser,
we learn to recognize our strengths and weaknesses, and accept them.  We work to align our lives with the gifts we were born with, and cultivate them.  This is a process of finding our place within the world.
As we recognize and organize our strengths,
we discover and expose ourselves as to who we truly are. Our discovered place in the world becomes the opportunity for the expression of our genius: our special set of gift(s) that we can contribute. It lies within all of us.
Some may say that they have little to contribute. 
However, if we contribute small things greatly, true to our purpose, we will exceed those people who do great things poorly.  For the small thing done greatly can be picked up, and magnified by another, and so by another.
True prophets and leaders want us to work towards
an honest recognition and admission of who we are, to see the beauty and strength in each of us, as well as for each of us to see and admit the beauty of others. With this honest perception of the self, the exercise of genius takes one to a higher spiritual plane.
By its nature, genius pushes against the boundaries
of culture, religion, society, environment.  Boundaries serve a purpose and should be honored for what they are:  a context that tests.
A nation or people or society is only as strong
as its individuals are empowered to rise to the level of their individual genius.  When prophets and leaders encourage us to follow them, they are asking us to hear their message and empower our lives. 
As social animals, our tendency is to institutionalize
the message and to build belief systems and rituals.  However, we need to be alert to when our spirituality, and genius, is limited by these constraints and that context.  It may be that what is built up after the prophet and leader is contrary to his or her message.
Genius recognizes that we must honestly recognize
and meet with humility, even confront, those conditions in which we are placed.  We set aside distracting influences and things of our youth since they are not true to who we are.  Should we succumb to weakness, that which we are not, we need to recognize the test for what it is:  either a miscalculation of our power, or an inappropriate response to our environment.  If we go astray, act contrary to our purpose (we are not perfect) we must learn the lesson provided. 
We hold steady, we join hands with those walking with us
on our spiritual paths, learning that the genius of others will also guide us.  Others will be there to lift us up.  With them, our full genius takes us to the place where we can overcome digressions and transgressions.  There is a super genius at work, that of we as people.
Don't restrict yourself to the standards!
Consider them standards and build on them.  Practice the basics, then don't be afraid to move away from the normal and think outside of the box, or the textbook!" (Colin.C.Saxton)
Read widely and deeply.
In addition to being a statesman, diplomat, author of the Declaration of Independence and President of the United States, Thomas Jefferson was a notable agriculturalist, horticulturist, architect, etymologist, mathematician, cryptographer, surveyor, author, lawyer, inventor, paleontologist, and founder of the University of Virginia. As a 16-year-old college student, he studied 15 hours a day. His insatiable curiosity and disciplined study of a broad range of academic and practical disciplines were the basis for his exceptional accomplishments. President John F. Kennedy welcomed 49 Nobel Prize winners to the White House in 1962, saying, "I think this is the most extraordinary collection of talent, of human knowledge, that has ever been gathered at the White House, with the possible exception of when Thomas Jefferson dined alone." (Gavin Ehringer)

Thinking like a genius - Famous Thinkers

Thinking like a genius

Famous thinkers

"Even if you're not a genius, you can use the same strategies as Aristotle and Einstein to harness the power of your creative mind and better manage your future."
Nine approaches to creative problem solving:

1. Rethink! Look at problems in many different ways.
2. Visualize! Utilize diagrams and imagery to analyze your dilemma.
3. Produce! Genius is productive.
4. Combine! Make novel combinations...
5. Form! Form relationships.
6. Opposite! Think in opposites.
7. Metaphor/simile! Think metaphorically.
8. Failure! Learning from your mistakes is one example of using failure.
9. Patience! Don't confuse inspiration with ideas.

Exercise #1: illustrates applications of the nine approaches.
Exercise/blog #3 contains random thoughts on thinking like a genius.
Exercise #2 illustrates how famous thinkers used these approches.
Exercise text:

1. Look at problems in many different ways.
   Find new perspectives that no one else has taken (or no one else has publicized!)
   Leonardo da Vinci believed that, to gain knowledge about the form of a problem, you begin by learning how to restructure it in many different ways. He felt that the first way he looked at a problem was too biased. Often, the problem itself is reconstructed and becomes a new one.
   
2. Visualize!
   When Einstein thought through a problem, he always found it necessary to formulate his subject in as many different ways as possible, including using diagrams. He visualized solutions, and believed that words and numbers as such did not play a significant role in his thinking process.
   
3. Produce!
   A distinguishing characteristic of genius is productivity.
   Thomas Edison held 1,093 patents. He guaranteed productivity by giving himself and his assistants idea quotas. In a study of 2,036 scientists throughout history, Dean Keith Simonton of the University of California at Davis found that the most respected scientists produced not only great works, but also many "bad" ones. They weren't afraid to fail, or to produce mediocre in order to arrive at excellence.
   
4. Make novel combinations.
   Combine, and recombine, ideas, images, and thoughts into different combinations no matter how incongruent or unusual.
   The Austrian monk Grego Mendel combined mathematics and biology
   to create a new science of heredity. The modern science of genetics is based upon his model.
   
5. Form relationships.
   Make connections between dissimilar subjects.
   Da Vinci forced a relationship between the sound of a bell and a stone hitting water. This enabled him to make the connection that sound travels in waves. Samuel Morse invented relay stations for telegraphic signals when observing relay stations for horses.
   
6. Think in opposites.
   Physicist Niels Bohr believed that if you held opposites together, then you suspend your thought, and your mind moves to a new level. His ability to imagine light as both a particle and a wave led to his conception of the principle of complementarity. Suspending thought (logic) may allow your mind to create a new form.
   
7. Think metaphorically.
   Aristotle considered metaphor a sign of genius, and believed that the individual who had the capacity to perceive resemblances between two separate areas of existence and link them together was a person of special gifts.
   
8. Prepare yourself for chance.
   Whenever we attempt to do something and fail, we end up doing something else. That is the first principle of creative accident. Failure can be productive only if we do not focus on it as an unproductive result. Instead: analyze the process, its components, and how you can change them, to arrive at other results. Do not ask the question "Why have I failed?", but rather "What have I done?"
   
9. Have patience
   Paul Cézanne (1839 – 1906) is recognized as one of the 19th century's greatest painters, and is often called the father of modern art, an avant garde bridge between the impressionists and the cubists. During his life he only had a few exhibitions though his influence on subsequent artists was great as an innovator with shape and form. His genius, however, was not evident until late in life. He was refused admission to the Ecole des Beaux-Arts at age 22 and his first solo exhibition was at age 56. His genius was the product of many years' practice and experimental innovation.
   

Mind Mapping

Basics of mind/concept mapping

Many of us have learned to outline information in our studies, as:

1. First item
2. Second item
   1. sub item
   2. sub item
      1. sub sub item
      2. sub sub item
3. Third item

Alternatives to outlining are mind- and concept-mapping.

How do I map?
First reject the idea of an outline,
or of paragraphs using sentences.
Think in terms of key words or symbols
that represent ideas and words: 

Other options for mind-mapping:

• a pencil (you'll be erasing!) and a blank (non-lined) big piece of paper
• a blackboard and (colored) chalk
• "post-it" notes

Write down the most important word or short phrase
or symbol for the center.
Think about it; circle it.
Post other important concepts
and their words outside the circle


Edit this first phase
Think about the relation of outside items to the center item
Erase, edit, and/or shorten words to key ideas
Relocate important items closer to each other for better organization
If possible, use color to organize information
Link concepts with words to clarify their relationships

Continue working outwardFreely and quickly add other key words and ideas (you can always erase!)
Think weird: combine concepts to expand your map or; break boundaries
Develop in directions the topic takes you--not limited by how you are doing the map
As you expand your map, tend to become more specific or detailed
Set the map aside
Later, continue development and revisionStop and think about relationships you are developing
Expand the map over time (right up to an exam if necessary!)
This map is your personal learning documentIt combines what you knew with what you are learning
and what you may need to complete your "picture"

Note the descriptive links for the arrows
for "evapotranspiration" and "condensation"

Thinking creatively

Thinking creatively is a state of mind that enables you to
approach tasks, problems, and situations with openness to alternatives.

Summary of the exercise:

Nine strategies towards creative thinking and meeting challenges:

• Re-think:
  Look at a challenge in new or unusual ways.
• Visualize:
  Picture your problem and its solutions.
  Map it!
• Produce:
  Don't be lazy! Get busy!
• Combine:
  Make new combinations-- in considering options, put them all on the table to find grains of truth or possibility. Then refine!
• Form relationships
  Make connections--similar to mapping but adding text as to why concepts connect.
• Think in oppositesOften extremes present middle ground where solutions lie.
• Metaphor! Simile!
  Build an image.
• Fail:
  Learn from experience: think as if you have eliminated a solution toward finding one that does.
• Practice patienceOutlast the challenge!

Text of the exercise: Looking for a job?

Re-think:

Look at a challenge in new or unusual ways.
Find new ways that others are too lazy, or don't think about, to try:
Example: Finding a job or internship.

Expand your target visits:
What class did you do well in, and what jobs might be related?
What other fields are interesting?

Market yourself: develop your "brand."
Develop a portfolio, a list of qualifications, and or examples of your work that match each company you visit. Prepare a summary of each company you go to and how you match their interests.

Check every resource you can think of:
online Web employment sites; your school's job search; business windows

Ask friends, friends of your parents, neighbors, teachers, and/or community leaders about opportunities and referrals

Visualize: Picture your problem and its solutions.
Map it!

In just a couple words, summarize a challenge you are facing.
Then add three related concepts.
Then draw lines to connect the words.
Remake the map on a separate piece of paper; add images.
Play with this idea and find your solution.

Produce:

A genius is productive.
Don't be lazy!

Combine:

Make new combinations.
Combine and recombine ideas, images, and thoughts
no matter how strange or unusual.

Form relationships; make connections.

This applies to people and objects.
Get to know the people in your area of interest that can help you improve. Demonstrate interest in them; ask questions! At the arrow, enter some contacts, either by name and/or by title and/or by qualification.

Opposites
Think in opposites.

Think opposite these words:
Hip hop | Flow | Employment | Organic | Blue | Nature
Then find a middle concept for one

Metaphor! Simile!
A simile uses "like" or "as" to build an image. Examples:

The jungle's river was like a peaceful path through a chaos of green.
The bird rose straight and fast as a rocket.
The service line moved as fast as stalled rush hour traffic.

A metaphor is more direct:

The event was viewed through the mist of sadness.
The garden became a quilt of cared-for colors.
She led them with the carrot of reason and the stick of embarrassment.

Now create your images:
The exercise illustrates how situations can take on new meaning, problems new solutions. Enter your thought quickly for the following phrases with the first image that comes to mind. Print, reflect, and make new connections if inspired.

The football team played as if they...

The computer screen looked...

My study schedule is a...

Fail!

Great accomplishments are often the result of chance, but chance born of many "unsuccessful" experiments. Learn from these experiences; preparation to fail is the path to success.

Patience

Some people are not recognized until their "later" years.
Paul C�zanne (1839 � 1906), French impressionist, did not have his first exhibition until age 56. Accomplishment does not come in 10 minutes. Give yourself ten days, or ten years! Practice patience.

We hope one or two of these tips serve you well.

May your successes and failures
bring you knowledge and peace.

Critical reading

Summarize, review and study your reading assignment, whether
book, chapter, handout, article, whitepaper, etc.:

Characteristics of Critical Readers

• They are honest with themselves
• They resist manipulation
• They overcome confusion
• They ask questions
• They base judgments on evidence
• They look for connections between subjects
• They are intellectually independent

Ask yourself the following questions as you read:

• What is the topic of the book or reading?
  What issues are addressed?
• What conclusion does the author reach about the issue(s)?
• What are the author's reasons for his or her statements or belief?
  Is the author using facts, theory, or faith?

Facts can be proven
Theory is to be proved and should not be confused with fact
Opinions may or may not be based on sound reasoning
Faith is not subject to proof by its nature

• Has the author used neutral words or emotional words?
  Critical readers look beyond the language to see if the reasons are clear
• Be aware of why you do, or do not, accept arguments of the author

Critical thinking II

Second stage exercise in critical thinking:

Critical thinking studies a topic or problem with open-mindedness.
This exercise outlines the second stage of applying a critical thinking approach to developing and understanding a topic.
With the second stage:

• Refine/revise the topic
  either narrowing or broadening it according to outcomes of research
• Rank or indicate the importance of three sources of research
• Clarify any opinion, prejudice, or bias their authors have
  While an opinion is a belief or attitude toward someone or some thing,
  a prejudice is preconceived opinion without basis of fact
  while bias is an opinion based on fact or research.
• Identify key words and concepts that seem to repeat
  Is there vocabulary you need to define?
  Are there concepts you need to understand better?
• In reviewing your research, are there
  Sequences or patterns that emerge?
  Oposing points of view, contradictions, or facts that don't "fit?"
  Summarize two points of view that you need to address
• What questions remain to be answered?

Critical thinking, first stage helped you to

• Develop a statement of the topic
• List what you understand, what you've been told
  and what opinions you hold about it
• Identify resources available for research
• Define timelines and due dates
  and how they affect the development of your study
• Print the list as your reference

With this second exercise,
think in terms of how you would demonstrate your learning for your topicHow would you create a test on what you have learned?
How would you best explain or demonstrate your findings?
From simple to more complex (1-6) learning operations:

1. List, label, identify: demonstrate knowledge
2. Define, explain, summarize in your own words: Comprehend/understand
3. Solve, apply to a new situation: Apply what you have learned
4. Compare and contrast, differentiate between items: analyze
5. Create, combine, invent: Synthesize
6. Assess, recommend, value: Evaluate and explain why

Summary of critical thinking:

• Determine the facts of a new situation or subject
  without prejudice
• Place these facts and information in a pattern
  so that you can understand and explain them
• Accept or reject your resource values and conclusions
  based upon your experience, judgment, and beliefs

Critical thinking I

Strategies for critical thinking in learning and project management

Critical thinking studies a topic or problem with open-mindedness.
This exercise outlines the first stage of applying a critical thinking approach to developing and understanding a topic. You will:

• Develop a statement of the topic
• List what you understand, what you've been told
  and what opinions you hold about it
• Identify resources available for research
• Define timelines and due dates
  and how they affect the development of your study
• Print the list as your reference

Here is more on the first stage:
Define your destination, what you want to learn
Clarify or verify with your teacher or an "expert" on your subject
Topics can be simple phrases:
"The role of gender in video game playing"
"Causes of the war before 1939"
"Mahogany trees in Central America"
"Plumbing regulations in the suburbs"
"Regions of the human brain"

• Develop your frame of reference, your starting point,by listing what you already know about the subject
• What opinions and prejudices do you already have about this?
  What have you been told, or read about, this topic?
• What resources
  are available to you for research
  When gathering information, keep an open mind
  Look for chance resources that pop up!
  Play the "reporter" and follow leads
  If you don't seem to find what you need, ask librarians or your teacher.
• How does your timeline and due dates affect your research?Keep in mind that you need to follow a schedule.
  Work back from the due date and define stages of development,
  not just with this first phase, but in completing the whole project.

Critical thinking I | Critical thinking II | Critical reading

Summary of critical thinking:

• Determine the facts of a new situation or subject without prejudice
• Place these facts and information in a pattern so that you can understand them
• Accept or reject the source values and conclusions based upon your experience, judgment, and beliefs

Concentrating while studying

Concentration: the ability to direct your thinking
The art or practice of concentration,no matter if studying biology or playing pool,
is to focus on the task at hand and eliminate distraction

We all have the ability to concentrate -- sometimes. Think of the times when you were "lost" in something you enjoy: a sport, playing music, a good game, a movie. Total concentration.
But at other times,

• Your mind wanders from one thing to another
• Your worries distract you
• Outside distractions take you away before you know it
• The material is boring, difficult, and/or not interesting to you.

These tips may help: They involve

1. What you can control in your studies
2. Best practices

What you can control in your studies:

• "Here I study"
  Get a dedicated space, chair, table, lighting and environment
  Avoid your cellphone or telephone
  Put up a sign to avoid being disturbed or interrupted
  If you like music in the background, OK, but don't let it be a distraction. (Research on productivity with music versus without music is inconclusive)
• Stick to a routine, efficient study scheduleAccommodate your day/nighttime energy levels
  
• FocusBefore you begin studying, take a few minutes to summarize a few objectives, gather what you will need, and think of a general strategy of accomplishment
• IncentivesCreate an incentive if necessary for successfully completing a task,
  such as calling a friend, a food treat, a walk, etc.
  For special projects such as term papers, design projects, long book reviews, set up a special incentive
• Change topics
  Changing the subject you study every one to two hours for variety
• Vary your study activitiesAlternate reading with more active learning exercises
  If you have a lot of reading, try the SQ3R method
  Ask yourself how you could increase your activity level while studying? Perhaps a group will be best? Creating study questions?
  Ask your teacher for alternative strategies for learning. The more active your learning, the better.
• Take regular, scheduled breaks that fit you
  Do something different from what you've been doing (e.g., walk around if you've been sitting), and in a different area
• RewardsGive yourself a reward when you've completed a task

Best Practices:

• You should notice improvement in a few days
  But like any practice, there will be ups, levels, and downs:
• It will benefit other activities you do!

Be here now | Worry time | Tally Card | Energy level | Visualize

Be Here Now

This deceptively simple strategy is probably the most effective.
When you notice your thoughts wandering astray, say to yourself "Be here now" and gently bring your attention back to where you want it.
For example:
You're studying and your attention strays to all the other homework you have, to a date, to the fact that you're hungry. Say to yourself
"Be here now"
Focus back on subject with questions, summarizing, outlining,mapping, etc. and maintain your attention there as long as possible.
When it wanders again, repeat
"Be here now"
and gently bring your attention back, and continue this practise, repeatedly. It will work!
Do not try to keep particular thoughts out of your mind. For example, as you sit there, close your eyes and think about anything you want to for the next three minutes except cookies. Try not to think about cookies...When you try not to think about something, it keeps coming back. ("I'm not going to think about cookies. I'm not going to think about cookies.")
You might do this hundreds of times a week. Gradually, you'll find that the period of time between your straying thoughts gets a little longer every few days. So be patient and keep at it. You'll see some improvement!
Do not constantly judge your progress. Take it easy on yourself. Good practice is enough to say that you did it, and that you are on the road. The mind is always different and the practice unfolds over time with many ups and downs.

Worry or Think Time

Research has proven that people who use a worry time find themselves
worrying 35 percent less of the time within four weeks.

1. Set aside a specific time each day to think about
   the things that keep entering your mind and interfering with your concentration.
2. When you become aware of a distracting thought,
   remind yourself that you have a special time to think about them,
3. Let the thought go,
   perhaps with "Be here now,"
4. Keep your appointment
   to worry or think about those distracting issues

For example, set 4:30 to 5 p.m. as your worry/think time. When your mind is side-tracked into worrying during the day, remind yourself that you have a special time for worrying. Then, let the thought go for the present, and return your focus to your immediate activity.

Tallying your mental wanderings.

Have a 3 x 5 inch card handy. Draw two lines dividing the card into three sections. Label them "morning," "afternoon," and "evening."
Each time your mind wanders, make a tally in the appropriate section. Keep a card for each day. As your skills build, you'll see the number of tallies decrease

Maximize your energy level

When is your energy level at its highest? When are your low energy times?
Study your most difficult courses at your high energy times. Sharpest early in the evening? Study your most difficult course then. Later in the evening? Work on your easier courses or the ones you enjoy the most.
Most students put off the tough studies until later in the evening when they become tired, and it is more difficult to concentrate. Reverse that. Study hard subjects at peak energy times; easier ones later. This alone can help to improve your concentration

Visualize

As an exercise before you begin studying, think of those times when concentration is not a problem for you--no matter what situation. Now try to feel or image yourself in that situation. Recapture that experience immediately before your studies by placing yourself in that moment.. Repeat before each study session.

Learning to learn

Text version
Your path for most effective learning is through knowing

• yourself
• your capacity to learn
• the process you have successfully used in the past
• your interest in, and knowledge of, the subject you wish to learn

It may be easy for you to learn physics but difficult to learn tennis,
or vice versa. All learning, however, is a process which settles
into certain steps.
These are four steps to learning.
Begin by printing this and answering the questions.
Then plan your strategy with your answers,
and with other "Study Guides

Begin with the past	What was your experience about how you learn? Did you   like to read? solve problems? memorize? recite? interpret? speak to groups? know how to summarize? ask questions about what you studied? review? have access to information from a variety of sources? like quiet or study groups? need several brief study sessions, or one longer one? What are your study habits? How did they evolve? Which worked best? worst? How did you communicate what you learned best? Through a written test, a term paper, an interview?
Proceed to the present	How interested am I in this? How much time do I want to spend learning this? What competes for my attention?  Are the circumstances right for success? What can I control, and what is outside my control? Can I change these conditions for success? What affects my dedication to learning this? Do I have a plan? Does my plan consider my past experience and learning style?
Consider the process, the subject matter	What is the heading or title? What are key words that jump out? Do I understand them?  What do I know about this already? Do I know related subjects? What kinds of resources and information will help me? Will I only rely on one source (for example, a textbook) for information? Will I need to look for additional sources? As I study, do I ask myself whether I understand? Should I go more quickly or more slowly? If I don't understand, do I ask why? Do I stop and summarize? Do I stop and ask whether it's logical? Do I stop and evaluate (agree/disagree)? Do I just need time to think it over and return later? Do I need to discuss it with other "learners" in order to process the information? Do I need to find an authority, such as a teacher, a librarian, or a subject-matter expert?
Build in review	What did I do right? What could I do better? Did my plan coincide with how I work with my strengths and weaknesses?  Did I choose the right conditions? Did I follow through; was I disciplined with myself? Did I succeed? Did I celebrate my success?

Effective Learning - Learning to Learn

Learning to learn: metacognition

Your path for most effective learning is through knowing

• yourself
• your capacity to learn
• the process you have successfully used in the past
• your interest in, and knowledge of, the subject you wish to learn

It may be easy for you to learn physics but difficult to learn tennis, or vice versa.
All learning, however, is a process which settles into certain steps.
The following is an exercise of four steps to help you understand how you learn:
Begin by selecting each step and answer the questions.
Then plan your strategy with your answers, and with other "Study Guides."
For a text summary, see Learning to learn

Effective Habits for Effective Study

You can prepare yourself to succeed in your studies.
Try to develop and appreciate the following habits:

• Take responsibility for yourself
  Recognize that in order to succeed you need to make decisions about your priorities,
  your time, and your resources
• Center yourself around your values and principles
  Don't let friends and acquaintances dictate what you consider important
• Put first things first
  Follow up on the priorities you have set for yourself, and don't let others, or other interests, distract you from your goals
• Discover your key productivity periods and places
  Morning, afternoon, or evening?
  Find spaces where you can be the most focused and productive.
  Prioritize these for your most difficult study challenges
• Consider yourself in a win-win situation
  When you contribute your best to a class, you, your fellow students,
  and even your teacher will benefit.
  Your grade can then be one additional check on your performance
• First understand others, then attempt to be understood
  When you have an issue with an instructor (a questionable grade, an assignment deadline, etc.) put yourself in the instructor's place.
  Now ask yourself how you can best make your argument given his/her situation
• Look for better solutions to problems
  For example, if you don't understand the course material, don't just re-read it.
  Try something else! Consult with the professor, a tutor, an academic advisor, a classmate, a study group, or your school's study skills center
• Look to continually challenge yourself

Using Reference Sources

As you go through school, you will need to use reference sources to find information about topics, locate facts, and answer questions. Here are five types of reference sources you should use. Each type is available in print forms, on CD-ROMs, and on the Internet.

1. Dictionary
   
   A dictionary provides information about the meaning, pronunciation, and spelling of words. Unabridged dictionaries attempt to be complete by including all words currently in use in a language. They provide extensive information about the words included. Abridged dictionaries omit words that do not regularly appear in books, magazines, and newspapers. Specialized dictionaries provide detailed information about the words that apply to a particular subject such as space, math, biology, psychology, and many more. They include technical words that are rarely used outside of the subject.
2. Thesaurus
   
   A thesaurus contains synonyms for commonly used words. A synonym is a word that has the same meaning or nearly the same meaning as another word. For example, "simple" is a synonym for "easy." A thesaurus contains many more synonyms for a word than does a dictionary. A thesaurus can help you precisely express your ideas when writing.
3. Encyclopedia
   
   An encyclopedia contains articles on a variety of subjects. The articles are written by experts on each of the subjects. In addition to articles, encyclopedias may include illustrations and diagrams, definitions of some words, and references to additional information. A general encyclopedia includes overview articles on a wide range of topics. A subject encyclopedia contains longer and more detailed articles on specific topics, events, or fields of study.
4. Almanac
   
   An almanac is an annual single-volume reference source that contains useful facts about a wide range of topics. You can learn about countries of the world, government, historical events, and many other topics. Because almanacs are revised each year, the information is current.

5. Atlas
   
   An atlas is a collection of maps. The most common atlas contains maps that show the political and physical features of countries throughout the world. A political map shows government boundaries. A physical map shows the features of the earth's surface such as mountains, deserts, and bodies of water. You may also use a road map to learn how to get from place to place. There are also specialized atlases for such things as weather across the world, oceans of the world, and even the anatomy of the human body.

Wherever you study, be sure you have access to each of these important reference sources.

A Good Study Place

Preparing to Study: A Good Study Place

You need a good study place to be prepared to study. You should be able to answer YES to all of the following questions:

1. Is my Study Place available to me whenever I need it?

   Your Study Place does you little good if you cannot use it when you need it. If you are using a Study Place that you must share with others for any reason, work out a schedule so that you know when you can use it.

2. Is my Study Place free from interruptions?

   It is important to have uninterrupted study time. You may have to hang a DO NOT DISTURB sign on the door or take the phone off the hook.

3. Is my Study Place free from distractions?

   Research shows that most students study best in a quiet environment. If you find that playing a stereo or TV improves your mood, keep the volume low.

4. Does my Study Place contain all the study materials I need?

   Be sure your Study Place includes reference sources and supplies such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place .


5. Does my Study Space contain a large enough desk or table?

   While working on an assignment or studying for a test, use a desk or table that is large enough to hold everything you need. Allow enough room for writing and try to avoid clutter.

6. Does my Study Place have enough storage space?

   You need enough room to store your study materials. Be sure you have enough storage space to allow you to keep your desktop or other work surface clear of unnecessary materials that can get in the way.

7. Does my Study Place have a comfortable chair?

   A chair that is not comfortable can cause discomfort or pain that will interfere with your studying. A chair that is too comfortable might make you sleepy. Select a chair in which you can sit for long periods while maintaining your attention.

8. Does my Study Place have enough light?

   The amount of light you need depends on what you are doing. The important thing is that you can clearly see what you need to see without any strain or discomfort.

9. Does my Study Place have a comfortable temperature?

   If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best.

Having a good Study Place is important for good studying.

Procrastination

What is Procrastination?

Procrastination is putting off or avoiding doing something that must be done. It is natural to procrastinate occasionally. However, excessive procrastination can result in guilt feelings about not doing a task when it should be done. It can also cause anxiety since the task still needs to be done. Further, excessive procrastination can cause poor performance if the task is completed without sufficient time to do it well. In short, excessive procrastination can interfere with school and personal success.

Why Do Students Procrastinate?

There are many reasons why students procrastinate. Here are the most common reasons:

1. Perfectionism. A student's standard of performance may be so high for a task that it does not seem possible to meet that standard.
2. Fear of Failure. A student may lack confidence and fear that he/she will be unable to accomplish a task successfully.
3. Confusion. A student may be unsure about how to start a task or how it should be completed.
4. Task Difficulty. A student may lack the skills and abilities needed to accomplish a task.
5. Poor Motivation. A student may have little or no interest in completing a task because he/she finds the task boring or lacking in relevance.
6. Difficulty Concentrating. A student may have too many things around that distract him/her from doing a task.
7. Task Unpleasantness. A student may dislike doing what a task requires.
8. Lack of Priorities. A student may have little or no sense about which tasks are most important to do.

How Do I Know if I Procrastinate Excessively?

You procrastinate excessively if you agree with five or more of the following statements:

1. I often put off starting a task I find difficult
2. I often give up on a task as soon as I start to find it difficult.
3. I often wonder why I should be doing a task.
4. I often have difficulty getting started on a task.
5. I often try to do so many tasks at once that I cannot do any of them.
6. I often put off a task in which I have little or no interest.
7. I often try to come up with reasons to do something other than a task I have to do.
8. I often ignore a task when I am not certain about how to start it or complete it.
9. I often start a task but stop before completing it.
10. I often find myself thinking that if I ignore a task, it will go away.
11. I often cannot decide which of a number of tasks I should complete first.
12. I often find my mind wandering to things other that the task on which I am trying to work.

What Can I Do About Excessive Procrastination?

Here are some things you can do to control excessive procrastination.

1. Motivate yourself to work on a task with thoughts such as "There is no time like the present," or "Nobody's perfect."
2. Prioritize the tasks you have to do.
3. Commit yourself to completing a task once started.
4. Reward yourself whenever you complete a task.
5. Work on tasks at the times you work best.
6. Break large tasks into small manageable parts.
7. Work on tasks as part of a study group.
8. Get help from teachers and other students when you find a task difficult.
9. Make a schedule of the tasks you have to do and stick to it.
10. Eliminate distractions that interfere with working on tasks.
11. Set reasonable standards that you can meet for a task.
12. Take breaks when working on a task so that you do not wear down.
13. Work on difficult and/or unpleasant tasks first.
14. Work on a task you find easier after you complete a difficult task.
15. Find a good place to work on tasks.

Above all, think positively and get going. Once you are into a task, you will probably find that it is more interesting than you thought it would be and not as difficult as you feared. You will feel increasingly relieved as you work toward its accomplishment and will come to look forward to the feeling of satisfaction you will experience when you have completed the task.

Strategy for Reading Text Books

A Strategy for Reading Textbooks

SQRW is a four-step strategy for reading and taking notes from chapters in a textbook. Each letter stands for one step in the strategy. Using SQRW will help you to understand what you read and to prepare a written record of what you learned. The written record will be valuable when you have to participate in a class discussion and again when you study for a test. Read to learn what to do for each step in SQRW.
Survey.
Surveying brings to mind what you already know about the topic of a chapter and prepares you for learning more. To survey a chapter, read the title, introduction, headings, and the summary or conclusion. Also, examine all visuals such as pictures, tables, maps, and/or graphs and read the caption that goes with each. By surveying a chapter, you will quickly learn what the chapter is about.
Question.
You need to have questions in your mind as you read. Questions give you a purpose for reading and help you stay focused on the reading assignment. Form questions by changing each chapter heading into a question. Use the words who, what, when, where, why, or how to form questions. For example, for the heading "Uses of Electricity" in a chapter about how science improves lives, you might form the question "What are some uses of electricity?" If a heading is stated as a question, use that question. When a heading contains more than one idea, form a question for each idea. Do not form questions for the Introduction, Summary, or Conclusion.
Read.
Read the information that follows each heading to find the answer to each question you formed. As you do this, you may decide you need to change a question or turn it into several questions to be answered. Stay focused and flexible so you can gather as much information as you need to answer each question.
Write.
Write each question and its answer in your notebook. Reread each of your written answers to be sure each answer is legible and contains all the important information needed to answer the question.
As you practice using SQRW, you will find you learn more and have good study notes to use to prepare for class participation and tests.
HINT: Once you complete the Survey step for the entire chapter, complete the Question, Read, and Write steps for the first heading. Then complete the Question, Read, and Write steps for the second heading, and so on for the remaining headings in the chapter.

Motivating Yourself to Study

If you find that you lack motivation to study, welcome to the club. Just about every student experiences this problem at one time or another.
Motivation is important for good studying. When you are motivated, you will find it easy to stay focused over a period of time. When you are not motivated, you will not only find it difficult to stay focused, but you will find it difficult to get started in the first place.
Here are some ways to increase your motivation to study.

1. Reward yourself for studying. For example, after a successful study session, have a treat like a nice big ice cream cone. Go crazy and add some cherries and nuts.
2. Study with your friends. Don't make it party time, but you can have fun as you do this.
3. Remind yourself of your long-term goals. Achievement of your goals likely requires educational success. Educational success requires studying.
4. Eliminate distractions. If you are surrounding by things you would rather do than study, you will probably do those things instead of studying.
5. Develop interest in what you have to study. This will make studying more enjoyable.
6. Take breaks. When you feel that you need to take a break, try to stop at a point where you are at something that is easy for you. This will make it easier for you to resume studying after your break.
7. Establish a comfortable environment. You will be more inclined to study if you feel comfortable.
8. Establish reasonable goals for a study session. You probably won't get very far if you look at your study session as "mission impossible."
9. Use a motivational poster. Place the poster where you can see it as you study. The poster should include positive words and a picture depicting success. You can buy one or even make your own. You can also read inspirational stories about real people who have achieved success through effort.
10. Just do it. Once you do, you will feel a lot better than if you are worried about getting it done.

Finally, if these suggestions don't do it for you, just think about the consequences of not studying.

Managing Your Study Time

There are only so many hours in a day, a week, and a term. You cannot change the number of hours, but you can decide how to best use them. To be successful in school, you must carefully manage your study time. Here is a strategy for doing this.

Prepare a Term Calendar

At the beginning of a term, prepare a Term Calendar. Update it as the term goes on. Here is what to do to prepare a Term Calendar.

• Record your school assignments with their due dates and your scheduled tests.Record your planned school activities.
• Record your planned school activities.
• Record your known out-of-school activities.

Prepare a Weekly Schedule

Each Sunday before a school week, prepare a Weekly Schedule. Update it as the week goes on. Here is what to do to prepare a Weekly Schedule.

• Record your daily classes.
• Enter things to be done for the coming week from your Term Calendar.
• Review your class notes from the previous week to see if you need to add any school activities.
• Add any out-of-school activities in which you will be involved during the week.
• Be sure to include times for completing assignments, working on projects, and studying for tests. These times may be during the school day, right after school, evenings, and weekends.

Prepare a Daily Organizer

Each evening before a school day, prepare a Daily Organizer for the next day. Place a √ next to each thing to do as you accomplish it. Here is what to do to prepare a Daily Organizer.

• Enter the things to do for the coming day from your Weekly Schedule.
• Enter the things that still need to be accomplished from your Daily Organizer from the previous day.
• Review your class notes for the day just completed to see if you need to add any school activities.
• Add any out-of-school activities in which you will be involved the next day.

Your Weekly Schedule should have more detail than your Term Calendar. Your Daily Organizer should have more detail than your Weekly Schedule. Using a Term Calendar, a Weekly Schedule, and a Daily Organizer will help you make the best use of your time.

Improving Concentration

Many students have difficulty concentrating while studying. Being able to concentrate while you are studying is essential to doing well in class and on tests.
Here are 10 suggestions for improving your study concentration:

• Study in a quiet place that is free from distractions and interruptions. Try to create a space designated solely for studying.
• Make a study schedule that shows what tasks you need to accomplish and when you plan to accomplish each task. This will provide you with the structure you need for effective studying.
• Try to study at the time of day you work best. Some people work well early in the morning, others late at night. You know what works best for you.
• Make sure you are not tired and/or hungry when you study. Otherwise, you won't have the energy you need to concentrate. Also, maintain your physical fitness.
• Don't try to do two tasks at the same time. You won't be able to concentrate on either one very well. Concentration means focusing on one thing to the exclusion of all else.
• Break large tasks into series of smaller tasks that you can complete one at a time. If you try to complete a large task all at once, you may feel overwhelmed and will be unable to maintain your concentration.
• Relax. It's hard to concentrate when you're tense. It's important to relax when working on a task that requires concentration. Meditation is helpful to many students.
• Clear your mind of worrisome thoughts. Mental poise is important for concentration. You can get distracted by your own thoughts. Monitor your thoughts and prevent yourself from following any that take you off track. Don't daydream.
• Develop an interest in what you are studying. Try to relate what you are studying to you own life to make it as meaningful as possible. This can motivate yourself to concentrate.
• Take breaks whenever you feel fatigued. There is no set formula for when to take breaks. You will know when you need to take a break.

Studying without concentration is like trying to fill a bucket with water when the bucket has a hole in its bottom. It doesn't work.

Becoming a Flexible Reader

To become a flexible reader, you need to know how to select and use a reading style that is consistent with your purpose for reading. There are three important reading styles you should learn to use. Each has its own purpose. Knowing when and how to use these three reading styles will make you a flexible reader. Read to learn about the three reading styles used by flexible readers.
Study Reading is the reading style used by flexible readers when their purpose is to read difficult material at a high level of comprehension. When using the Study Reading style, you should read at a rate that is slower than your normal reading rate. Further, as you read you must challenge yourself to understand the material. Study Reading will often require you to read material more than once to achieve a high level of comprehension. Sometimes, reading the material aloud will also help you improve your comprehension.
Skimming is the reading style used by flexible readers when their purpose is to quickly obtain a general idea about the reading material. The Skimming style is most useful when you have to read a large amount of material in a short amount of time. When using the Skimming style, you should identify the main ideas in each paragraph and ignore the details in supportive sentences. Because you are only looking for the main idea in each paragraph you read, a lower level of comprehension is to be expected than when using the Study Reading style.
Scanning is the reading style used by flexible readers when their purpose is to quickly locate a specific piece of information within reading material. The piece of information to be located may be contained in a list of names, words, numbers, short statements, and sometimes even in a paragraph. Since you know exactly what you are looking for, move your eyes quickly over the reading material until you locate the specific piece of information you need to find.
Before you begin your next reading assignment, identify your purpose for reading. Decide if you are reading for a high level of comprehension, trying to get a general idea about what you are reading, or looking for specific information. Then use the reading style that is appropriate for your reading purpose.

Ten Habits Of Successful Students

The Ten Study Habits of Successful Students

Successful students have good study habits. They apply these habits to all of their classes. Read about each study habit. Work to develop any study habit you do not have.
Successful students:

1. Try not to do too much studying at one time.
   
   If you try to do too much studying at one time, you will tire and your studying will not be very effective. Space the work you have to do over shorter periods of time. Taking short breaks will restore your mental energy.
2. Plan specific times for studying.
   
   Study time is any time you are doing something related to schoolwork. It can be completing assigned reading, working on a paper or project, or studying for a test. Schedule specific times throughout the week for your study time.
3. Try to study at the same times each day.
   
   Studying at the same times each day establishes a routine that becomes a regular part of your life, just like sleeping and eating. When a scheduled study time comes up during the day, you will be mentally prepared to begin studying.
4. Set specific goals for their study times.
   
   Goals will help you stay focused and monitor your progress. Simply sitting down to study has little value. You must be very clear about what you want to accomplish during your study times.
5. Start studying when planned.
   
   You may delay starting your studying because you don't like an assignment or think it is too hard. A delay in studying is called "procrastination." If you procrastinate for any reason, you will find it difficult to get everything done when you need to. You may rush to make up the time you wasted getting started, resulting in careless work and errors.

6. Work on the assignment they find most difficult first.
   
   Your most difficult assignment will require the most effort. Start with your most difficult assignment since this is when you have the most mental energy.
7. Review their notes before beginning an assignment.
   
   Reviewing your notes can help you make sure you are doing an assignment correctly. Also, your notes may include information that will help you complete an assignment.
8. Tell their friends not to call them during their study times.
   
   Two study problems can occur if your friends call you during your study times. First, your work is interrupted. It is not that easy to get back to what you were doing. Second, your friends may talk about things that will distract you from what you need to do. Here's a simple idea - turn off your cell phone during your study times.
9. Call another student when they have difficulty with an assignment.
   
   This is a case where "two heads may be better than one."
10. Review their schoolwork over the weekend.
    
    Yes, weekends should be fun time. But there is also time to do some review. This will help you be ready to go on Monday morning when another school week begins.

These ten study habits can help you throughout your education. Make sure they are your study habits.

Power Studying Tips for Students

Power Studying Tips for College Students

The following tips have proven to be extremely powerful guides for organizing, thinking, studying, and learning in college. They represent the best advice of successful college students. They can also work for high school students.

Study Space

Tip: Your study space should be as quiet and comfortable as possible. Avoid studying in noisy places such as cafeterias, recreation rooms, or lounges.

Tip: When studying, keep a waste basket handy.

Tip: Have a consistent place for everything, and above all, keep it there!

Tip: Have everything needed for studying handy beforehand. Don't waste valuable time looking for books, notes, of other information. After you have assembled the items you need, put them where you can reach them easily.

Study Habits

Tip: Begin studying no less than 30-90 minutes after a meal.

Tip: Never study within 30 minutes of going to sleep.

Tip: Prioritize! Make a list of what you intend to study, prioritize the list, and stick to it!

Tip: If possible, study no more than 30-40 minutes at a stretch. Many students retain more by studying for short periods with breaks in between. It all depends on what you're trying to study, but generally, after a period of study, take a break.

Tip: Take study breaks away from your desk or wherever you are studying. Let the break be a time to think about other things. Use some break time to reflect, not constantly review what you have just studied.

The Classroom

Tip: Distractions in the classroom are deadly. To help avoid distractions, sit near the front of the class. You're less likely to miss something important, and there are far less distractions at the front than any other location.

Tip: Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on.

Tip: Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you.

Preparing for Class

Tip: Efficient students do not underline! Underlining is not a productive way to emphasize textbook material. It's best to use a highlighter.

Tip: Read the table of contents of your texts carefully. If the textbooks have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on its difficulty. Remember, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of.

Test Taking

Tip: For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized - facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important.

A Final Word

The study skills presented here depend on one thing, and that is your willingness to WANT to improve and do well in school. If you really don't want to make the effort and sacrifice, no amount of suggestions, ideas, or outlines can help much. You are the one who is responsible for your education, and effective study skills can help you. To that end, one last word of advice -- work smart, not hard.

Writing Themes and Reports

Writing Themes and Reports

Reviewing the Topic

Students usually have some freedom to choose the subject of themes or reports. When you make this choice, be sure that the topic is acceptable to the teacher, and is as interesting to you as possible. Another consideration is that of availability of resource material. Your task is made much easier when there is a good amount of reference and resource material available.

Using Correct Punctuation and Grammar

As in writing essays questions, good grammar and punctuation are a must. Most students use word processors to write papers. Be sure to use the spell checker that almost all word processors have built in. Many word processors also have some sort of grammar checker. Learn to use a grammar checker, as it can point out serious flaws in your writing and help you become a better writer. Most grammar checkers explain the grammar rules that apply to the suggested corrections to your writing.

Gathering Materials Before You Write

Before you begin writing, assemble the materials you will need. Use index cards, notes, bibliographies, summaries, reports and reviews as part of your preparation process. Using index cards for references is an excellent way to organize your materials. Computer database programs can also help you classify and organize reference materials.

Preparing an Outline and Writing the Paper

Once you have your topic, have gathered and organized your materials, it is time to outline your paper. Put your outline on paper! Don't make the mistake of trying to keep everything in your head. Make your outline in the form of main headings or ideas with sub-headings fleshing out the flow of the paper. Using the outline as a guide begin writing begin by asking yourself what the paper is going to say and what conclusions you want to reach. Doing this ahead of time will help keep you focused and prevent you from straying from the purpose of the paper. Making up the outline as you go along almost always results in a less than satisfactory product. Writing is important in high school and is a key to success in college and in many professions. Become a good writer by writing, revising, and reviewing your work. Don't be afraid to ask other students to critique your work. Try to write in your own natural style, be aware that most good writers go through many revisions, and be prepared to do the same. Writing and test-taking are the end results of developing good study skills. There is no magic formula for success. If you follow the suggestions in this guide, apply them and think about them, you'll have taken a giant step toward becoming a successful student.

Taking Examinations

Taking Examinations

Objective Examinations

Surveying

Survey any objective examination to find out what types of questions are being asked. Surveying helps you to know what to expect.

Knowing the Ground Rules

Always read directions! Indicate your answers exactly the way the directions state. Make sure your answers are clear. Determine what the scoring rules for the test are and follow them to your advantage. For example, if wrong answers are penalized, don't guess unless you can reduce the choices to two.

Answering Easy Questions First

Answering easy (to you) questions first is the best strategy. If you stumble over difficult questions for too long a time, you may not be able to complete the exam.

Picking out Key Words

Objective examination questions usually contain one or more key words. A key word or group of words are those on which the truth or falsity of a statement hinges. Learn to spot the key words in the statement that define the meaning. If a statement contains two clauses, one of which is false, the whole statement is false. Usually, two-statement true-false questions are either both true or both false.

Reading Multiple-Choice Questions

Multiple choice questions are essentially true-false questions arranged in groups. Usually, only one alternative is correct. Your job is to pick the alternative that is more nearly true than the others. Read multiple-choice questions the same way as for true-false. Eliminate obvious false choices.

Reading Other Types of Questions

The methods used to answer true-false and multiple choice questions apply to matching questions as well. Always scan the entire list of alternatives before matching any. As in the other types of questions, try to identify key words in each list and test them. Completion questions require you to provide a word or phrase. When you encounter completion questions, choose your words carefully. If you don't know the answer, give it your best guess, as often times such responses get at least partial credit.

Essay Examinations

Planning your time in answering essay questions is more important than in objective type tests. The general rule is not to get carried away on one or two questions to the extent that you cannot answer that other questions in the time allowed. Read through the entire examination first. Get a feel for the questions you are expected to answer. If the exam allows you to choose from a number of questions, be sure to number your answers exactly to match the questions.

When you follow directions for an essay exam, pay attention to the key words the instructor has included. Such words as "list," "describe," "compare and contrast," and "outline" have special meaning. Don't "write around" the question but answer it directly. If a question asks you to list something, don't write a narrative about it. Answering essay questions directly is always the best policy.

After scanning the list of questions to be answered, choose the ones you know most about. A good idea is to prepare an outline of your answers. The outline will help you remember important ideas and facts to be included in your response. Another technique is to do a "memory-dump." This technique is discussed in the last section of this guide, "Power Study Tips."

Good handwriting is an absolute essential. If your cursive writing is very hard to read, try printing instead. Most instructors value clear handwriting. Grammar, punctuation, and spelling also count. Well-written grammatically correct answers almost always receive higher grades than poorly written grammatically incorrect answers, even though the answers themselves are the same.