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256 Cards in this Set
- Front
- Back
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Cognitive learning styles
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the general way people prefer to have information presented in order to problem-solve, process, learn, and remember new information.
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Learning modalities
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refers to learning styles such as visual, auditory, and kinesthetic.
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Learning style preference
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a tendency to use a visual, auditory, or kinesthetic modality when there is a choice of ways to learn and process new information.
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Visual learners
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prefer to process and learn information in visual forms such as pictures, charts, or printed information.
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Auditory learners
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prefer to process and learn by hearing and discussing information.
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Kinesthetic learners
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prefer to process and learn information through large and small muscle movements and hands-on experiences.
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Strategic learners
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explore using new learning strategies, selecting those that utilize their strengths and strengthen their other modalities.
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Multisensory strategies
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learning strategies that combine two or more modalities
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Verbalizing
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speaking or reading out loud to activate your auditory channel and build auditory memory
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Reciting
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explaining information out loud, in complete sentences, and in your own words without looking at printed information.
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The Brain Dominance Theory
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a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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The Brain Dominance Theory
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a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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The Brain Dominance Theory
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a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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The Brain Dominance Theory
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a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
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The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
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|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
|
a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
|
a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
|
a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
|
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|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
|
|
|
The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
|
|
|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
Intelligence
|
the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
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Whole brain learner
|
a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
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Global learner
|
a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
|
|
|
Whole brain learner
|
a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Linear learner
|
a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
|
|
|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
The Brain Dominance Theory
|
a cognitive model that identifies specific functions of the left and right hemispheres of the brain.
|
|
|
Whole brain learner
|
a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
|
|
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
|
|
The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
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Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
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Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
|
|
Intelligence
|
the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
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|
Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
|
|
The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Linguistic intelligence
|
the ability to use verbal and written language effectively.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Linear learner
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a person who initially processes information throught the left hemisphere, which deals with logic, structured, and verbal information.
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|
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
|
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Global learner
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a person who initially processes information through the right hemisphere, which deals with colors, vizualization, creativity, and visual information.
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Subintelligences
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core abilities that are part of a larger individual intelligence.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
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Linguistic intelligence
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the ability to use verbal and written language effectively.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Whole brain learner
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a person who has a brain-hemisphere dominance for the initial intake of information, but who then combines learning activities that activate both brain hemispheres.
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Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
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The 8 Intelligences
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Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
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Intelligence
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the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
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|
Musical intelligence
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the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
|
|
|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
Logica-mathematical intelligence
|
the ability to use logic, problem solving, analysis and mathematical calculations effectively.
|
|
|
Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
|
|
The 8 Intelligences
|
Linguistic, Logical-Mathematical, Musical, Bodily-Kinesthetic, Spatial, Interpersonal, Intrapersonal, Naturalist
|
|
|
Intelligence
|
the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
|
|
Intelligence
|
the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
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|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
|
|
Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
|
|
Intelligence
|
the potential to process information that can be activated in a cultural setting to solve problems, or create products that are of value in a culture.
|
|
|
Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
|
|
Logica-mathematical intelligence
|
the ability to use logic, problem solving, analysis and mathematical calculations effectively.
|
|
|
Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
|
|
Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
|
|
Subintelligences
|
core abilities that are part of a larger individual intelligence.
|
|
|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
Logica-mathematical intelligence
|
the ability to use logic, problem solving, analysis and mathematical calculations effectively.
|
|
|
Logica-mathematical intelligence
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the ability to use logic, problem solving, analysis and mathematical calculations effectively.
|
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Linguistic intelligence
|
the ability to use verbal and written language effectively.
|
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|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
|
|
Logica-mathematical intelligence
|
the ability to use logic, problem solving, analysis and mathematical calculations effectively.
|
|
|
Musical intelligence
|
the ability to show an acute sensitivity and appreciation of musical patterns and elements.
|
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Body-Kinesthetic intelligence
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the ability to use precise body rhythms and movements, motor coordination skills, and other skills such as timing, balance, and flexibility.
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Spatial intelligence
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the ability to use keen perceptions of patterns, shapes, textures, and visual skills
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Interpersonal intelligence
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the ability to use effective communication, social, leatdership, and cooperative teamwork skills.
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Intrapersonal intelligence
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the ability to use skills related to personal growth, self-understanding, and self motivation and to use intuation and spirituality.
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Naturalist intelligence
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the ability to show a sensitivity to the physical world, which includes the balance of plants, animals, and the environment.
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Pie of Life
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a graphic representation that shows how much time you dedicate to the three main areas of your life: school, work and leisure.
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The Increase-Decrease Method
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increasing or decreasing time used in one area of life in order to make more time for another area of life.
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Term Schedule
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a month-by-month calendar that shows important events and deadlines for the entiere team.
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Weekly Schedule
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a detailed plan that serves as a guide for creating a manageable, daily routine for each day of the week.
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Fixed Study Blocks
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well-planned blocks of time set aside to study specific subjects during the course of the week
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Flex Study Blocks
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flexible blocks of time on a weekly schedule that you use only when you need them.
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2:1 Ratio
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a time-management technique that involves studying two hours for every one hour in class.
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Space Practice
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also known as distributed practice, involves making multiple contacts with new information and spreading this contact over several days or weeks.
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Marathon Studying
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alson know as massed practice, occurs when you study more than three hours in a row.
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Daily Schedule
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a specific list of tasks that you plan to achieve over the course of the day.
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Trading Time
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a time-management technique that allows you to trade or exchange time blocks for two activities within the same day.
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Goals
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well-defined plans aimed at achieving specific results
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Immediate Goal
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achievable within the range of a few hours to a few days
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Short-term Goal
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achievable within a week to the length of an academic term.
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Intermediate Goal
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achievable over a time period of a year or more
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Long-term Goal
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achievable after ayears.
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Four Step Approach for Achieving Goals
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process to set and achieve goals by using these steps:Specific, Target, Steps, and Rewards.
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Extrinsic Rewards
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material things or activites that are awarded when a goal is achieved
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Intrinsic Rewards
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are emotions or feelings that a person experiences when a goal is achieved.
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Task Schedule
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a step-by-step plan for completing a specific task in a specific block of time.
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Goal Organizer
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a chart that consists of six questions to help you plan a course of action to achieve a specific goal.
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ABC Method
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a goal-setting strategy to prioritize your goals according to rank of importance.
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Self-Management
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ability to use stragtegies to deal constructively and effectively with variables that affect the quality of your personal life.
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Concentration
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the ability to block out external and internal distractors in order to stay focused on one specific item or task.
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External Distractors
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disruptions caused by things in your physical environment.
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Internal Distractors
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disruptions that occure inside you physically or emotionally
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Study Ritual
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series of steps or a consistent routine that allows you to get started quickly on a task.
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Warm-Ups
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activities at the beginning of a study block that shif thoughts and create a mindset for studying and concentrating.
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Mental Rehearsal
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process of creating a picture or a movie in your mind that shows you performing effectively.
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Take-Charge Technique
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taking responsibility for your environment by seeking an alternative place to study or by modifying the existing environment so it has few or no distractions.
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Say No Technique
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resisting the urge to participate in an external or internal distraction
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No Need Technique
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the process of training yourself not to look up and not to break your concentration to attend to minor, familiar distractions.
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Red Bow Technique
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using a symbol to signal to others that you do not want to be interrupted or disturbed.
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Check Mark Technique
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keeping a score card to record and reduce the number of distractions that you allow into your working memory.
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Mental Storage Box Technique
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placing any internal distractors into an imaginary box, putting a lid on it, and shoving it aside to be dealt with at a later time.
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Tunnel Vision Technique
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picturing yourself in a tunnel and training your mind to stay centered and on course
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Emotional E Words Technique
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refocusing your mind by using words that begin with e to create a positive attitude.
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Motivation
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the felling, emotion, or desire that moves a person to take action.
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The Incentive Theory of Motivation
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states that incentives and rewards are the driving forces behind people's choices and behaviors
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Intrinsic Motivation
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the driving force to take action that comes from within you.
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Extrensic Motivation
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the driving force to take action that comes from sources outside of yourself.
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Expectancy Theory of Motivation
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reflects a person's intensity or desire to achieve a goal and a belief in the likelihood of avhieving that goal.
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Self-Esteem
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the perception you have of yourself as a human being.
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Positive Self Talk
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an internal conversation that focuses on positive qualities, words of encouragement, and statements that reflect a high self-esteem.
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Affirmations
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positive statements used as motivators.
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Self Efficacy
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the belief in your abilities to accomplish a specific task at a specific level of performance.
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Stress
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a reaction or response to events or situations that threaten or disrupt our normal patterns or routines.
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Stressors
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situations or actions that cause stress.
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Perfect Place Technique
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taking a mental vacation and visualizing a perfect, stress-free place to relax.
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Soothing Mask Technique
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using your imagination to create and pull a mask over your face to block out reactions to stress.
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Relaxation Blanket Technique
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visualizing yourself pulling a soft, warm blanket up to your neck to release tension.
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Breathing by Threes Technique
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inhaling and exhaling slowly as a way to reduce stress
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Deep Breathing Technique
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taking deep breaths and exhaling slowly as a way to reduce stress
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Deep Muscle Relaxation Technique
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tensing and releasing different groups of muscles as a way to reduce stress.
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Procrastination
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a learned behavior that involves putting off or postponing something until a later time.
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Summary Notes
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specific notes that include information that you need to review further before the day of the test.
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Five-Day Study Plan
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a plan of action that helps you organize your materials and time to review for a major test, such as a midterm or a final exam.
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Four Levels of Response
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stages students can use to answer test questions: immediate, delayed, assisted, and educcated guessing.
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Test Anxiety
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excessive stress that hinders a person's ability to perform well before or during a test.
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Locus of Control
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the degree to which a person feels power to control circumstances
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Systematic Desensitization
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an anxiety reducing strategy that involves a series of activities designed to reduce strong negative emotional reactions to an upcoming situation.
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Acronym
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a word or phrase made by using the first letter of key words in a list of items to remember.
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Acrostic
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a sentence made by using the first letter of key words in a list of items to remember
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Loci Method
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a mnemonic technique that involves associating items or topics with specific rooms in a familiar building.
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Annotating
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the process of highlighting, underlining, marking marginal notes, or marking specific information in printed materials.
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Ordinals
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words that signal a numbered sequence of items.
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Marginal Notes
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brief notes writeen in the margins of textbook pages.
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Stringing ideas together
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the process of adding your own words to convert annotated text into full sentences and explanations
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Cornell Notetaking System
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a five-step notetaking process to use to take notes from textbooks or from lectures.
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Five R's of Cornell
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record, reduce, recite, reflect, review.
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Record step
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taking notes in the right column
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Reduce step
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condensing notes into the recall column on the left.
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Recall Column
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the left column that shows headings, key words, and study questions.
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Recite Step
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using information in the recall column to explain information out loud in your own words without referring to detailed notes.
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Reflect step
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thinking seriously, comprehending, and using elaborative rehearsal strategies to work with information in new ways.
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Review step
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using immediate and ongoing review
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Immediate Review
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the process of rehearsing information before you end a learning task.
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Ongoing Review
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the process of practicing information days and even weeks after the initial learning occured.
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Two Column Notetaking System
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shows topics, vocabulary terms, or study questions in the left column and details or explanations in the right column.
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Three Column Notetaking System
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shows topics, vocabulary terms, or study questions in the left column followed by two categories of details in the remaining two columns.
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Outline Notetaking System
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involves using an informal outline structure for notes.
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