PER 101 Georgia Military College American Government Course Success Analysis The question is in two parts. Please divide your response into two paragraphs.

PER 101 Georgia Military College American Government Course Success Analysis The question is in two parts. Please divide your response into two paragraphs.

1. Be specific with the strategies you are currently using and in which course. Name the strategies and explain their strengths and weaknesses.

2. Describe how you can improve your approach to reading college textbooks. Refer to at least 2 of the strategies in the textbook, and specifically explain how they could benefit you. PLEASE remember to cite correctly.

Citing your text book:

In the text, you put author’s name in parenthesis, at the end of information you took from the text (Bierderwell).

At the end, under a works cited title, you use:

Bierderwell, Bruce, et al. College Success. Saylor Academy, 2010. adapted with permission, under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License

I am taking American History College Success, American Government classes

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PER 101 Course Textbook: Chapter 8 – Listening, Taking Notes, and Remembering
20SPCMP College Success (PER-101-20105)
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PER 101 Course Textbook
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8.0 Listening, Taking Notes, and Remembering
Here’s what we’ll work on in this chapter:
Setting yourself up for success by following the learning cycle
Listening actively
Listening in class
Asking good questions
Taking effective notes
Learning the principal note-taking methods
Modifying your note-taking methods to meet your learning style and your instructor’s approach to the material
Understanding how your memory works
Using your memory effectively
Learning memory-building tips
This Is Not Like High School; This Is Not Like Work
As you embark on your college career, you have found yourself in an environment like no other. You soon will discover the new social structure,
you may be invigorated by a new freedom, and you may be daunted by the number of options you have for activities. We cover these
nonacademic aspects of college life starting in Chapter 1 “Welcome to GMC”. But for now, consider some of the differences between college
classes and what you likely were used to in high school. These differences are important because they demand you change your behavior if you
want to be a successful student.
Differences between High School and College Classes
In High School
In College
Your teacher would guide you and let you know
You are expected to take responsibility for your academic success.
when you were falling behind.
Your teacher would take attendance and report
you when you were absent; the teacher would
help you make up the material you missed.
Your instructor rarely takes attendance but expects you to be in class and understand the
material.
Your teacher would write assignments on the
board and remind you to complete them.
It is up to you to read, save, and follow the course syllabus and to know what material you must
read and understand and by when. Since the syllabus makes this clear, instructors will rarely
remind you of assignment due dates.
Each class would typically meet three to five
times each week with minimal homework each
night.
Each class meets less frequently but requires much more work from each student. You should
generally count on doing two to three hours of studying for each hour of class. What seems like
an eight-hour work day may quickly become fourteen hours or more of academic work. Take
responsibility for budgeting your time and not falling behind. In college it is much harder to
catch up if you do get behind.
High school teachers are passionate about
guiding their students and teaching them to
learn.
College instructors are often more passionate about their subject matter than they are about
their teaching. But you can tap into their passion for what they are talking about and guide your
own learning by asking questions, seeking advice during office hours, and participating in class
discussions.
Daily homework assignments and unit quizzes
contributed heavily to your grade. Oftentimes a
teacher would offer extra credit opportunities to
give students a chance to make up for lapses
along the way.
Your grade in a course may be determined primarily by one or two exams and a long-term
project or paper. A subpar performance on a single exam or paper can really drag your grades
down. Identify the assignments on the syllabus and get to work on them early and consistently.
Don’t put off assignments or studying for tests until the last minute! In college, extra credit is not
an option to fall back on!
You were told what you should study and when.
You followed a predetermined curriculum set by You determine what you want to learn. It is your education—not someone else’s. Find your
state and local officials. Even your parents and
passion and follow it! You will be a much better student if you do.
guidance counselors had a major say in your
“elective” choices.
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8.1 Setting Yourself Up for Success
Learning Objective
Identify the roles of listening and note taking in the learning cycle.
Too many students try to get the grade just by going to class, maybe a little note taking, and then cramming through the text right before an exam
they feel unprepared for. Sound familiar? This approach may have worked for you in high school where tests and quizzes were more frequent and
teachers prepared study guides for you, but colleges require you to take responsibility for your learning and to be better prepared.
Most students simply have not learned how to study and don’t understand how learning works. As you know now, learning is actually a cycle of
four steps: preparing, absorbing, capturing, and reviewing. When you get in the habit of paying attention to this cycle, it becomes relatively easy to
study well. But you must use all four steps.
This chapter focuses on listening, a key skill for learning new material, and note taking, the most important skill in the capturing phase of the cycle.
These skills are closely related. Good listening skills make you a better note taker, and taking good notes can help you listen better. Both are key
study skills to help you do better in your classes.
The Learning Cycle
Key Takeaways
College is very different from high school.
You must take personal responsibility for your learning.
Time management is crucial.
Learning is a cycle of four steps: preparing, absorbing, capturing, and reviewing.
8.2 Are You Ready for Class?
Learning Objectives
Prepare for listening in class and taking notes.
Use a syllabus.
A professional athlete wouldn’t take the field without warming up first. An effective student won’t go to a class without preparing for it first. To get
the most out of a class, you need to get yourself in the right frame of mind. This does not take a lot of time, but it greatly increases your ability to
listen actively and take good notes.
Like a good athlete, first you need to get psyched. Clearly visualize your goals. Thinking about the following questions may help:
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What do I want to get out of the class?
What is the main idea the class will cover?
How will today’s class help me do better in this course?
Go to class with confidence. The best way to achieve this is to start early and be sure you’ve completed any assignment the instructor gave you in
the last class. Think about how today’s material will tie into what you’ve already learned. You should also review the course syllabus to see what the
instructor expects to cover in the class and how it relates to what you have learned so far.
Be physically prepared, too:
Make sure you are getting enough sleep and eating nutritious meals, including breakfast. It’s hard to focus on learning when you’re hungry.
Make sure you have all materials you’ll need for class (paper, pens, laptop, books, etc.).
Be punctual. Give yourself plenty of time to get into your seat and organize your space. If you are late, you’ll struggle to get into the right mindset for listening, and you won’t feel in control of your learning as you try to catch up with the class. If you’re tardy, you also create a distraction
for your classmates—and the instructor, who will take notice!
Clear away all other distractions before the instructor starts. Remember that putting your cell phone on “vibrate” may still distract you—so turn it
off, all the way off.
Now, take a deep breath, focus on the instructor, and listen and learn!
Key Takeaways
To get the most out of a class, get yourself in the right frame of mind.
Clearly visualize your goals and approach the class with confidence.
Be physically prepared: rested, punctual, and not distracted.
8.3 Are You Really Listening?
Learning Objectives
Listen actively in social situations and in class environments.
Apply strategies that make listening more effective.
Ask good questions.
Are you a good listener? Most of us like to think we are, but when we really think about it, we recognize that we are often only half listening. We’re
distracted, thinking about other things, or formulating what we are going to say in reaction to what we are hearing before the speaker has even
finished. Effective listening is one of the most important learning tools you can have in college. And it is a skill that will benefit you on the job and
help your relationships with others. Listening is nothing more than purposefully focusing on what a speaker is saying with the objective of
understanding.
This definition is straightforward, but there are some important concepts that deserve a closer look. “Purposefully focusing” implies that you are
actively processing what the speaker is saying, not just letting the sounds of their voice register in your senses. “With the objective of
understanding” means that you will learn enough about what the speaker is saying to be able to form your own thoughts about the speaker’s
message. Listening is an active process, as opposed to hearing, which is passive.
You listen to others in many situations: to interact with friends, to get instructions for a task, or to learn new material. There are two general types
of listening situations: where you will be able to interact freely with the speaker (everyday conversations, small discussion classes, business
meetings) and where interaction is limited (lectures and Webcasts).
In interactive situations, you should apply the basic principles of active listening (see “Principles of Active Listening”). These are not hard to
understand, but they are hard to implement and require practice to use them effectively.
Principles of Active Listening
Focus on what is being said. Give the speaker your undivided attention. Clear your mind of anything else. Don’t prejudge. You want to
understand what the person is saying; you don’t need to agree with it.
Repeat what you just heard. Confirm with the speaker that what you heard is what he or she said.
Ask speaker to expand or clarify. If you are unsure you understand, ask questions; don’t assume.
Look for nonverbal signals as well as the words used. Nonverbal messages come from facial expressions, body positioning, arm gestures, and
tone of voice. Confirm these body language messages just as you would verbal messages by saying, for example, “You seem very excited about
this idea.”
Listen for requests. A speaker will often hide a request as a statement of a problem. If a friend says, “I hate math!” this may mean, “Can you help
me figure out a solution to this problem?”
Activity: Listening with Your Whole Body
Think of a person you consider an excellent listener. Picture that person clearly in your mind. Focus on what she does, not what they she is saying.
Describe what actions and postures she uses to show she is listening. Put this list on the left-hand side of the page.
Think of a person you consider a poor listener. Picture that person clearly in your mind. Focus on what he does, not what he is saying. Describe
what actions and postures he uses to show he is not listening. Put this list on the right-hand side of the page.
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Now compare these lists with your own behavior. How many of the body language signals from each side do you think you exhibit? How can you
add more of the left column’s attitudes and actions to your own behaviors? How can you control those behaviors you recognize in yourself from
the right column?
Listening in a classroom or lecture hall to learn can be challenging because you are limited by how—and how much—you can interact with an
instructor during the class. The following strategies help make listening at lectures more effective and learning more fun.
Get your mind in the right space. Prepare yourself mentally to receive the information the speaker is presenting by following the previous prep
questions and by doing your assignments (instructors build upon work presented earlier).
Get yourself in the right space. Sit toward the front of the room where you can make eye contact with the instructor easily. Most instructors
read the body language of the students in the front rows to gauge how they are doing and if they are losing the class. Instructors also believe
students who sit near the front of the room take their subject more seriously and are more willing to give them help when needed or to give
them the benefit of the doubt when making a judgment call while assigning grades.
Focus on what is being said. Eliminate distractions. Turn your cell phone off and pack it away in your backpack. If you are using your laptop for
notes, close all applications except the one that you use to take notes. Clear your mind and keep quiet. Listen for new ideas. Think like an
investigative reporter: you don’t just want to accept what is being said passively—you want to question the material and be convinced that it
makes sense.
Look for signals. Each instructor has a different way of telling you what is important. Some will repeat or paraphrase an idea; others will raise (or
lower) their voices; still others will write related words on the board. Learn what signals your instructors tend to use and be on the lookout for
them. When they use that tactic, the idea they are presenting needs to go in your notes and in your mind—and don’t be surprised if it appears
on a test or quiz!
Listen for what is not being said. If an instructor doesn’t cover a subject, or covers it only minimally, this signals that that material is not as
important as other ideas covered in greater length.
Sort the information. Decide what is important and what is not, what is clear and what is confusing, and what is new material and what is
review. This mental organizing will help you remember the information, take better notes, and ask better questions.
Take notes. We cover taking notes in much greater detail later in this chapter, but for now think about how taking notes can help recall what
your instructor said and how notes can help you organize your thoughts for asking questions.
Ask questions. Asking questions is one of the most important things you can do in class. Most obviously it allows you to clear up any doubts
you may have about the material, but it also helps you take ownership of (and therefore remember) the material. Good questions often help
instructors expand upon their ideas and make the material more relevant to students. Thinking through the material critically in order to prepare
your questions helps you organize your new knowledge and sort it into mental categories that will help you remember it.
A note about tape-recording lectures: You may want to record a lecture to double-check what you heard in class, but it’s usually not a good idea.
Depending on a recording may lead you to listen less effectively and think less actively. Additionally, many instructors do not allow students to
record their lectures, so recording is usually not even an option.
Dealing with Special Listening Challenges
What to Do If…
Your instructor speaks too fast. Crank up your preparation. The more you know about the subject, the more you’ll be able to pick up from the
instructor. Exchange class notes with other students to fill in gaps in notes. Visit the instructor during office hours to clarify areas you may have
missed. You might ask the instructor—very politely, of course—to slow down, but habits like speaking fast are hard to break!
Your instructor has a heavy accent. Sit as close to the instructor as possible. Make connections between what the instructor seems to be saying
and what he or she is presenting on the board or screen. Ask questions when you don’t understand. Visit the instructor during office hours; the
more you speak with the instructor the more likely you will learn to understand the accent.
Your instructor speaks softly or mumbles. Sit as close to the instructor as possible and try to hold eye contact as much as possible. Check with
other students if they are having problems listening, too; if so, you may want to bring the issue up with the instructor. It may be that the
instructor is not used to the lecture hall your class is held in and can easily make adjustments.
Now That’s a Good Question…
Are you shy about asking questions? Do you think that others in the class will ridicule you for asking a dumb question? Students sometimes feel
this way because they have never been taught how to ask questions. Practice these steps, and soon you will be on your way to customizing each
course to meet your needs and letting the instructor know you value the course.
Be prepared. Doing your assignments for a class or lecture will give you a good idea about the areas you are having trouble with and will help
you frame some questions ahead of time.
Position yourself for success. Sit near the front of the class. It will be easier for you to make eye contact with the instructor as you ask the
question. Also, you won’t be intimidated by a class full of heads turning to stare at you as you ask your question.
Don’t wait. Ask your questions as soon as the instructor has finished a thought. Being one of the first students to ask a question also will ensure
that your question is given the time it deserves and won’t be cut short by the end of class.
In a lecture class, write your questions down. Make sure you jot your questions down as they occur to you. Some may be answered in the
course of the lecture, but if the instructor asks you to hold your questions until the end of class, you’ll be glad you have a list of the items you
need the instructor to clarify or expand on.
Ask specific questions. “I don’t understand” is a statement, not a question. Give the instructor guidance about what you are having trouble with.
“Can you clarify the use of the formula for determining velocity?” is a better way of asking for help. If you ask your question at the end of class,
give the instructor some context for your question by referring to the part of the lecture that triggered the question. For example, “Professor, you
said the Union troops were emboldened by Lincoln’s leadership. Was this throughout the Civil War, or only after Gettysburg?”
Don’t ask questions for the sake of asking questions. If your question is not thought out, or if it appears that you are asking the question to
try to look smart, instructors will see right through you!
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Key Takeaways
In all interactive learning situations, apply the basic principles of active listening.
Focus on what is being said, confirm that you heard the right message, ask for any clarification you need, watch for nonverbal messages, and
listen for requests.
Specific strategies are helpful for listening well in a lecture hall.
Be ready to compensate if your instructor speaks too fast, has a heavy accent that makes understanding difficult for you, or speaks too softly.
Don’t be shy about asking questions. Asking questions is easier when you are prepared and positioned for success.
8.4 Note Taking
Learning Objectives
Explain why taking notes is important.
Use the four primary methods of note taking: lists, outlines, concept maps, and the Cornell method.
Define which methods support your learning style and the instructor’s teaching style.
Apply strategies to make note taking more effective.
Use some effective strategies if you happen to miss a class.
Organize your notes into effective study …
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