tag:theconversation.com,2011:/us/topics/exam-guide-12383/articlesExam guide – The Conversation2015-07-13T20:19:15Ztag:theconversation.com,2011:article/436302015-07-13T20:19:15Z2015-07-13T20:19:15ZWhat’s the best way to take notes on your laptop or tablet?<figure><img src="https://images.theconversation.com/files/85876/original/image-20150622-17748-1629t5g.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">What's the most effective way to take notes if you're typing?</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/38314728@N08/6246098304/">Joanna Penn/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>How many windows and tabs are open on your computer as you read this article? How many different tasks are you trying to do on your computer right now? Electronic devices tempt us to try to multi-task, but <a href="http://www.facultyfocus.com/articles/teaching-professor-blog/multitasking-confronting-students-with-the-facts/">according to research</a>, only 5% of people can multi-task efficiently. </p>
<p>People have a <a href="http://www.brainrules.net/">maximum attention span of around ten minutes</a>, thus the amount of attention we can devote to processing, encoding, storing and retrieving information is limited. </p>
<p>When students divide their attention by simultaneously trying to take notes as they listen to the teacher, check Facebook, answer texts and respond to email, their notes are less effective because they are distracted by non-academic activities.</p>
<p>Arguments against the use of laptops, tablets, smart phones and other devices in the classroom largely centre around problems with multi-tasking and distractions on the devices. It also becomes an equity issue if not all students can afford the latest devices. </p>
<p>But the fight over whether to use electronic devices for taking notes is a battle that may have already been lost, and it is not an “either/or” problem. Banning technology because teachers are not comfortable using it effectively is not a convincing argument. </p>
<p>Teachers have to develop new skills to use technology purposefully. Whether handwritten or electronic, it is best for teachers and students to choose the most appropriate form of note taking for each task. Here are six tips on how to use electronic devices more effectively for taking notes. </p>
<h2>Tip 1: Our memory affects the way we take notes</h2>
<p>Understanding attention span and working memory capacity is important to learn how to take electronic notes more effectively. <a href="http://www.sciencedirect.com/science/article/pii/S1041608014000958">Working memory</a> can be defined as “the ability to temporarily store and manipulate limited amounts of information”.</p>
<p><a href="http://www.researchgate.net/publication/262527020_The_role_of_working_memory_abilities_in_lecture_note-taking">Research</a> on differences in people’s working memory capacity reveals there are significant differences from person to person.</p>
<p>As people become faster at typing than handwriting, they can transcribe a lot more content by typing notes than if they write by hand. If a learner has poor working memory, it is sometimes easier to copy first and process the notes later. </p>
<p>Learners don’t have to divide their attention as much between the various cognitive tasks involved in simultaneously listening, typing, synthesising and processing information, so they can write more notes. But <a href="https://theconversation.com/whats-the-best-most-effective-way-to-take-notes-41961?utm_medium=email&utm_campaign=Latest+from+The+Conversation+for+22+May+2015+-+2850&utm_content=Latest+from+The+Conversation+for+22+May+2015+-+2850+CID_9bb35d748eb3e8a8803f5999ade8c8c2&utm_source=campaign_monitor&utm_term=Whats%20the%20best%20most%20effective%20way%20to%20take%20notes">this strategy works</a> only <em>if</em> learners go back and reprocess the notes within a 24-hour, seven-day and 30-day period.</p>
<p>Even using electronic notes, a learner has to review and re-engage with their notes several times in active learning tasks, such as:</p>
<p>• “<a href="http://www.psych.utoronto.ca/users/peterson/psy430s2001/Miller%20GA%20Magical%20Seven%20Psych%20Review%201955.pdf">chunking</a>” a lot of similar pieces of information into bigger categories that you can remember more easily </p>
<p>• transcribing key concepts in your own words</p>
<p>• adding essential questions to the notes to prompt recall of the key concepts </p>
<p>• writing a summary of the notes</p>
<p>• reflecting on the learning process itself – where were you challenged? How did you solve problems?</p>
<h2>Tip 2: Laptops must be used in structured learning tasks</h2>
<p>Learners need to be taught explicitly how to use technology tools in structured, active learning tasks. <a href="http://www.jite.org/documents/Vol10/JITEv10IIPp033-042Kay840.pdf">Structured tasks</a> use technology built into the lesson. For example, have groups use laptops to look up a number of alternative research findings when a new concept - say, climate change - is introduced, then have the groups summarise and compare their findings to the class. <a href="http://www.jite.org/documents/Vol10/JITEv10IIPp033-042Kay840.pdf">Researchers have found</a>:</p>
<blockquote>
<p>The use of laptops in structured tasks results in significantly more time spent taking notes and related academic activities, and significantly less time sending personal emails, instant messages and playing games during class.</p>
</blockquote>
<p>Teachers need to take into account students’ attention spans and the perils of multi-tasking. This should result in less lecturing, more collaborative learning tasks, use of discussion groups, problem-based learning and case study discussions.</p>
<p><a href="http://www.sciencedirect.com/science/article/pii/S0360131512002254">Research also shows</a> that use of laptops is distracting for others around the laptop user as they tend to look at the screens and their learning suffers as a result. Designate specific areas of the room for laptop use so that non-users are not distracted.</p>
<h2>Tip 3: Share the responsibility of using electronic devices</h2>
<p>Teachers should collaborate with students to make decisions about the use of electronic devices in classes. Share knowledge of both the pitfalls and benefits of using handwritten or electronic notes. Teachers can make a contract with students about how technology will be used in their class, and revisit it throughout the term. </p>
<p>Apps and software tools for taking notes on laptops and personal devices are released frequently. Give learners the responsibility of researching different apps and sharing the pros and cons of each, gradually building a database of what is available, to be shared by everyone. </p>
<h2>Tip 4: Start with easy tools</h2>
<p>Using track changes in any word-processing program enables students to annotate and add self-quizzing questions to their notes. Word-processing documents can be very effective for the four stages of notes – note taking, note making, note interacting and note reflecting – as it encourages the sharing of notes between study groups.</p>
<p>Notes can easily be written, stored and shared on various programs and apps. Guided notes can be emailed or sent to students using a QR Code. Teachers should provide time for learners to pause and reflect on their notes throughout a lesson and in subsequent lessons.</p>
<h2>Tip 5: Combine handwritten notes with electronic devices</h2>
<p>For tasks like formulas and diagrams, handwritten notes can be integrated electronically using a stylus. Handwritten notes on the electronic device become searchable, too. There is also software for mindmapping and similar forms of non-linear note taking. </p>
<p>In the <a href="http://www.amazon.com/How-Study-College-Walter-Pauk/dp/1133960782">example below</a>, a student used his iPad to take notes, then added a photo and essential questions. Later, he will review again and add a summary.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=437&fit=crop&dpr=1 600w, https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=437&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=437&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=550&fit=crop&dpr=1 754w, https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=550&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/85873/original/image-20150622-17771-1rju86n.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=550&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Example of handwritten notes on an electronic device using Notable - an app that enables stylus and keyboard entry.</span>
<span class="attribution"><span class="source">Donohue 2015</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>The student uses a number of electronic notebooks that are stored in the cloud and can be accessed from anywhere in the world anytime. In this example, he linked an online video and lesson plan, which he copied, pasted and referenced into his notes. The different colours are his later annotations of the notes. He then saves to Dropbox or Google Drive and shares the notes with colleagues for their additional annotations using any application that allows annotation of PDFs, such as Notability, iAnnotate, PDF Pen, Evernote and Professional Adobe Acrobat. </p>
<p>In Figure 2, notes were typed electronically and reflective questions were added when he reviewed his notes within 24 hours. He uses Notability, which allows him to annotate a pdf and embed audio comments. </p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=411&fit=crop&dpr=1 600w, https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=411&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=411&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=516&fit=crop&dpr=1 754w, https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=516&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/85874/original/image-20150622-17729-mn4uhg.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=516&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Sample of AVID’s Electronic Application of Cornell Notes using Word and Tracked Changes.</span>
<span class="attribution"><span class="source">Donohue, 2012</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>In figure 3, the student inserted a “self quiz” box to slide over the key information. He then used his essential questions as prompts to review what he has learnt about the topic so far. At the touch of a key, he can remove the box and check his understanding.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=435&fit=crop&dpr=1 600w, https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=435&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=435&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=546&fit=crop&dpr=1 754w, https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=546&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/85875/original/image-20150622-17721-2ba18k.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=546&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Sample of AVID’s Application of Cornell Notes For Testing and Revising.</span>
<span class="attribution"><span class="source">Donohue, 2012</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<h2>Tip 6: Know your device</h2>
<p>Physical differences in manipulating laptop, tablet and smart phone keyboards are likely to impact the efficiency of taking notes electronically, as are differences in storage and retrieval options, and the range of apps available on different devices. </p>
<p><a href="http://www.aabri.com/manuscripts/10498.pdf">Researchers</a> found <a href="http://www.tandfonline.com/doi/full/10.1080/03634523.2015.1038727%20#.VXkcwtKqpBc">texting about unrelated material</a> is distracting and negatively impacts note taking, test performance, learning and recalling information, but learners who texted about related course material <a href="http://www.tandfonline.com/doi/full/10.1080/03634523.2015.1038727%20#.VXkcwtKqpBc">scored higher on multiple choice tests</a>. </p>
<hr>
<p><em>AVID consultant and Adjunct Fellow at The Victoria Institute, Jim Donohue contributed to this article.</em></p><img src="https://counter.theconversation.com/content/43630/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Claire Brown received funding from the Higher Education, Participation and Partnerships Program (HEPPP) to implement and research the Advancement via Individual Determination (AVID) program in Australia. That funding has now ended.</span></em></p>Understanding attention span and working memory capacity is important to learn how to take electronic notes more effectively.Dr Claire Brown, Associate Director, The Victoria Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/419612015-05-21T20:03:19Z2015-05-21T20:03:19ZWhat’s the best, most effective way to take notes?<figure><img src="https://images.theconversation.com/files/82317/original/image-20150520-30566-1ozjww6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">If you're just copying down what the lecturer says and you don't revise what you've written down, there's little point in taking notes.</span> <span class="attribution"><span class="source">from www.shutterstock.com.au</span></span></figcaption></figure><p>If it feels like you forget new information almost as quickly as you hear it, even if you write it down, that’s because <a href="http://ol.scc.spokane.edu/jroth/Courses/English%2094-study%20skills/MASTER%20DOCS%20and%20TESTS/Curve%20of%20Forgetting.htm">we tend to lose almost 40%</a> of new information within the first 24 hours of first reading or hearing it. If we take notes effectively, however, we can retain and retrieve almost 100% of the information we receive.</p>
<h2>Learning how to retain information</h2>
<p>The most effective note-taking skills involve active rather than passive learning. Active learning places the responsibility for learning on the learner. <a href="https://books.google.com.au/books/about/Active_Learning.html?id=AW7uAAAAMAAJ&hl=en">Research has found</a> that, for learning to be effective, students need to be doing things with the material they are engaging with (reading, writing, discussing, solving problems).</p>
<p>They must also be thinking about the thinking (<a href="http://cft.vanderbilt.edu/guides-sub-pages/metacognition/">metacognition</a>) involved in engaging with the material. This means that, while students are learning the content, they should also be thinking about how they are learning it. What is causing confusion? How does your thinking change about this topic as you are learning? What has worked well for you in learning this topic that you should do next time? What hasn’t worked so well so you don’t make that learning mistake again?</p>
<p><a href="https://wordery.com/visible-learning-for-teachers-john-hattie-9780415690157?currency=AUD&gtrck=amp2ZzZ6T0p2OGZuZU1nWVdWRDFjamVRbWYvMzRxRzIvSjdXU0ZKMUVHQUZiUExmL1ZGa2pRSEZQbyszMmFXZThGRVJlOFFlVUwzdStmS1piMkJ3R1E9PQ&gclid=Cj0KEQjwvuuqBRDG95yR6tmfg9oBEiQAjE3RQHFlJiE8IqHrH8G2InzM92hAa1XuD3WM096bCjpRPqYaAvmH8P8HAQ">Studies have found</a> note taking is most effective when notes are organised and transformed in some way <a href="http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0110.xml">or when a teacher gives examples of good notes</a>. An effective note-taking strategy requires effort. Half the battle with students is helping them understand the reasons for needing to take and interact regularly with their notes.</p>
<p>Students often tell teachers they have excellent memories and don’t need to take notes because they can easily recall information. <a href="http://bjorklab.psych.ucla.edu/pubs/Kornell_Bjork_2009_JEP-G.pdf">Research says</a> this is not the case.</p>
<p>The goal of effective note taking is to help recall what has been learned and retain that information over time. German psychologist Hermann Ebbinghaus in 1895 conducted some of the first experiments on memory and recall, and spaced learning. He developed the <a href="http://en.wikipedia.org/wiki/Forgetting_curve">forgetting curve</a>, which shows how information is lost quickly over time if there is no strategy or effort to retain it.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=429&fit=crop&dpr=1 600w, https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=429&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=429&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=539&fit=crop&dpr=1 754w, https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=539&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/82314/original/image-20150520-30533-1l7kaev.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=539&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Figure 1: Rate of Forgetting with Study/Repetition.</span>
<span class="attribution"><span class="source">Chi-Ming Ho, 2009</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>The rate of forgetting is minimised if students interact (re-read/discuss/write/engage) with their notes within 24 hours. A second repetition for a shorter period of time within a day brings recall back up to 100%. A third repetition within a week for an even shorter time brings recall back to 100%. </p>
<h2>What are the most effective ways to take notes?</h2>
<p>I teach the <a href="http://www.amazon.com/How-Study-College-Walter-Pauk/dp/1133960782">Cornell Note-Taking System</a>, which was developed in the 1950s as part of a university preparation program (<a href="http://www.vu.edu.au/the-victoria-institute/research-focus/education-journeys/advancement-via-individual-determination-avid-australia">AVID</a>). Effective note taking is interactive and involves using the original notes many times over to build memory of the content, rather than seeing note taking as just a one-off copying activity. The important features of this system are captured in the images below.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=694&fit=crop&dpr=1 600w, https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=694&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=694&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=873&fit=crop&dpr=1 754w, https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=873&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/82315/original/image-20150520-30501-xrg6gx.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=873&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Figure 2: Sample of AVID’s Application of Cornell Notes in Language Arts.</span>
<span class="attribution"><span class="source">Advancement via Individual Determination (AVID)</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=799&fit=crop&dpr=1 600w, https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=799&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=799&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1004&fit=crop&dpr=1 754w, https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1004&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/82316/original/image-20150520-30551-1hyi0ua.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1004&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Figure 3: Sample of AVID’s Application of Cornell Notes in Chemistry.</span>
<span class="attribution"><span class="source">Advancement via Individual Determination (AVID)</span>, <span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>There are four stages to good note taking:</p>
<ol>
<li> Note taking</li>
<li> Note making</li>
<li> Note interacting</li>
<li> Note reflecting</li>
</ol>
<p>In <strong>note taking</strong>, students: </p>
<p>• Prepare a page to take notes the same way each time. An essential question at the top of the page focuses the learner on the key learning objective that they should be able to discuss upon leaving the class </p>
<p>• Rule the page into two columns, with the first column taking up about a third of the page. The space on the left is for questions and notes that may be added in later as students reflect on their notes. The space on the right is for the student to take notes from the lecture, textbook, laboratory experiment, video, audio, whatever the source </p>
<p>• Listen and take notes in their own words – paraphrase what they hear so it makes sense to them rather than write down verbatim what they hear/see</p>
<p>• Leave spaces and lines between main ideas for revising later and adding information</p>
<p>• Develop their own consistent system of abbreviations and symbols to save time as they take notes</p>
<p>• Write in phrases, not complete sentences</p>
<p>• Use bullet points and lists where possible</p>
<p>• Learn how to listen for important information versus trivial information</p>
<p>• Take cues from the lecturer or source, e.g. “This is important…”</p>
<p>• Use highlighters and colour to indicate key ideas, changes in concepts or links between information.</p>
<p>In <strong>note making</strong>, students:</p>
<p>• Review and revise the content of their notes</p>
<p>• Write questions in the left-hand side near where the answer is contained on the right-hand side</p>
<p>• Connect key chunks of material in the notes pages using colour or symbols</p>
<p>• Exchange ideas and collaborate with other students to check for understanding and test the comprehensiveness of each other’s notes.</p>
<p>In <strong>note interacting</strong>, students:</p>
<p>• Link all the learning together by writing a summary that addresses the essential question and answers the questions from the left margin. Note that a summary is different from a reflection that focuses on the student’s response to the learning task or content</p>
<p>• Learn from their notes by building in to their study timetable regular times for revising their notes for each subject</p>
<p>• Cover the information on the right-hand side and use the questions as study prompts before a test.</p>
<p>In <strong>note reflecting</strong>: </p>
<p>• Written feedback should be provided by a peer, tutor or teacher to check for the student’s understanding in the initial learning phase</p>
<p>• Students should address the feedback by focusing on one area of challenge they are experiencing in their learning</p>
<p>• Students should also reflect over an entire unit on a regular basis leading up to exams and tests.</p><img src="https://counter.theconversation.com/content/41961/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Claire Brown received funding from the Higher Education, Participation and Partnerships Program (HEPPP) to implement and research the Advancement via Individual Determination (AVID) program in Australia. That funding has now ended.</span></em></p>We tend to lose almost 40% of new information within the first 24 hours of first reading or hearing it. However if we take notes effectively, we can retain and retrieve almost 100% of the information we receive.Dr Claire Brown, Associate Director, The Victoria Institute, Victoria UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/317762014-10-07T04:22:44Z2014-10-07T04:22:44ZHSC exam guide: how to use music to prepare for exams<figure><img src="https://images.theconversation.com/files/59475/original/457g5f35-1411086466.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Music can help if you're pulling a late-night study session.</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/carolynwill/3186072283/in/photostream/">Carolyn Williams/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Students, the impending horror of exams is nearly upon you. But music can help you out. To put it simply, turn to tunes to terminate the terror of term-time. As with so many psychological phenomena that have both a cognitive and an emotional component, music can help you to think and feel better during what many regard as the low point of their time on this earth.</p>
<h2>Will music help me study?</h2>
<p>What determines whether music helps or hinders studying is how much physiological <a href="http://www.researchgate.net/publication/12573161_Musical_preferences_during_and_after_relaxation_and_exercise">arousal</a> it produces. As music gets louder, faster or more raucous it creates more arousal: think hard rock, heavy dance beats and machine-gun rapping styles.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/VXhryz5DAzg?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Loud rock or dance music can interrupt your focus.</span></figcaption>
</figure>
<p>Similarly, if the music is unfamiliar to you, then your brain has to devote more processing resource to listening to it. This reduces the amount of attention you can pay to the books. Conversely, music is less arousing if it is slow, smooth and steady, and it also places a lower demands on your brain if you know it well already.</p>
<p>So how does this influence your ability to study? The simple answer is that it depends on the nature of what you’re doing. </p>
<p>If the material you are trying to learn is difficult or requires close attention to detail, give music a miss. Any music you hear will reduce the processing capacity available to your brain to deal with your school work, make it difficult for you to concentrate and lead to errors. The more arousing the music, the more detrimental the effect.</p>
<p>However, if what you are trying to learn is repetitive or boring, then listening to some arousing music could give you just the lift you need to stay on-task. Similarly, if you’re pulling a late-night cramming session, then you’ll be sleepy and so music might just keep your brain running at optimum speed.</p>
<h2>Preparing for exams is an emotional time</h2>
<p>Preparing for exams is just as much an emotional task as an intellectual one, and music can help here also. Everyone needs down time and so you can of course listen to music to have some fun or get rid of some frustration at the end of the day. </p>
<p>You could also pick up your phone or laptop and compose some music. The escape and emotional release will soon help you to remember that before you know it the exams will be a distant memory and you’ll be outside again with your mates in the summer sunshine.</p>
<figure>
<iframe width="440" height="260" src="https://www.youtube.com/embed/yWeuUwpEQfs?wmode=transparent&start=0" frameborder="0" allowfullscreen=""></iframe>
<figcaption><span class="caption">Don’t panic: calm, familiar music can help soothe pre-exam nerves.</span></figcaption>
</figure>
<p>Music might also be able to help you on the day of the exam, so take your music player with you to the exam venue. <a href="http://www.ncbi.nlm.nih.gov/pubmed/10301218">Research</a> carried out in dentists’ waiting rooms shows the dramatic effect that music can have in alleviating anxiety about imminent nerve-wracking events. It reduces levels of the stress hormone cortisol and lets you go into the exam itself with a clearer head: if you’re super-nervous, then listen to some low arousal music and focus on the music itself in order to distract yourself. If instead you’re coming to the exam on the back of a sleepless night, then listen to some arousing music to wake yourself up. </p>
<p>We also know that you will more effectively <a href="http://www.ncbi.nlm.nih.gov/pubmed/11495110">recall</a> the material you have been revising if you can simulate the context in which you learned it initially. If you listened to a lot to a particular artist while you were revising, then listen to them again immediately outside the exam hall: this context should help you remember the material you have been cramming.</p>
<h2>Make a study playlist</h2>
<p>You can also get a lot of help from all that software that came bundled with your phone and laptop. Prepare your playlists now and turn shuffle on if you need to boost your arousal or off if you want to minimise distraction. </p>
<p>If you’re using Spotify, iTunes Radio or something similar, then in order to keep your focus on the revision you should set the preferences for only a low level of discovery and turn off Facebook notifications. If you need a boost, then turn up the level of discovery (but remember: keep Facebook turned off).</p>
<hr>
<p><em>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a>. Read the other pieces in the series <a href="https://theconversation.com/au/topics/exam-guide">here</a>.</em></p><img src="https://counter.theconversation.com/content/31776/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Adrian North has received funding for research related to this topic from the Australian Research Council, the Leverhulme Trust, PRS for Music, and R&R Music.</span></em></p>Students, the impending horror of exams is nearly upon you. But music can help you out. To put it simply, turn to tunes to terminate the terror of term-time. As with so many psychological phenomena that…Adrian North, Head of School of Psychology and Speech Pathology, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/319592014-10-06T19:35:52Z2014-10-06T19:35:52ZHSC exam guide: what to eat to help your brain<figure><img src="https://images.theconversation.com/files/60712/original/vqrp3skk-1412301243.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Certain foods can help your brain retain information</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=142815535&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMjMyOTk5MSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTQyODE1NTM1IiwicCI6InYxfDEwMTI3NTg4fDE0MjgxNTUzNSIsImsiOiJwaG90by8xNDI4MTU1MzUvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJ6V2ttMmEyVTNLTDduWXJPWmZQdnlXK0Qya1EiXQ%2Fshutterstock_142815535.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=hzIQUs3vBXOYru6HXl3Y8g-1-130">Shutterstock</a></span></figcaption></figure><p>Exam time is quickly approaching for HSC and university students. While study is at the forefront, nutrition is often the furthest thing from students’ minds. However, a healthy diet plays a vital role in attaining optimal academic performance during the rigours and challenges of exam time. </p>
<p>Key foods and their components have been found to enhance cognitive function, improve mental alertness and enable sustained concentration to help students learn and remember the themes, concepts or formulas for their final exam. </p>
<h2>Protein and brain power</h2>
<p>Protein consumed from food sources provide the body with amino acids, or the building blocks, to produce key chemicals, such as neurotransmitters for the brain. Neurotransmitters are vital for brain cell-to-cell communication. Key neurotransmitters in terms of improved cognitive function and brain health include serotonin, norepinephrine and dopamine. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60714/original/cqh82d7j-1412301424.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Protein helps with memory, learning and mood.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=169643426&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMjMzMDE5MSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTY5NjQzNDI2IiwicCI6InYxfDEwMTI3NTg4fDE2OTY0MzQyNiIsImsiOiJwaG90by8xNjk2NDM0MjYvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJSVGc3YzdtSXdJSmhJaUtmUmlsWENLWnNBVUEiXQ%2Fshutterstock_169643426.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=6tn1US6yfodxsAgkYq_rzw-1-1">Shutterstock</a></span>
</figcaption>
</figure>
<p><em>Serotonin</em>, produced from the amino acid tryptophan, is found in brown rice, cottage cheese, salmon, red meat, carrots, peanuts and sesame seeds. It helps in the regulation of memory, learning and mood.</p>
<p>The amino acid tyrosine is involved in the production of the neurotransmitters <em>norepinephrine</em>, key to the transfer of memories to long-term storage, and <em>dopamine</em>, which is involved with improving motivation and activity. Tyrosine-rich foods include avocados, turkey, chicken, red meat, dairy, lentils, lima beans and sesame seeds.</p>
<p>The consumption of foods low in these amino acids, such as many “junk” foods, will result in low levels of serotonin, dopamine and epinephrine. This leaves students with lowered mood, concentration levels and a reduced ability to transfer learning to long-term memory. Similarly, consuming alcohol, caffeine and foods high in refined sugar will lower neurotransmitter levels such as dopamine, resulting in decreased motivation, mental dullness and an inability to focus.</p>
<h2>Carbohydrates for sustained energy</h2>
<p>Carbohydrates can provide sustained energy for mental alertness and concentration for those long study periods and for three-hour-plus exams. Glucose, the energy storage form of carbohydrates in the body, is the primary source of energy used by the brain. To ensure energy is sustained, students need to be careful which type of carbohydrates they are consuming.</p>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=412&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=412&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=412&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=517&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=517&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60715/original/y3kq8r6c-1412301622.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=517&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Switching from white bread to multigrain is an easy way to sustain energy.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=122825443&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMjMzMDM4OCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTIyODI1NDQzIiwicCI6InYxfDEwMTI3NTg4fDEyMjgyNTQ0MyIsImsiOiJwaG90by8xMjI4MjU0NDMvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwieWVIWDhhVnd2U1ZTSnpsYnNuSUVhQzhyYkhvIl0%2Fshutterstock_122825443.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=Noh7crqLtSNsB3Q2nL96Ug-1-1">Shutterstock</a></span>
</figcaption>
</figure>
<p>There are two primary forms of carbohydrates, complex carbohydrates and simple carbohydrates. Complex carbohydrates are found in wholegrain cereals, breads, pastas, fruits and vegetables. Simple carbohydrates, as their name suggests, comprise single carbohydrate units such as glucose or fructose and are found in lollies, muesli bars, energy bars and drinks, and soft drink. </p>
<p>In the body, complex carbohydrates are absorbed a lot more slowly. The slower absorption rate means that energy is slowly released and available for a longer time. This allows students to be more alert, able to concentrate and commit information to memory for longer and more effectively. </p>
<h2>Sugar burn-out</h2>
<p>Sugar burn-out refers to the impending “high” and subsequent “crash” after consuming foods containing high levels of simple or refined carbohydrates. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60716/original/yvzmxdvr-1412301847.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Too much sugar = bad for brain.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=151046315&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMjMzMDYyMCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTUxMDQ2MzE1IiwicCI6InYxfDEwMTI3NTg4fDE1MTA0NjMxNSIsImsiOiJwaG90by8xNTEwNDYzMTUvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJOdnBJVWJtakh1VDhYam9uZGVYT1QvckN0NVUiXQ%2Fshutterstock_151046315.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=clAmRGVDtmVTzx4cG7bGww-1-9">Shutterstock</a></span>
</figcaption>
</figure>
<p>As the sugar from these foods is quickly absorbed by the body there is a rush of glucose into the bloodstream, creating a short burst of energy, a “high”. The body (and brain) quickly use up this energy and the high is just as quickly followed by a burn-out or “crash”, leaving the person feeling lethargic, irritable and sleepy. Learning is not committed to memory and come exam time information cannot be effectively recalled.</p>
<h2>Sustaining nutrition for a long exam</h2>
<p>To ensure students have energy for that exam of three hours or more, they should eat a light meal comprising carbohydrates and protein - for example, baked beans on wholemeal toast or an egg or tuna salad wholemeal sandwich - one to two hours beforehand.</p>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60717/original/t7kpk75y-1412302449.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Even if you’ve been unhealthy all year, starting now will still help.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=183907448&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMjMzMTE3MCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTgzOTA3NDQ4IiwicCI6InYxfDEwMTI3NTg4fDE4MzkwNzQ0OCIsImsiOiJwaG90by8xODM5MDc0NDgvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiWi9XcDhKWnRCYWJWcWZsYW95OFh3Z3dsL2NJIl0%2Fshutterstock_183907448.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=LHEgISf4_DaE5SL8bCmdxg-1-3">Shutterstock</a></span>
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<p>If the student is nervous, then they should try a snack of vegetable sticks and hummus or wholemeal raisin toast around one hour beforehand. This way their body and brain will be fuelled to go. In terms of fluids, water is best.</p>
<p>Brain function is influenced by short-term and long-term dietary changes. For overall health and optimum academic performance it is better to consume a healthy diet comprising a mix of fruits, vegetables, meats, cereals and dairy over the longer term. If nutrition has not been a primary focus over the last couple of months, then making dietary improvements now can help towards students achieving academic goals. </p>
<p>Remember the healthier the food, the more effective your brain is at retaining information and the better you’ll perform come exam time.</p>
<hr>
<p>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a></p><img src="https://counter.theconversation.com/content/31959/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tanya Lawlis does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Exam time is quickly approaching for HSC and university students. While study is at the forefront, nutrition is often the furthest thing from students’ minds. However, a healthy diet plays a vital role…Tanya Lawlis, Assistant Professor in Food Science and Nutrition, University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/314762014-10-01T19:40:49Z2014-10-01T19:40:49ZHSC exam guide: maximising study and minimising stress<figure><img src="https://images.theconversation.com/files/60219/original/54yyzvb4-1411951584.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Start by studying in 20 minute blocks and resting for 5-10 minutes in between. </span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=93227845&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MDM1MCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfOTMyMjc4NDUiLCJwIjoidjF8MTAxMjc1ODh8OTMyMjc4NDUiLCJrIjoicGhvdG8vOTMyMjc4NDUvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiQ1lzbjBvclN3SlpuM3pHdTg0UHdYVytKME9rIl0%2Fshutterstock_93227845.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ma2WKv4mealyAslu8A8a_w-1-48">Shutterstock</a></span></figcaption></figure><p>Understanding and managing what contributes to good performance is essential to reduce stress levels for exams. Preparation is the key to performance. This must start early, allowing time to build confidence with the subject matter and assist your memory recall.</p>
<p>To perform well in exams you need to think about “training” a range of skills. These include good study techniques, distraction control, persistence, discipline, positive self-talk, good time management and emotional management, productive sleep and enough rest.</p>
<h2>Getting organised</h2>
<p>To begin: set up your study space, organise your study materials, turn off your phone and hide social media. Next, review the subject outline and any previous exams your teacher has provided for you or that are online.</p>
<p>You will feel less anxious at exam time if you have practised writing and reviewing essays, short answers and multiple-choice tests. If you are not used to writing for long periods of time with a pen, then practise this skill as well. </p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60221/original/ryj57kdg-1411952239.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">You wouldn’t run a marathon without prior preparation.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=89944843&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MTAxMSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfODk5NDQ4NDMiLCJwIjoidjF8MTAxMjc1ODh8ODk5NDQ4NDMiLCJrIjoicGhvdG8vODk5NDQ4NDMvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJQRjhZRkU2K1ZZSVR1c1FmbmhJeUVRWThrRWsiXQ%2Fshutterstock_89944843.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=OhbU2lqD8nk-HV0PTeg79w-1-104">Shutterstock</a></span>
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<p>To reduce stress, be prepared and work out a schedule so you can get through the reading and research. Don’t just wade through piles of study notes.</p>
<p>Think about it like this: if you were planning to run a marathon, you wouldn’t wait until a couple of days before to start preparing. Developing a plan will give you a feeling of being in control as you progress towards your goals; you need to invest time and effort, just like the marathon runner. </p>
<p>A well-structured daily schedule will help you to balance study, work, exercise, nutrition and recreation. </p>
<p>When planning, think about the best time of the day/night for study. What does your body clock tell you about your peak performance times? Set these times for the subjects you find more difficult. Cluster your subjects so you have two subjects a day. </p>
<h2>Being nice to your brain</h2>
<p>How long can you concentrate without getting distracted? Start small with 20-minute chunks of study time and build up to longer periods. Then reward yourself: do some stretches, take a power nap or a 5-10 minute walk - this will rest your mind. Then get back to it! </p>
<p>Repeat this process for two hours. After two hours, it is important to give your brain incubation time. Take a 30-minute break, have some fun as a reward and enjoy a healthy snack like berries, bananas, apples or even dark chocolate - it’s rich in flavonoids and helps improve blood flow to the brain and boost cognitive skills. </p>
<p>Set a timer for these reward times to remind you the 30 minutes of fun is over and get back to studying for another two hours. Discipline is a habit, developed using positive self-talk to constantly remind yourself of your end goal. If you don’t practise you can’t run the marathon! </p>
<p>It is important to link what you already know about the subject to the knowledge you’re acquiring through study. This will aid memory retention and retrieval. Then use different modes of learning: read out loud; make colourful diagrams or mind maps; develop concise dot-point revision notes, voice record and listen back to your notes, or watch recommended talks or programs that reinforce material you are studying. </p>
<h2>Study buddies</h2>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=900&fit=crop&dpr=1 600w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=900&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=900&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=1130&fit=crop&dpr=1 754w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=1130&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/60222/original/7nvhd4hf-1411952503.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=1130&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Group study can combat boredom.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=169732052&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTk4MTI3MCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTY5NzMyMDUyIiwicCI6InYxfDEwMTI3NTg4fDE2OTczMjA1MiIsImsiOiJwaG90by8xNjk3MzIwNTIvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJHUWdxdFQybDF4Y2xBUGhXemJOVGNGWk9TSWciXQ%2Fshutterstock_169732052.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=NIr2P_DeBLLuI71hSHWPEA-1-6">Shutterstock</a></span>
</figcaption>
</figure>
<p>Studying alone can get boring and monotonous. A study group has a positive social aspect, which can make you feel more confident and comfortable about studying. Typically comprised of four to six students, a study group can offer the opportunity to engage in a more in-depth discussion with your peers. </p>
<p>Sharing information can reduce procrastination, keep you active and make you less likely to put off studying. Hearing perspectives from study group members who reason differently from you enhances critical thinking skills, as we all learn in different ways. </p>
<h2>Does cramming work?</h2>
<p>Reading your notes or essays the night before your exam is not the best type of study. You need to spend time thinking about the materials you have been reading, and connecting it to what you already know using your critical thinking skills. This doesn’t happen overnight, but it will make the retrieval of your knowledge much easier in the exam.</p>
<p>Mind map or list the important concepts and key topics. Read what you did wrong in your formative assessments and think about how you could have done better. Test your knowledge, think up an essay question and write an essay plan and check it against the key concepts.</p>
<p>Critical thinking can’t only begin the night before. This is a process that takes time and hopefully this process has been taking place all year.</p>
<hr>
<p><em>Gia Shoobridge also contributed to this article.</em></p><img src="https://counter.theconversation.com/content/31476/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Understanding and managing what contributes to good performance is essential to reduce stress levels for exams. Preparation is the key to performance. This must start early, allowing time to build confidence…Diane Phillips, Lecturer and PhD Candidate, University of CanberraTanya Lawlis, Assistant Professor in Food Science and Nutrition, University of CanberraVicki De Prazer, Counsellor, University of CanberraLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/315532014-09-30T02:45:43Z2014-09-30T02:45:43ZHSC exam guide: how to help your kids through this stressful time<figure><img src="https://images.theconversation.com/files/59743/original/j53kzsk9-1411434454.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Final school exams will likely be the most stressful time in your child's life to date. How can you help them out?</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=84250468&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTQ2MzIyMSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfODQyNTA0NjgiLCJwIjoidjF8MTAxMjc1ODh8ODQyNTA0NjgiLCJrIjoicGhvdG8vODQyNTA0NjgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJBUzJPM3ZxcDJVVVlWUmQzZEpKNzFINGRmaUUiXQ%2Fshutterstock_84250468.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ma2WKv4mealyAslu8A8a_w-1-26">Shutterstock</a></span></figcaption></figure><p>Final exams are a nightmare for most year 12 students, but crucial given they are decisive in getting into university. The period of preparation can be painful and hard. Students spend many hours studying and experiencing outstandingly high levels of stress and anxiety.</p>
<p>There are ways parents and teachers can help diffuse some of the stress during this time, and things to look out for if your child is experiencing high levels of stress or anxiety.</p>
<h2>Don’t ignore your children’s basic needs</h2>
<p>It is very common that students try to study all day and night, often sleeping only just a few hours, eating too much or skipping meals. However, healthy nutrition, sleep and breaks for rest and leisure time are indispensable for their physical and mental health.</p>
<p>Academic stress can <a href="http://psycnet.apa.org/journals/hea/22/4/362/">increase unhealthy dietary habits</a> such as less fruit and vegetable intake, more snacking and a reduced likelihood of <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1746-1561.2005.tb06674.x/abstract">eating a healthy breakfast</a>, as well as leading students to <a href="http://www.sciencedirect.com/science/article/pii/0022399996000955">be less physically active</a> every day.</p>
<p>Make sure your kids eat healthy food regularly. A breakfast full of high-fibre and nutrient-rich whole grains, fruits and dairy calcium-rich products <a href="http://www.sciencedirect.com/science/article/pii/S0002822305001513">is considered fundamental</a> for better cognitive function in regard to memory and academic performance.</p>
<p>Having a <a href="http://learnmem.cshlp.org/content/12/1/44.short">good sleep during the night</a> as well as <a href="http://www.sciencedirect.com/science/article/pii/S1074742706000347">daytime naps</a>, for perhaps one hour a day between studying and testing, helps consolidate memories and enhance attention and learning. It is recommended that adolescents sleep around <a href="http://www.sciencedirect.com/science/article/pii/S1054139X1000145X">eight to ten hours a night</a>.</p>
<p>Breaks and active leisure activity should be included in a students’ daily program. Short half-hour to one-hour breaks during study are good for the memory.</p>
<p>Unfortunately, some students study more than 14 hours per day during exam preparation, skipping sleep and free time. <a href="http://link.springer.com/article/10.1023/A:1005160717081">It is advisable</a> that adolescents devote about 25% of their waking hours to homework and school work, leaving time and space for leisure activities and socialising.</p>
<p>Watching television can be detrimental for high school achievement but having frequent breaks involving moderate to vigorous physical activity, like playing sport, walking or running, ideally for <a href="http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-act-guidelines#apa1317">60 minutes a day</a>, <a href="http://psycnet.apa.org/psycinfo/2001-01104-002">can reduce stress</a> and <a href="http://www.ijbnpa.org/content/5/1/10/">foster academic performance</a>.</p>
<p>Alternatively, listening to relaxing music after tests <a href="http://jmt.oxfordjournals.org/content/38/4/254.short">has been shown to</a> decrease stress-related symptoms such as heart rate and blood pressure.
Listening to music can have some benefits on spatial-temporal reasoning, but <a href="http://www.behavioralandbrainfunctions.com/content/6/1/3#B47">how it influences verbal learning</a> is still in dispute.</p>
<h2>Advice for parents: be there</h2>
<p>What’s most important for students is the feeling that they have their parents and teachers next to them to support them emotionally. During exam periods <a href="http://www.amsciepub.com/doi/abs/10.2466/pr0.1967.20.3.97">students might experience</a> thoughts of failure, a sense of inefficacy or helplessness, and a wish to escape the test situation. <a href="http://www.sciencedirect.com/science/article/pii/S0149763413000389">Stressed teens are also at risk</a> of increased blood pressure, heart rate and respiratory rate.</p>
<p><a href="http://link.springer.com/article/10.1023/A:1005160717081">Other signs of high levels</a> of stress or anxiety are aggressive impulses, headaches, stomach aches, insomnia, changes in appetite and dizziness. When parents/teachers identify signs of stress in their children/students, they need to calm them down - which includes emphasising the positive consequences of the work they are doing.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/59747/original/krc5hv3t-1411435685.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Parents have an important role to play in supporting their kids.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=166481948&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTQ2NDQ0MiwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTY2NDgxOTQ4IiwicCI6InYxfDEwMTI3NTg4fDE2NjQ4MTk0OCIsImsiOiJwaG90by8xNjY0ODE5NDgvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJWODk2dURlZHZ0RkZOUzBlelFVWEtZb3VrVDgiXQ%2Fshutterstock_166481948.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=ETQdc-7fuR3wH_jX9fieiw-1-94">Shutterstock</a></span>
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<p>In some cases, anxiety may be caused by expectations that students have of themselves: due to comparisons with their peers and expectations that others have of them - including their parents. Parents should try to discuss these issues with their kids. Confirm that they should be motivated and try to do their best, but if something goes wrong or doesn’t work, together you will find different options for following their desired future career path. </p>
<h2>Advice for teachers</h2>
<p>Teachers’ support is fundamental for students’ success. It is important for students to feel free and comfortable asking questions. Teachers can help their students with “informal” tests throughout the year in which they summarise the essential information. </p>
<p>Testing cannot only be used to evaluate learning, but also to improve learning. Teachers can stimulate students to engage in practice testing activities, such as completing practice questions at the end of textbook chapters. </p>
<p>In contrast to conventional high-stakes testing, this type of low-stakes or no-stakes formative testing activity has been shown to be an effective means to <a href="http://www.sciencedirect.com/science/article/pii/S1364661310002081">improve learning</a>, familiarise students with testing situations, reduce anxiety and achieve better performance on high-stakes exams. Frequent and repeated testing will help students <a href="http://pss.sagepub.com/content/17/3/249.short">retain more information</a> and help teachers get an idea of each student’s performance.</p>
<p>It is essential that teachers provide their students with positive corrective feedback such as individual advice on strengths, weaknesses and errors. Last but not least, teachers should advise students to use effective strategies to release their stress and focus on the tests, such as <a href="http://www.sciencemag.org/content/331/6014/211.short">writing down their anxiety-related thoughts</a> before the test, <a href="http://onlinelibrary.wiley.com/doi/10.1002/acp.3058/abstract?deniedAccessCustomisedMessage=&userIsAuthenticated=false">skimming the test problems</a> before the start of the test to activate the required knowledge for the test problems, and <a href="http://link.springer.com/article/10.3758/s13421-011-0098-8">closing their eyes</a> when thinking about a complex problem to minimise distraction.</p>
<hr>
<p>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a>.</p><img src="https://counter.theconversation.com/content/31553/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Final exams are a nightmare for most year 12 students, but crucial given they are decisive in getting into university. The period of preparation can be painful and hard. Students spend many hours studying…Fred Paas, University of WollongongMyrto-Foteini Mavilidi, University of WollongongLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/315552014-09-24T20:25:53Z2014-09-24T20:25:53ZBlitzing your science, technology, maths and engineering exams<figure><img src="https://images.theconversation.com/files/59691/original/dygv3kyn-1411363854.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">How should you prepare for your number and science exams?</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=74012506&size=medium&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMTM5MjYwOCwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfNzQwMTI1MDYiLCJwIjoidjF8MTAxMjc1ODh8NzQwMTI1MDYiLCJrIjoicGhvdG8vNzQwMTI1MDYvbWVkaXVtLmpwZyIsIm0iOiIxIiwiZCI6InNodXR0ZXJzdG9jay1tZWRpYSJ9LCJXV3RYWmF4Mm5KZkpzVW9PckZJNGVNcUNpWmciXQ%2Fshutterstock_74012506.jpg&racksite_id=ny&chosen_subscription=redownload_standard&license=standard&src=1YZ9VvyIEyMN3CDNr_8O8A-1-148">Shutterstock</a></span></figcaption></figure><p>With HSC exams coming up, students will be preparing to sit a range of different exams, from English to music to biology to languages. For study in science, technology, engineering and mathematics (STEM) there are two sets of tactics for preparation: the usual, well-established ones; and the lesser-known but evidence-based approaches that have a powerful impact on learning.</p>
<h2>General, well-known study tips</h2>
<p>Organise your work by:</p>
<ul>
<li><p>reviewing each course syllabus. Copy and print excerpts of the syllabus and use them to bookmark the resources you will draw on in studying those aspects. This way you can keep your focus on the required elements (and expand beyond those only when time and energy permit).</p></li>
<li><p>preparing a timetable for study based on your different courses and the syllabus material you want to cover within them. Ensure the weighting of time allocated to each area is based upon syllabus weighting - not your personal interest. </p></li>
<li><p>carefully selecting texts and resources you will draw on in your study, ensuring that they are efficiently aligned with the curriculum covered. </p></li>
</ul>
<p>Organise your study space:</p>
<ul>
<li><p>so that you have important resources readily available</p></li>
<li><p>with visual materials - like the periodic table or key formulae – so that you immerse yourself in them. Create your own summary tables and mind maps and hang them where you’ll see them often (the back of the toilet door?)</p></li>
<li><p>to create an environment that is relaxed and calming. But take note … those prone to procrastination can go overboard here and spend too much time preparing to study and not enough time actually studying!</p></li>
</ul>
<p>Clarify and summarise:</p>
<ul>
<li>Use the online resources available from your state education department including online exam support materials (NSW <a href="http://www.boardofstudies.nsw.edu.au/multimedia/stand_packs_index.html">here</a> and <a href="http://www.boardofstudies.nsw.edu.au/hsc_exams/">here</a>, Vic <a href="http://www.vcaa.vic.edu.au/pages/vce/exams/examsassessreports.aspx">here</a> and <a href="http://www.vcaa.vic.edu.au/pages/vce/studies/index.aspx">here</a>, and QLD <a href="https://www.qcaa.qld.edu.au/2427.html">here</a> and <a href="https://www.qcaa.qld.edu.au/2320.html">here</a>). Students need to know what they are expected to learn to do so effectively.</li>
</ul>
<p>Identify, define and provide examples for key concepts for each unit:</p>
<ul>
<li><p>for example, transgenics - what is it, how is it carried out and what is an example that demonstrates your understanding? This can be done in tables or in mind maps for content across STEM. For higher marks on challenging questions take this one step further and link the words/concepts/formulae together across the units of study.</p></li>
<li><p>Practise past papers under open-book conditions and review your summary sheets for weaknesses. Refine your summary sheets and tables and then practise more!</p></li>
</ul>
<h2>Lesser-known but proven approaches</h2>
<p>Educational research has identified research-evidenced approaches to effective learning. John Hattie’s concept of <a href="http://www.education.vic.gov.au/Documents/about/research/ravisiblelearning.pdf">Visible Learning</a> proposes that students can become highly active learners and effectively teach themselves when the tasks of learning are made clear to them. So one challenge is for STEM students to become more aware of what it is they are meant to be learning and how they are progressing toward those goals.</p>
<ol>
<li><p>Use an <em>assessment for learning</em> approach. <a href="http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/articles/brown.pdf">Assessment for learning</a> is where students review the feedback on their previous tests and exams. Do practice exams and critically review them in terms of the marking standards, for example the NSW HSC <a href="http://www.boardofstudies.nsw.edu.au/ebos/static/BDHSC_2013_12.html">Band performance descriptors</a> and <a href="http://www.boardofstudies.nsw.edu.au/hsc_exams/">marking guidelines</a>. By familiarising themselves with what teachers are looking for, students can i) study what is most relevant, ii) redress their previous weaknesses, and iii) sharpen their strengths. Good teachers work with students to help them take this assessment as learning approach - but it is possible for students to strengthen it further or do it alone!</p></li>
<li><p>Peer learning. Study in pairs or groups where lab work and class work can be discussed and reviewed. Use these groups to peer-review your responses to questions on past papers. Peer tutoring and peer learning have been <a href="http://rer.sagepub.com/content/69/1/21.short">shown to have a strong positive effect upon learning in STEM</a>; importantly these approaches also provide a pleasant and social way of learning, which can be a welcome break from other forms of study. </p></li>
<li><p>Application to the real world. Sometimes it’s easier to understand a problem if you re-frame it to fit in a real-life scenario. This is because applying abstract STEM problems to a real-world context requires higher order, and often meta-cognitive, thinking which helps strengthen learning. In countries that show improving educational attainment <a href="http://www.oecd.org/education/measuring-innovation-in-education.htm">teachers report</a> “more relating of lessons to real life”.</p></li>
<li><p>Adopt a growth mindset. Recent research has shown that students’ own views of what learning is and how it can, or can’t, be achieved has a powerful impact upon learning achievement. <a href="http://www.tandfonline.com/doi/abs/10.1080/17439884.2014.908907#.VCIHn7dxmP4">Neuroscience</a> and <a href="http://www.ucl.ac.uk/news/news-articles/0714/080714_Same_genes_drive_maths_and_reading_ability">genetics research</a> suggest that we are all able to learn maths and science as well as creative and literary arts. <a href="https://www.youtube.com/watch?v=kXhbtCcmsyQ">Carol Dweck’s</a> concepts of Fixed and Growth Mindsets <a href="http://onedublin.org/2012/06/19/stanford-universitys-carol-dweck-on-the-growth-mindset-and-education/">are helpful</a>: </p></li>
</ol>
<blockquote>
<p>In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset students understand that their talents and abilities can be developed through effort, good teaching and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.</p>
</blockquote>
<p>Just by learning what a growth mindset is can lead to improved educational outcomes. Given many students think you have to be “naturally gifted” to succeed in maths and science, this is a much-needed insight.</p>
<hr>
<p>This is part of The Conversation’s <a href="https://theconversation.com/au/topics/exam-guide">Exam Guide</a></p><img src="https://counter.theconversation.com/content/31555/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Rachel Wilson does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>With HSC exams coming up, students will be preparing to sit a range of different exams, from English to music to biology to languages. For study in science, technology, engineering and mathematics (STEM…Rachel Wilson, Senior Lecturer - Research Methodology / Educational Assessment & Evaluation, University of SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/317892014-09-21T20:42:21Z2014-09-21T20:42:21ZHSC exam guide: top 5 tips on how to blitz your humanities exam<figure><img src="https://images.theconversation.com/files/59250/original/rh6ftrj5-1410931107.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Be familiar with your texts, whether novels, poems, histories, films or photographs. Top 5 tips to blitz your humanities exams.</span> <span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=159503864&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMDk1OTU1NywiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTU5NTAzODY0IiwicCI6InYxfDEwMTI3NTg4fDE1OTUwMzg2NCIsImsiOiJwaG90by8xNTk1MDM4NjQvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwic1VaQ1pyZjJpTUVIbkdpS1F1bGhqY0NQTWhvIl0%2Fshutterstock_159503864.jpg&racksite_id=ny&chosen_subscription=redownload_standard&license=standard&src=OiDeZnvZxuVO5yUKmW78OA-1-3">Shutterstock</a></span></figcaption></figure><p>How do you best prepare for your exams in humanities subjects? As Dean of an Arts and Social Sciences faculty, I have been asked this question frequently when speaking to high school students over the past few months.</p>
<p>I usually start off by saying - well, it depends on what you want from your studies. This probably isn’t the answer students (or their parents) initially want to hear. But motivation and clarity of purpose are hugely important when tackling any significant challenge.</p>
<p>However, I do have some suggestions that might help students (and their families) prepare – whether for exams in English, history, languages, or any of the diverse but rigorous areas of study that make up the humanities. Here are my top five tips.</p>
<p><strong>1.</strong> Keep up with your reading and assessments over the course of the whole year. For some of you, it might already be too late, but for those of you who have been keeping up, I hope this is reassuring, because it really is the most important advice of all. </p>
<p>Humanities subjects are best studied through a prolonged and deep engagement with the texts you have been assigned (whether novels, poems, histories, films or photographs); it’s not something susceptible to cramming at the last minute. </p>
<p>You need to read methodically, ask lots of questions and discuss them with your classmates, teachers, friends and family. Often the books we set for exams are difficult and elusive, but also, with some effort, richly rewarding – that’s why we’re still reading them, sometimes hundreds of years after they have been written.</p>
<p>If you’ve skived off for most of the year and only skimmed the material and relied entirely on Sparknotes and Wikepedia to get through the assessments, then it’s time to play catch-up and get reading now.</p>
<p><strong>2.</strong> Don’t prepare by pre-writing all of your essays and memorising them in full, hoping to guess correctly about the questions on the exam. This has unfortunately become something of a common strategy among many high school students today. But the examiners are onto it. You run the risk of guessing incorrectly, with potentially disastrous consequences.</p>
<figure class="align-left zoomable">
<a href="https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/59251/original/8smdy7wc-1410931256.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Don’t go memorising full essays.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/septuagesima/555974895">Flickr/Mark R</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>You’re also cheating yourself out of genuinely learning from the material you’re reading and writing about. There is a freshness and incisiveness about an examination answer that a student has tackled when thinking on their feet in the exam room. And you will feel much better – certainly less anxious - walking into that examination room having taken this approach, rather then hoping you’ve memorised the right practice essay.</p>
<p><strong>3.</strong> Have some useful quotes in mind for each of your subject areas, but be selective and strategic. Many students worry about having enough quotes to weave into their essays. Here, some memorisation does come in handy – but choose carefully and don’t overdo it. You want to demonstrate your grasp of the text and maximise the impact of your quotations for the sake of your argument. </p>
<p>I’ve heard some pretty amazing stories about how to ensure you can remember them – sniffing rosemary oil as you study and then taking a twig into the exam room; or pasting extracts all over the house, including in the shower, on your bedroom wall and next to the kitchen sink. But here’s my secret tip: go for a walk.</p>
<p>Philosophers have known for millennia that walking and thinking go extremely well together. Why do you think Socrates spent most of his time wandering around the Greek agora? Stuff tends to stick in your mind when you think and walk at the same time – but pay attention to where you’re going!</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/59255/original/h78p6hz2-1410931801.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">You wouldn’t run a marathon without training, so don’t sit your exam without writing practice.</span>
<span class="attribution"><a class="source" href="http://www.shutterstock.com/downloading_tips.mhtml?code=&id=191141033&size=huge&image_format=jpg&method=download&super_url=http%3A%2F%2Fdownload.shutterstock.com%2Fgatekeeper%2FW3siZSI6MTQxMDk2MDU2MSwiYyI6Il9waG90b19zZXNzaW9uX2lkIiwiZGMiOiJpZGxfMTkxMTQxMDMzIiwicCI6InYxfDEwMTI3NTg4fDE5MTE0MTAzMyIsImsiOiJwaG90by8xOTExNDEwMzMvaHVnZS5qcGciLCJtIjoiMSIsImQiOiJzaHV0dGVyc3RvY2stbWVkaWEifSwiNnc2eVdJUDE1dkVnTStCSVZWSHBtRTJPazZFIl0%2Fshutterstock_191141033.jpg&racksite_id=ny&chosen_subscription=1&license=standard&src=gcFbd7PDCc1WaURg3XLuug-1-16">Shutterstock</a></span>
</figcaption>
</figure>
<p><strong>4.</strong> Exercise your writing skills: By all means practise writing essays, but not for the sake of memorising them. Rather, writing practice essays helps to organise your thoughts and limber up your writing “muscles”. </p>
<p>Here is another tip that you might have already figured out for yourself: writing is like physical exercise. You need to train up your writing skills as you would your body for a big race. So get training. And get inspired by reading some great writing before you start each day.</p>
<p><strong>5.</strong> Embrace the open-endedness, ambiguity and richness of literature, history and language studies. This is probably the biggest challenge of all – and not everyone can or wants to do this - but perhaps the most rewarding too. Not everything has been said about Othello, though it might feel that way. </p>
<p>The reasons for the decline of Rome seem almost too well known, but the resonance of Roman ideals still matters today in countless ways. The intricacies of ancient Greek, the complexity of French verbs and elusiveness of German syntax require the mastery of seemingly endless rules, but their application still requires flair and creativity. The humanities are, after all, ultimately about what it means to live, feel and think as a human being.</p>
<p>Plan to do your best in your exams and train accordingly. But don’t miss out on the extraordinary journey of ideas, concepts and stories you’ve been on. It will keep you fresh for examination day. </p>
<p>More importantly, it’s what will stay with you long after you’ve finished the exam and much longer than whatever marks you ultimately receive on the day.</p>
<hr>
<p>This is the first article in the Exam Guide series.</p><img src="https://counter.theconversation.com/content/31789/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Duncan Ivison receives funding from the ARC.</span></em></p>How do you best prepare for your exams in humanities subjects? As Dean of an Arts and Social Sciences faculty, I have been asked this question frequently when speaking to high school students over the…Duncan Ivison, Dean, Faculty of Arts and Social Sciences, Professor of Political Philosophy, University of SydneyLicensed as Creative Commons – attribution, no derivatives.