# data[].attributes.body
The goal of the study skill is to be comfortable asking meaningful questions of professors and instructional staff.

# data[].attributes.headline
students take notes in lecture and discussion

# data[].attributes.subject
students take notes in lecture and discussion

# data[].attributes.body
The goal of this is to learn from what your friends know to fill in knowledge gaps.

# data[].attributes.headline
Start writing down what professor has, then refine to what will help you 

# data[].attributes.subject
Start writing down what professor has, then refine to what will help you 

# data[].attributes.headline
I could show students where to find past exams.

# data[].attributes.subject
I could show students where to find past exams.

# data[].attributes.body
The goal of predicting test questions is to have students get in the mindset of the professor and build a deeper understanding of the concepts. Writing a (good) problem is often a much more demanding task than solving the same problem, which is why I think this is a very valuable skill.

# data[].attributes.body
By having a PAL culture where we work in groups every week, students are introduced and are modeling this important study strategy.

# data[].attributes.headline
Ask students to refer to their notes and show the importance of that

# data[].attributes.subject
Ask students to refer to their notes and show the importance of that

# data[].attributes.headline
Show your notes since you do attend lecture once a week.

# data[].attributes.subject
Show your notes since you do attend lecture once a week.

# data[].attributes.headline
Have students demonstrate to me that they know how to find the exams. 

# data[].attributes.subject
Have students demonstrate to me that they know how to find the exams. 

# data[].attributes.body
This can be introduced well as a wrap up or a warm up/wrap up pair. Initially, I would choose a specific topic for students to write a question in (e.g. factoring) and show two very different examples of this type of problem. Then students would be prompted to create their own test question. Students could also trade questions to quiz each other and give feedback on their peers' questions.

# data[].attributes.body
to practice studying with friends in the PAL session, as a facilitator I should try to encourage the discussion instead of just answering their questions

# data[].attributes.body
If a student asks a question about class administration, or about quizzes, etc., I will say that they should ask the course professor or TA. During the PAL session activity, I will try and mold students to ask me a precise question about the activity, rather than a simple "How do I do this?"

# data[].attributes.headline
Have students bring in a copy of the exam.

# data[].attributes.subject
Have students bring in a copy of the exam.

# data[].attributes.body
I will announce the professor's office hours in PAL, and encourge students to make office hours part of a study habit.

# data[].attributes.body
You can't really force people to join study groups but it could help if you allow the students to maybe get to know eachother so that they feel comfortable meeting up outside of class time.

# data[].attributes.body
I will praise students who attend office hours, and continually state the value of them as exams and quizzes approach

# data[].attributes.body
I accidentally included this is introducing and modeling the skill...look at that response! (Starting with "Then students would be prompted...")

# data[].attributes.body
I think it might work to either (1) have a spot on the worksheet every week to write your own problem and have a peer solve it, or (2) every couple weeks use predicting test questions as a brief wrap up. Then I could take students wrap up questions and use them on the next warm up.