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Find your next read with help from the NKHS Library!

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Skip to main content

It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Skip to main content It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.

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Use this template to help you set goals.

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Estimate how long you need to spend on a class daily to complete the required tasks.

Setup a rough schedule (including breaks) of time you have available to work on these tasks.

Review & Prioritize this schedule daily to stay on top of your work.

Big Picture Schedule Example

Big Picture Schedule Template

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Learn how meditation can improve your life.

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All it takes is 10 mindful minutes | Andy Puddicombe | TED

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How to communicate politely and effectively via email.

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14 tips to help students write better emails to teachers

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An email to a teacher should have a clear purpose. It should be written in a polite and professional tone. Be sure to open with a proper greeting and sign off with your name. Here are 14 tips for writing a good email to a teacher.

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Communicate effectively in your classes.

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Take short breaks (5 minutes or less) often (every 30 minutes)

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How a student changed her study habits by setting goals and managing time | Yana Savitsky | TEDxLFHS

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Seven tips for setting up a productive learning space at home

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We know that many families expect to have their kids participate in some form of distance learning this school year. Here are some practical suggestions to help you set up a learning space at home for your child to study, do homework, or attend online classes.

1. Choose a location based on your child's learning preferences. If they prefer silence, a spare room or their bedroom could be good options. If they enjoy some background noise, consider choosing a spot in the kitchen or near your office if you're working from home. If there are several location options, you can have your child try each one to see which works best for them.

2. Eliminate distractions. Ask your child to turn off their phone and social media when they're learning, and have the TV off as well. For older children, you may want to check out apps and tools that can help eliminate distractions like freedom.to, Stayfocusd, Dewo, or SelfControl. You can experiment with playing instrumental music to block other sounds or to break silence. Some find this helpful and others do not.

3. Make it comfortable-but not too comfortable. Choose a chair that your child can comfortably sit in for long periods of time, and ensure they have a desk or other flat surface that can accommodate their books, laptops, and other learning supplies. Note: we do not recommend using a bed as learning space; you don't want your child to fall asleep in the middle of their lessons! Also, doing things besides sleeping in bed can lead to trouble falling and staying asleep at bedtime.

4. Ensure the learning space has good lighting. This can include natural lighting from windows or light from lamps.

5. Have all of your child's supplies-pencils, paper, calculators, for example-easily accessible in their learning space. Encourage your child to keep their space organized and clutter-free. Perhaps you could incentivize them with a small reward each week if they successfully keep their space clean.

6. Encourage your child to personalize their learning space by adding decorations, artwork, or anything else that might help them to stay motivated and be inspired.

7. If possible, the learning space should only be used for learning; this includes attending classes, doing homework, studying, for example. If this is not possible, and you'll be using a shared or multipurpose space, do what you can to signal to your child when it's time to learn. Clear away all other materials from that space, have your child's studying supplies at hand, keep it organized, and ensure there is good lightning and no distractions. Having decorations that are only used when learning could also help signal to your kids that it's time to learn.

If you have multiple kids and limited space, try staggering the use of the shared space by giving each child a schedule for using the space. Give each child a box to organize and store their studying materials. They can take this box and set up in various spaces as needed.

Once you've established a learning space for your child, it's time to collaborate with them to set goals for the school year and create a weekly schedule for how they'll use the space. For our goal setting tips, see this article. You can develop your child's learning schedule based on the guidance you've received from their school, such as online classes or recommended hours of homework per week. If you haven't received guidance from your school or are homeschooling, you can refer to our suggested daily schedules ( también disponibles en español) and adapt them for your family. Be sure to include time for breaks, meals, and physical activity in your schedule. Be generous with the number of short breaks during learning time, especially with younger learners. If you have young kids, you may want to schedule in time that they can expect to spend with you and have you check on them.

We hope you find these suggestions helpful. What other tips do you have for setting up a learning space for your kids? Share them with us on Facebook or Twitter.

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Seven tips for setting up a productive learning space at home (article) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Find FREE colorful planners here!

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About a week or so ago, feeling overwhelmed by the length of my to-do list and needing a break from actually accomplishing anything on it, I picked up my iPad and sketched out (what I thought was) a pretty to-do list.

Once I finished, I shared the image above and link to the PDF on twitter just for fun ( grab a copy here, if you need a pretty to-do list to make you happier, too). Ms. Ellman (@Msjelleman) responded to my tweet, "I love this. I need to look through what you've made more to see if you have something like this for students? I can't find a good digital student planner that works for my high school students." I let her know that I've never created a student planner, but I'd be willing to try - and then we started collaborating on what should be included and how it should look.

My first try started with a weekly planner page created on an 8.5 x 11 inch google slide so that students (or adults) could print or type digitally:

I also worked up a cover, page for students to store links and write in their schedule. This wasn't what Ms. Ellman was envisioning, so we kept working - but if this might work for you - grab a copy of the rainbow planner HERE.

After brainstorming more with Ms. Ellman, we decided to include two pages per slide to make it look more like a real open planner. She also asked if I could make it more "fill-in-able" (which I loved because I, too, make up words when the right ones can't be found) meaning I needed to make it more obvious for students - who possibly haven't made using a planner a habit - what to write and where.

While a lot of the images are in the background of the slide, the words for the classes, empty boxes, and places for notes are all completely editable!

If this might help your students this year - grab a copy of the template above and share it with them!

Just in case you missed them - here are the links to each of the templates shared in this post:
Big Plans To-do List Rainbow Stripe Planner Template Teal Planner Template

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Student Planner and To-Do List Templates

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About a week or so ago, feeling overwhelmed by the length of my to-do list and needing a break from actually accomplishing anything on it, I picked up my iPad and sketched out (what I thought was) a pretty to-do list. Once I finished, I shared the image above and link to the PDF on...

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Made especially with NKHS schedule in mind!

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Plan out the whole month!

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Set alarms so that you are on time for your Zoom meetings. You can also set alarms to remind you to take breaks!

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Notecards to Note taking!

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Reward your self for studying

•Grab a good snack for studying

•Take a short break (5 minutes) after each 20-30 minute interval to do something you like (ie go outside, read a book, look at social media)

Study before bed

Get a good night’s rest before a test

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Find premade Kahoots! Or Quizlet to use as a practice.

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Teach concepts to a friend, sibling, pet or parent

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Teach concepts to a friend, sibling, pet or parent

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We understand:

•10% of what we read

•20% of what we hear

•30% of what we see

•50% of what we both see and hear

•70% of what we actively discuss with others

•80% of what we experience personally

•95% of what we teach to others

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What it is useful for:

Vocabulary/Definitions

Events/Dates

Anatomy

Ways to make it your own:

•Use pictures instead of terms or definitions

•Create “puzzle pieces” to put together matching concepts

•Use tech tools like quizlet

Hints:

•Keep definitions brief

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C.I.G. is supported in part by its readers. If you buy through our links, we may earn an affiliate commission.
Read more here.

1. Make Your Own Flash Cards

2. Mix Pictures and Words

3. Use Mnemonic Devices to Create Mental Connections

4. Write Only One Question Per Card

5. Break Complex Concepts Into Multiple Questions

6. Say Your Answers Out Loud When Studying

7. Study Your Flash Cards in Both Directions

8. Don't Treat Flash Cards Like a Silver Bullet

9. Better Flashcards Mean Better Studying

Flash cards are one of the classic study tools, and for good reason - they promote studying through active recall, which is one of the practices through which our brains learn most effectively.

However, many students use flash cards... well, I don't want to say they use them the wrong way - but they use them in ways that aren't very efficient. Some of the mistakes people make when making and studying flash cards include:

1. Making them in a way that leverages only rote memorization

2. Creating complex cards that don't force true recall - which leads people to mistake recognition for actual knowledge

3. Over-using flash cards, or using them when a different tool or study method would be more effective

I want to help you avoid making those mistakes, as flashcards can be very effective when they're used correctly. For example, when I was learning Japanese, I made extensive use of flashcards for studying kanji. Doing so helped me learn very quickly.

You're probably studying a subject right now that would benefit from flash card study as well, so it'd be useful to learn the best practices for making and studying those flash cards.

In this article, I'll go over 8 of those best practices. Let's get into it.

Lots of people like to share their flash card decks, and there are also plenty of flash card apps and programs out there that will let you download pre-made decks and start studying instantly.

I think using pre-made cards can sometimes be useful - such as a case where you have an unreasonably high number of facts to learn and you're in a time crunch - but in most cases, you'll serve your brain better by making your own flash cards.

One of the most important and integral parts of the learning process is the act of:

Intaking new information

Wrangling with it in your brain

Creating something new with it - your own words, pictures, and methods of explaining that information

Doing so creates strong neural pathways, which enable you to easily retrieve what you've learned at a later date. That's why one of professor Marty Lobdell's tips in his Study Less, Study Smart lecture was to teach what you're learning - doing so forces you to present the information in your own words.

When you use pre-made flash cards, you're skipping that entire part of the process. In most cases, the time you save isn't worth it.

Plus, deciding to make your own flash cards gives you the ability to customize them and make them better. The next four tips will show you exactly how.

Adding pictures to your cards can make them a lot more memorable.

In cognitive psychology, there's a concept called the Picture Superiority Effect, which describes how people tend to remember imagery a lot better than they remember words.

When we think about it from an evolutionary perspective, this makes complete sense; written language has only been around for about 5,000 years (and Homo Sapiens have been trotting the globe for over 200,000), and our brains have evolved to be very sensitive to imagery. The locations of food, the animals that want to eat us or stomp us into the ground - these things are far more important to our brains than abstract squiggles on a page.

However, this doesn't mean that you should replace the words on your cards with pictures. Our brains are surprisingly adaptive, and it turns out that a mixture of pictures and words works better than pictures alone.

A 1985 study done in Toronto found that:

"A post-picture sentence improves attention to and perhaps rehearsal of the representation of the picture following its display."

By adding descriptive sentences - or even single terms - alongside pictures, you can increase your brain's ability to recall what you're studying.

Learn more

In preparation for writing this article, I decided to start learning and memorizing the Periodic Table of Elements.

I thought this would be a fun challenge, since I actually never took chemistry in high school, and I find science a lot more interesting now than I did back then. Additionally, it gave me the opportunity to make my own flash cards, which I was able to use as examples here.

You can see some of my chemistry flash cards above - and you might think they look a bit weird. What the heck do all these dumb drawings have to do with elements?

Here's how they're relevant: They're mnemonic devices. Now, a mnemonic devices is anything that helps you build an association between two pieces of information in your mind.

A classic mnemonic that almost everyone knows is ROY G. BIV - the acronym that helps you remember the order of the colors in the visual light spectrum. Rhymes make good mnemonics, too. You've probably heard this one:

In 1492, Columbus sailed the ocean blue.

That rhyme fails to convey how awful of a person Columbus was, but it does help us remember the date quite nicely.

In addition to acronyms and rhymes, associative images make for great mnemonics as well. That's what my images are:

A neon sign is helping Marlin find NEmo. Ne = Neon

A diver saying "Oh no" because his oxygen line has been cut. O = Oxygen

C-3Po greeting carbon-based lifeforms. C = Carbon

Neo Cortex, who has a big N on his forehead, is a character in Crash Nitro Cart. N = Nitrogen

The weirder and wackier your associations are, the more easily you'll remember them. That's because your brain is adapted to remember things that are out of the ordinary. It readily deletes mundane things like the chit-chat you had buying your morning coffee, or which Ninja Turtle was on the underwear you put on this morning.

So feel free to make your pictures crazy. Also, remember that you're making these cards for you; it doesn't matter if the associations make sense to other people. They should be making their own cards.

Let's imagine for a second that you're taking a class on the History of Aircraft. I mean, why wouldn't you? Airplanes are freaking awesome.

Anyway, now you're studying for an exam and you need to know some information about the first airplane: The Wright Flyer.

So you pull out a flash card. On the front, you write, "First Airplane". Then, on the back, you include a few facts:

Wright Flyer

Flew in 1903

Flew four times

Used a sprocket chain drive

...and just like that, you're now the proud owner of a bad flash card. Here's why.

By including multiple facts on one card, you're more likely to run into illusions of competence.

These happen when you think you know something that you actually don't - a situation that usually arises when your brain mistakes recognition for recall.

Our brains are really good at recognizing things we've seen before. However, recall isn't the same thing - recall is the act of retrieving something from memory without an explicit cue.

When you study a flash card with multiple facts on it, you risk making this mistake. Say you pull out your "First Airplane" card later on during a study session. You're going quickly, and your brain readily pulls up the first three facts. Wright Flyer... check! 1903... double check! Flew four times... easy.

You forgot about the sprocket chain drive... but then you turn the card over, see it listed with the other facts, and say to yourself:

"Oh yeah, I knew that."

...and then you move on. You feel like you know the card since you got it mostly right, and because you recognized the fourth fact.

By ensuring that each of your cards only contains one question or fact, you won't run into this mistake.
Looking for more study tips? Check out this master list.
This tip builds off of the previous one, but it's important enough to have its own spot on the list.

See, some concepts or ideas are too complex to be encapsulated in one question. These kinds of concepts need to be broken down into multiple questions in order to be studied well using flash cards.

Take the card above. I've colored the Periodic Table this way in order to represent the different groupings of elements - which is a great way to start memorizing those elements.

Technically, we could build one question here:

"What are the element groupings on the Periodic Table?"

But, turning the card over, we see this:

Once again, we've got a card that invites those pesky illusions of competence. Maybe you can name all but one of the element groupings - but the last one might tag along and masquerade as a fact you can recall.

Alternatively, if you made card that simply asked for one of those element groupings, you'd know for sure whether you got it right or wrong once you turned that card over.

When I've studied with flash cards in the past, I've always studied them by myself - and I did so silently.

As a result, I'd get annoyed when my girlfriend would ask me to run through her art history flash cards with her. Now, though, I realize she was onto something - by having me quiz her on her cards, she was forced to say her answers out loud and have me verify them.

This is yet another way to keep those illusions of competence at bay, as there was no way to fudge the answers.

However, if you don't have a buddy or reluctantly willing significant other around to quiz you, you can get a lot of the same benefits by simply saying your answers out loud before flipping your flash cards. That way, you're committing to your answer before checking it.

When you're studying your flash cards, make sure you review them from both sides. By doing this, you're going to build strong neural pathways that can be traced easily in both directions. It's kinda like learning to skate in both regular and goofy stances:

If you don't do this, you increase the probability that you'll only be able to recall a one side of a card easily.

For example, the chemical symbol for the element beryllium is Be. If you've got a flash card with the symbol and the element name on either side, but you only ever ask yourself, "What does Be stand for?", then you might run into a test question like:

"What's the chemical symbol for beryllium?'

...and totally choke on the answer. So build those bi-directional pathways, friend.

Remember that flash cards are only one method of reviewing material. There are lots of others that may be more effective, depending on what type of material you're studying and how far you are into the learning process.

Instead of using flash cards, you might:

Write an explanation in your own words

Create a quiz

Take a practice test written by someone else

Work lots of practice problems (your go-to strategy for math)

Make mind maps or Venn diagrams

Flash cards are very good at helping you drill relationships between two pieces of information - but that's it. That makes them good for learning definitions, vocabulary words, etc - but it makes them a particularly bad study tool for information that fits into a larger visual or organizational hierarchy.

For example, imagine trying to learn all the atomic numbers of the elements of the Periodic Table using flash cards. You'd have to rely entirely on mnemonics to do that; there's no obvious connection between the numbers and the element names. Magnesium is pretty easy to tie to Mg - but it's not easy to tie to the number 12.

Moreover, the layout of the Periodic Table is much more effective for learning those numbers. By learning the groupings and using other mnemonics, you can quickly get to the point where filling in the entire table from memory becomes easy. From there, you can simply pick a box and figure out its number.

Hopefully these tips will help you make better flash cards in the future, no matter what subject you're studying.

Looking for apps to make it easier to study and manage your flashcards? Check out this guide.

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8 Better Ways to Make and Study Flash Cards

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C.I.G. is supported in part by its readers. If you buy through our links, we may earn an affiliate commission. Read more here.

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Create a Practice Test or Practice Questions

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Create a Practice Test or Practice Questions

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•Use assignments from the class to help you

•Things your teachers give you=important

•Make sure you take the test when you are done with it

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Time Management Strategies for Remote Learning 

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Time Management Strategies for Remote Learning 

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Check in with your teachers, most offer classes 4 days a week, are you attending all of them?

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Guided meditation brought to you from your friends at Kahn Academy!

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If your in-class notes are messy, unorganized, and unclear at first glance, you're not going to get much use out of them. This has nothing to do with how neat your handwriting is - it's all about how your notes are structured.

One of the most effective ways to remember (and understand) what you are learning in class is to take effective notes in the classroom.

Why Are Effective Note Taking Skills Important?

Better notes will help you remember concepts, develop meaningful learning skills, and gain a better understanding of a topic. Effective notes will even lead to less stress when test time comes around!
Learning how to take better study notes in class helps improve recall and understanding of what you are learning because it:

Ensures you are actively listening to what the teacher is saying

Requires you to think about what you are writing

Helps you make connections between topics

Serves as quality review material for after class

Using different note taking strategies is important, especially as you progress through high school and transition to college or university. There are several note taking techniques you can use to start taking better notes in class.

Start taking better study notes

Get more out of your study sessions with the complete study toolkit
including note taking templates, tips, and more.

Get The Toolkit

Try these 5 methods to find the best note taking method for you!

The Cornell Method

The Cornell note taking method helps organize class notes into easily digestible summaries. This method is effective because the main points, details, study cues, and summary are all written in one place.

Advantages:

Notes are neatly organized, summarized, and easy to review

Allows you to pull out major ideas and concepts

What Does it look like?

The paper is divided into 3 sections: a 2.5" margin to the left, a 2" summary section on the bottom, and a main 6" in-class note section.

1. Use the main notes section to take notes during class.

2. Use the cues section to review your notes. After class, write down things you'll need to remember and a prompt for each. You can also use this section for vocabulary words and study questions.

3. In the summary segment at the bottom, write a summary of your notes. This is where you will highlight the main points.

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The Mapping Method

The Mapping note taking method is a more visual way to organize your class notes. This technique is useful when learning about relationships between topics.

Advantages:

Useful for visual learners who struggle with studying from notes.

Helps you remember and connect relationships between topics.

What Does it look like?

The page is organized by topic. The main topics branch out into subtopics with detailed information about each.

How Do You Use It?

1. While in class, begin the map with the main topic.

2. Branching off the main topic, write a heading for each of the subtopics.

3. Write any important notes underneath each subtopic.

4. Continue the pattern.

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The Outlining Method

The Outlining note taking method uses headings and bullet points to organize topics. This method is most useful when learning about topics that include a lot of detail.

Advantages:

Allows notes to be neatly organized.

It is easy to see the relationship between topics and subtopics.

It is easy to turn points into study questions.

What Does it look like?

Each section starts with a heading of the main topic. Each subtopic and supporting fact is written underneath the proper heading.

How Do You Use It?

1. During a lesson, begin your notes with a single bullet point and write the main topic.

2. Place the first subtopic below and indented slightly to the right.

3. List any details below your heading and slightly to the right.

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The Charting Method

Charting note taking method uses columns to organize information. This method is useful for lessons that cover a lot of facts or relationships between topics.

Advantages:

Facts are organized and easy to review.

Highlights key pieces of information for each topic.

What Does it look like?

The page is divided into columns labeled by category. The details of each category are filled out in the rows below.

How Do You Use It?

1. When information about a category is mentioned, jot it down underneath the proper column.

2. When the next topic begins move down one row and begin again.

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The Sentence Method

The Sentence note taking method is simply writing down each topic as a jot note sentence. This method works well for fast paced lessons where a lot of information is being covered.

Advantages:

Jotting main points helps you determine which information is important and which is not.

You are able to cover a lot of details and information quickly.

Notes are simplified for study and review.

What Does it look like?

Each line on the page is a new and separate topic. To organize your notes even more, you can use headings for each main topic.

How Do You Use It?

1. Write down important information the teacher has emphasized. This can be in sentence form or point form.

2. Start a new sentence or point for each new detail.

3. Use headings to organize points by main topics.

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Better Grades Start With Better Notes

Taking organized and thoughtful notes can help improve your understanding and recall of what you have learned in class. Try these methods of note taking in your next classes and see which one works best for you!

Check out our video for more tips on how to boost note-taking confidence.

To learn other ways to make school a breeze, visit the resource section or learn how Oxford Learning's tutoring programs can help you build skills to become a better learner.

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How To Take Study Notes: 5 Effective Note Taking Methods

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Discover 5 methods of note taking to improve memory and make studying a breeze. Learn how to start taking better, more effective notes with these tips!

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Have your friends help you succeed!

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This toolkit has been assembled in collaboration with Tutorial Services to help you make the most of your study groups! Check out the information below or download the PDF document to save and share.

Study halls vs. study groups

Study halls

Independent studying with a group of people

Creates a sense of community

Set times with regular breaks

Meetings are not mandatory

Study groups

Students from the same course working together to a shared goal

Smaller groups (3-5 people)

Set times

Meetings are mandatory

Things to think about

Groups can be private or public (think about who you would like to have access)

Make sure you provide a description with the goals and norms for the group

Think about how you want to moderate the group

Tips for an active study group

1. Create a schedule. Plan when and where. Stay consistent.

2. Schedule breaks. Schedule in phone breaks and time for chatting so you can stay focused while working.

3. Come prepared. Complete all assignments, review notes and write down any questions.

4. Assign roles. Note-taker, facilitator, time keeper etc. Try to volunteer for roles that stretch you!

5. Create group norms. What is the purpose of the group? What is expected of each member?

6. Set goals. Set goals for each meeting-what do you want to get done?

Being a positive group member

Organize your study environment

Keep your space organized and away from distractions.

Ask questions

Stay active during group discussions! Ask questions and make sure you understand.

Stay positive

Remind your group about the importance of staying positive-you are all here to learn!

Running your virtual study group

1. Check-in

Review group norms. This is important to make sure everyone knows the expectations.

Set goals for today. What do you hope to accomplish during this meeting?

Check-in with group members. Ask how everyone is feeling. Is there anything we should be aware of?

2. Work

Create a schedule to meet all your goals. Make a plan for today and stick with it!

Make time for breaks. Taking times for breaks will make your work time more focused.

Stay on topic. You are all here to learn. Make the most of your time together.

3. Check-out

Review what was accomplished. Did you cover everything? What was missed?

Divide roles/tasks for next meeting. Plan what needs to get done before you meet again.

Check-out activity. Ask how everyone is feeling. Were everyone's needs met?

Additional resources

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This toolkit has been assembled in collaboration with Tutorial Services to help you make the most of your study groups! Check out the information below or download the PDF document to save and share. 📄 Download the Virtual Study Group Toolkit PDF Study halls vs. study groups Study halls vs.

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You don't have to be the smartest or most skilled to become successful. The secret, effort.

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The Secret to Student Success | Arel Moodie | TEDxYouth@ClintonSquare

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If your in-class notes are messy, unorganized, and unclear at first glance, you're not going to get much use out of them. This has nothing to do with how neat your handwriting is - it's all about how your notes are structured.

One of the most effective ways to remember (and understand) what you are learning in class is to take effective notes in the classroom.

Why Are Effective Note Taking Skills Important?

Better notes will help you remember concepts, develop meaningful learning skills, and gain a better understanding of a topic. Effective notes will even lead to less stress when test time comes around!
Learning how to take better study notes in class helps improve recall and understanding of what you are learning because it:

Ensures you are actively listening to what the teacher is saying

Requires you to think about what you are writing

Helps you make connections between topics

Serves as quality review material for after class

Using different note taking strategies is important, especially as you progress through high school and transition to college or university. There are several note taking techniques you can use to start taking better notes in class.

Start taking better study notes

Get more out of your study sessions with the complete study toolkit
including note taking templates, tips, and more.

Get The Toolkit

Try these 5 methods to find the best note taking method for you!

The Cornell Method

The Cornell note taking method helps organize class notes into easily digestible summaries. This method is effective because the main points, details, study cues, and summary are all written in one place.

Advantages:

Notes are neatly organized, summarized, and easy to review

Allows you to pull out major ideas and concepts

What Does it look like?

The paper is divided into 3 sections: a 2.5" margin to the left, a 2" summary section on the bottom, and a main 6" in-class note section.

1. Use the main notes section to take notes during class.

2. Use the cues section to review your notes. After class, write down things you'll need to remember and a prompt for each. You can also use this section for vocabulary words and study questions.

3. In the summary segment at the bottom, write a summary of your notes. This is where you will highlight the main points.

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The Mapping Method

The Mapping note taking method is a more visual way to organize your class notes. This technique is useful when learning about relationships between topics.

Advantages:

Useful for visual learners who struggle with studying from notes.

Helps you remember and connect relationships between topics.

What Does it look like?

The page is organized by topic. The main topics branch out into subtopics with detailed information about each.

How Do You Use It?

1. While in class, begin the map with the main topic.

2. Branching off the main topic, write a heading for each of the subtopics.

3. Write any important notes underneath each subtopic.

4. Continue the pattern.

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The Outlining Method

The Outlining note taking method uses headings and bullet points to organize topics. This method is most useful when learning about topics that include a lot of detail.

Advantages:

Allows notes to be neatly organized.

It is easy to see the relationship between topics and subtopics.

It is easy to turn points into study questions.

What Does it look like?

Each section starts with a heading of the main topic. Each subtopic and supporting fact is written underneath the proper heading.

How Do You Use It?

1. During a lesson, begin your notes with a single bullet point and write the main topic.

2. Place the first subtopic below and indented slightly to the right.

3. List any details below your heading and slightly to the right.

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The Charting Method

Charting note taking method uses columns to organize information. This method is useful for lessons that cover a lot of facts or relationships between topics.

Advantages:

Facts are organized and easy to review.

Highlights key pieces of information for each topic.

What Does it look like?

The page is divided into columns labeled by category. The details of each category are filled out in the rows below.

How Do You Use It?

1. When information about a category is mentioned, jot it down underneath the proper column.

2. When the next topic begins move down one row and begin again.

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The Sentence Method

The Sentence note taking method is simply writing down each topic as a jot note sentence. This method works well for fast paced lessons where a lot of information is being covered.

Advantages:

Jotting main points helps you determine which information is important and which is not.

You are able to cover a lot of details and information quickly.

Notes are simplified for study and review.

What Does it look like?

Each line on the page is a new and separate topic. To organize your notes even more, you can use headings for each main topic.

How Do You Use It?

1. Write down important information the teacher has emphasized. This can be in sentence form or point form.

2. Start a new sentence or point for each new detail.

3. Use headings to organize points by main topics.

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Better Grades Start With Better Notes

Taking organized and thoughtful notes can help improve your understanding and recall of what you have learned in class. Try these methods of note taking in your next classes and see which one works best for you!

Check out our video for more tips on how to boost note-taking confidence.

To learn other ways to make school a breeze, visit the resource section or learn how Oxford Learning's tutoring programs can help you build skills to become a better learner.

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How To Take Study Notes: 5 Effective Note Taking Methods

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Discover 5 methods of note taking to improve memory and make studying a breeze. Learn how to start taking better, more effective notes with these tips!

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Use this template to help you set goals.

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Why do you take notes? What do you hope to get from your notes? What are Cornell Notes and how do you use the Cornell note-taking system?

There are many ways to take notes. It's helpful to try out different methods and determine which work best for you in different situations. Whether you are learning online or in person, the physical act of writing can help you remember better than just listening or reading. Research shows that taking notes by hand is more effective than typing on a laptop. This page and our Canvas module will teach you about different note-taking systems and styles and help you determine what will work best for your situation.

In our Cornell Note Taking System module you will:

Examine your current note taking system

Explore different note taking strategies (including the Cornell Notes system)

Assess which strategies work best for you in different situations

The best way to explore your current note-taking strategies and learn about the Cornell note taking system is to go through our Canvas note taking module. The module will interactively guide you through how to use Cornell Notes - click on the link here or the button below. This module is publicly available.

Just want to see a bit more about Cornell Notes? You can view the videos below.

Watch: What are Cornell Notes?

Watch: Learn how students use the Cornell Note Taking System

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Why do you take notes? What do you hope to get from your notes? What are Cornell Notes and how do you use the Cornell note-taking system? There are many ways to take notes. It's helpful to try out different methods and determine which work best for you in different situations.

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Stella Cottrell, the author of a number of bestselling study guides, writes for Student.com on key exam tips and strategies to follow when you're in the exam room.

The day of the exam arrives. Hopefully, you have revised and prepared well. But are there exam tips and strategies that you can use even in the exam room to improve your grades? The good news is 'yes!'

1. Manage your mindset

It is natural to feel anxious about exams but with good strategies, you can actually enjoy them! If you do feel anxious, then direct that nervous energy into positive channels. Remember that some stress has a beneficial effect. It can help you to stay alert, focused on the exam and energised.

Don't give your mind the time to drift into anxious thoughts. If it does, then gently guide it back to a concrete task, such as planning your time, jotting down useful facts and figures to use in later questions, proof-reading your work, thinking about ways to gain extra marks and remembering these exam tips!

2. Get to know your exam paper

Don't race to start writing before you have checked through the paper. Read the instructions and all questions slowly and at least twice. Highlight how many questions you must answer from every section.

3. Make every minute count

Once you are clear about the questions you will answer, plan your time. Write down quickly the time that you will begin each section or question. Plan to finish at least ten minutes before the end of the exam, so you have time to check over your paper.

Then, stick to your time plan. You are more likely to do well if you attempt all your planned questions than writing brilliant answers to some but not attempting others.

If you have a choice of questions, consider whether some of these will take you longer to answer. If any questions carry more marks, then spend more time on those. A lot of people find it helpful to begin with the questions that they find easiest, and come back later to those they find more challenging.

4. Think like an examiner

Examiners have to mark many papers at speed - they don't have time to sit and consider what you might have meant by your answers. You can help them to see where you deserve marks by providing answers that are clear and easy to read. It's a simple exam tip, but can make a real difference.

5. Write in shorter sentences

Another simple, but useful exam tip is to keep most sentences short and focused. That will help with clarity and in making every point stand out for the examiner. It also makes it faster and easier for you to check your work and correct it.

6. Answer the question

Check carefully what the question is about. Select the right information to answer it and don't include unnecessary information. Don't just write down everything you know on the general topic, as that suggests you don't really understand the question. It also wastes valuable time.

7. Structure and select

For longer answers, organise your material clearly in sections. For essays, always write an introduction and conclusion. That helps the examiner to read your work easily and to follow your reasoning.

8. Show off your critical thinking abilities

For longer answers, provide strong reasons and evidence for the points that you make - just as you would for a good coursework essay or report. You can find out more about critical thinking in my book on this topic, Critical Thinking.

9. 'I can't believe I did that!' Avoid the obvious mistakes

Every year, students lose marks unnecessarily for silly errors. For example, they forget to check whether there are questions on both sides of the exam paper. They misread questions. They answer too few - or too many - questions. They number their answers incorrectly, which means they have the wrong answer against the test question. This exam tip is important because when this sort of thing happens, so many marks can be lost.

10. Final checks

Check carefully through all of your answers, looking for any accidental errors. Read through slowly to check for missing words and to see that your answers make sense. If you spot mistakes, change them, even if that makes hand-written papers look a bit untidy. Plan your time well so you are able to make these essential final checks.

11. What if I am running out of time?

If this does happen, don't panic! Aim to write at least a short overview of what you would have covered if you had time. Make a list of some of the arguments and details that you would have included.

12. Food for thought

Stay hydrated - drink water. If you are allowed snacks, foods such as nuts will give you a gradual release of energy across the exam. Sweets or chocolate may give you an initial 'rush' but leave you feeling tired later in the exam.

Achieving peak performance

Outside of these exam tips and strategies, you could perform even better if you prepared well from several weeks, or even months, leading up to an exam. To develop a strong exam preparation programme, you can use The Exam Skills Handbook.

Finally - very good luck with your exams!
Stella Cottrell is Pro-Vice-Chancellor for Learning, Teaching and Student Engagement at the University of East London, UK. She has an international reputation for teaching and learning with her best selling publications for staff and students being used by universities and colleges around the world.
If you're looking for student accommodation, check out the hundreds of options available on Student.com. We list student accommodation in the UK, as well as dozens of other countries around the world, including student housing in USA and Australia.

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Expert Tips and Techniques for Exams | Student.com

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Stella Cottrell, the author of a number of bestselling study guides, writes for Student.com on key exam tips and strategies to follow when you're in the exam room. The day of the exam arrives. Hopefully, you have revised and prepared well.

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Welcome to student technology assistance. Our district technology team is able to assist students and families with technical issues with student devices.If you need assistance with Teams support, Seesaw support, Zoom support, or K12/Fuel Education support, please contact your student's school first.

Below are links to several common troubleshooting issues. Please click the links to view the instructions.

Passwords for logging onto a district computer AND/OR Office 365

Students: Remember that your Office 365 login and password is the same one you used to log into a computer at school!

For elementary students, the login is the student's ID number (starts with "09") followed by @nkschools.org (example: 0912345@nkschools.org). The password is the student's first name initial and last name initial followed by .nk2020 (example: ab.nk2020).

For secondary students, the login is the student's ID number (starts with "09") followed by @nkschools.org (example: 0912345@nkschools.org. The password is set by the student. If a student forgets their password, they will need to contact their school or teacher to get it reset.

Common Troubleshooting Issues

How to log into Office 365
Signing on to Office, Teams, Clever and Seesaw
E-Learning FAQ - Find common solutions to issues with Seesaw, Teams, Office 365, Clever, Zoom, Login/Access Help, Internet and Wifi
Login Instructions for District-Issued Laptops
Technology Specifications for Digital Devices

Fuel Education Support
Fuel Education 6-12 Support
Fuel Education K-5 Support
NK Online Academy Office Line: (360) 396-3575

Student tech help request

If you are continuing to have technical issues with your device after attempting the troubleshooting steps above, you may submit a Student Tech Help Request.

Note: Turn around time on tech help requests may be greater than one business day due to the high volume of requests. Thank you for your patience!

Student Tech Support Help Line

Using the Tech Support link is the preferred method for assistance.

You may also call the Tech Support Help Line at (360) 396-3953 from 8:00 to 3:30 on school days. Due to the high volume of calls, we highly recommend submitting the tech help request using the form above.

Please do not use the help line to follow up on submitted tech requests, we promise to get back to you as soon as possible.

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Welcome to student technology assistance. Our district technology team is able to assist students and families with technical issues with student devices.If you need assistance with Teams support, Seesaw support, Zoom support, or K12/Fuel Education support, please contact your student's school first. Below are links to several common troubleshooting issues.

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Learn how to use Word, Excel, & PowerPoint.

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Try a training template to learn more about Word, Excel and PowerPoint. Or choose from thousands of free Office templates for any project.

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Try a training template to learn more about Word, Excel and PowerPoint. Or choose from thousands of free Office templates for any project. Learn by doing Find more walkthroughs in your app. Choose File > New and search for "learning". 3D modeling Get more templates

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Explore Learn how to create a character like Fei Fei - and solve complex problems like her, too - with a drawing tutorial from director Glen Keane and STEM lessons from Microsoft. Take imagination and science to new heights Offer Get $100 in Azure credit, try professional developer tools, and test out your new skills.

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Notetaking Strategy

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What are concept maps?

Concept maps are visual representations of information. They can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for students who learn better visually, although they can benefit any type of learner. They are a powerful study strategy because they help you see the big picture: by starting with higher-level concepts, concept maps help you chunk information based on meaningful connections. In other words, knowing the big picture makes details more significant and easier to remember.

Concept maps work very well for classes or content that have visual elements or in times when it is important to see and understand relationships between different things. They can also be used to analyze information and compare and contrast.

Making and using concept maps

Making one is simple. There is no right or wrong way to make a concept map. The one key step is to focus on the ways ideas are linked to each other. For a few ideas on how to get started, take out a sheet of paper and try following the steps below:

Identify a concept.

From memory, try creating a graphic organizer related to this concept. Starting from memory is an excellent way to assess what you already understand and what you need to review.

Go through lecture notes, readings and any other resources you have to fill in any gaps.

Focus on how concepts are related to each other.

Your completed concept map is a great study tool. Try the following steps when studying:

Elaborate (out loud or in writing) each part of the map.

List related examples, where applicable, for sections of the map.

Re-create your concept map without looking at the original, talking through each section as you do.

Examples of concept maps

Example 1: This example illustrates the similarities and differences between two ideas, such as Series and Parallel Circuits. Notice the similarities are in the intersection of the 2 circles.

Example 2: This example illustrates the relationship between ideas that are part of a process, such as a Food Chain.

Example 3: This example illustrates the relationship between a main idea, such as climate change, and supporting details.

Example 4: Outlining is a less visual form of concept mapping, but it might be the one you're most familiar with. Outlining by starting with high-level course concepts and then drilling down to fill in details is a great way to determine what you know (and what you don't know) when you're studying. Creating an outline to start your studying will allow you to assess your knowledge base and figure out what gaps you need to fill in. You can type your outline or create a handwritten, color-coded one as seen in Example 5.

Additional study strategies

A concept map is one tool that you can use to study effectively, but there are many other effective study strategies. Check out these resources and experiment with a few other strategies to pair with concept mapping.

Make an appointment with an academic coach to practice using concept maps, make a study plan, or discuss any academic issue.

Attend a workshop on study strategies to learn about more options, get some practice, and talk with a coach.

How can technology help?

You can create virtual concept maps using applications like Mindomo, TheBrain, and Miro. You may be interested in features that allow you to:

Connect links, embed documents and media, and integrate notes into your concept maps

Search across maps for keywords

See your concept maps from multiple perspectives

Convert maps into checklists and outlines

Incorporate photos of your hand-written mapping

Testimonials

Learn more about how a Writing Center coach uses TheBrain to create concept maps in our blog post, TheBrain and Zotero: Tech for Research Efficiency.

Works consulted

Holschuh, J. and Nist, S. (2000). Active learning: Strategies for college success. Massachusetts: Allyn & Bacon.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Learning Center, University of North Carolina at Chapel Hill

If you enjoy using our handouts, we appreciate contributions of acknowledgement.
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What are concept maps? Concept maps are visual representations of information. They can take the form of charts, graphic organizers, tables, flowcharts, Venn Diagrams, timelines, or T-charts. Concept maps are especially useful for students who learn better visually, although they ... Read more

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Study smarter not harder!

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Do you ever feel like your study habits simply aren't cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren't very effective in college. This is understandable, as college is quite different from high school. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. That doesn't mean there's anything wrong with you; it just means you need to learn some more effective study skills. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes.

This handout offers several tips on effective studying. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. Experiment with them and find some that work for you.

Reading is not studying

Simply reading and re-reading texts or notes is not actively engaging in the material. It is simply re-reading your notes. Only 'doing' the readings for class is not studying. It is simply doing the reading for class. Re-reading leads to quick forgetting.

Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994).

Ideas for active studying include:

Create a study guide by topic. Formulate questions and problems and write complete answers. Create your own quiz.

Become a teacher. Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class.

Derive examples that relate to your own experiences.

Create concept maps or diagrams that explain the material.

Develop symbols that represent concepts.

For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.

For technical classes, work the problems and explain the steps and why they work.

Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?

Organization and planning will help you to actively study for your courses. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Often professors provide subtopics on the syllabi. Use them as a guide to help organize your materials. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Label each pile with the topic and study by topics.

For more information on the principle behind active studying, check out our tipsheet on metacognition.

Understand the Study Cycle

The Study Cycle, developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning. For example, you may skip a reading before class because the professor covers the same material in class; doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you'll get from both reading ahead and attending class. Understanding the importance of all stages of this cycle will help make sure you don't miss opportunities to learn effectively.

Spacing out is good

One of the most impactful learning strategies is "distributed practice"-spacing out your studying over several short periods of time over several days and weeks (Newport, 2007). The most effective practice is to work a short time on each class every day. The total amount of time spent studying will be the same (or less) than one or two marathon library sessions, but you will learn the information more deeply and retain much more for the long term-which will help get you an A on the final. The important thing is how you use your study time, not how long you study. Long study sessions lead to a lack of concentration and thus a lack of learning and retention.

In order to spread out studying over short periods of time across several days and weeks, you need control over your schedule. Keeping a list of tasks to complete on a daily basis will help you to include regular active studying sessions for each class. Try to do something for each class each day. Be specific and realistic regarding how long you plan to spend on each task-you should not have more tasks on your list than you can reasonably complete during the day.

For example, you may do a few problems per day in math rather than all of them the hour before class. In history, you can spend 15-20 minutes each day actively studying your class notes. Thus, your studying time may still be the same length, but rather than only preparing for one class, you will be preparing for all of your classes in short stretches. This will help focus, stay on top of your work, and retain information.

In addition to learning the material more deeply, spacing out your work helps stave off procrastination. Rather than having to face the dreaded project for four hours on Monday, you can face the dreaded project for 30 minutes each day. The shorter, more consistent time to work on a dreaded project is likely to be more acceptable and less likely to be delayed to the last minute. Finally, if you have to memorize material for class (names, dates, formulas), it is best to make flashcards for this material and review periodically throughout the day rather than one long, memorization session (Wissman and Rawson, 2012). See our handout on memorization strategies to learn more.

It's good to be intense

Not all studying is equal. You will accomplish more if you study intensively. Intensive study sessions are short and will allow you to get work done with minimal wasted effort. Shorter, intensive study times are more effective than drawn out studying.

In fact, one of the most impactful study strategies is distributing studying over multiple sessions (Newport, 2007). Intensive study sessions can last 30 or 45-minute sessions and include active studying strategies. For example, self-testing is an active study strategy that improves the intensity of studying and efficiency of learning. However, planning to spend hours on end self-testing is likely to cause you to become distracted and lose your attention.

On the other hand, if you plan to quiz yourself on the course material for 45 minutes and then take a break, you are much more likely to maintain your attention and retain the information. Furthermore, the shorter, more intense sessions will likely put the pressure on that is needed to prevent procrastination.

Silence isn't golden

Know where you study best. The silence of a library may not be the best place for you. It's important to consider what noise environment works best for you. You might find that you concentrate better with some background noise. Some people find that listening to classical music while studying helps them concentrate, while others find this highly distracting. The point is that the silence of the library may be just as distracting (or more) than the noise of a gymnasium. Thus, if silence is distracting, but you prefer to study in the library, try the first or second floors where there is more background 'buzz.'

Keep in mind that active studying is rarely silent as it often requires saying the material aloud.

Problems are your friend

Working and re-working problems is important for technical courses (e.g., math, economics). Be able to explain the steps of the problems and why they work.

In technical courses, it is usually more important to work problems than read the text (Newport, 2007). In class, write down in detail the practice problems demonstrated by the professor. Annotate each step and ask questions if you are confused. At the very least, record the question and the answer (even if you miss the steps).

When preparing for tests, put together a large list of problems from the course materials and lectures. Work the problems and explain the steps and why they work (Carrier, 2003).

Reconsider multitasking

A significant amount of research indicates that multi-tasking does not improve efficiency and actually negatively affects results (Junco, 2012).

In order to study smarter, not harder, you will need to eliminate distractions during your study sessions. Social media, web browsing, game playing, texting, etc. will severely affect the intensity of your study sessions if you allow them! Research is clear that multi-tasking (e.g., responding to texts, while studying), increases the amount of time needed to learn material and decreases the quality of the learning (Junco, 2012).

Eliminating the distractions will allow you to fully engage during your study sessions. If you don't need your computer for homework, then don't use it. Use apps to help you set limits on the amount of time you can spend at certain sites during the day. Turn your phone off. Reward intensive studying with a social-media break (but make sure you time your break!) See our handout on managing technology for more tips and strategies.

Switch up your setting

Find several places to study in and around campus and change up your space if you find that it is no longer a working space for you.

Know when and where you study best. It may be that your focus at 10:00 PM. is not as sharp as at 10:00 AM. Perhaps you are more productive at a coffee shop with background noise, or in the study lounge in your residence hall. Perhaps when you study on your bed, you fall asleep.

Have a variety of places in and around campus that are good study environments for you. That way wherever you are, you can find your perfect study spot. After a while, you might find that your spot is too comfortable and no longer is a good place to study, so it's time to hop to a new spot!

Become a teacher

Try to explain the material in your own words, as if you are the teacher. You can do this in a study group, with a study partner, or on your own. Saying the material aloud will point out where you are confused and need more information and will help you retain the information. As you are explaining the material, use examples and make connections between concepts (just as a teacher does). It is okay (even encouraged) to do this with your notes in your hands. At first you may need to rely on your notes to explain the material, but eventually you'll be able to teach it without your notes.

Creating a quiz for yourself will help you to think like your professor. What does your professor want you to know? Quizzing yourself is a highly effective study technique. Make a study guide and carry it with you so you can review the questions and answers periodically throughout the day and across several days. Identify the questions that you don't know and quiz yourself on only those questions. Say your answers aloud. This will help you to retain the information and make corrections where they are needed. For technical courses, do the sample problems and explain how you got from the question to the answer. Re-do the problems that give you trouble. Learning the material in this way actively engages your brain and will significantly improve your memory (Craik, 1975).

Take control of your calendar

Controlling your schedule and your distractions will help you to accomplish your goals.

If you are in control of your calendar, you will be able to complete your assignments and stay on top of your coursework. The following are steps to getting control of your calendar:

1. On the same day each week, (perhaps Sunday nights or Saturday mornings) plan out your schedule for the week.

2. Go through each class and write down what you'd like to get completed for each class that week.

3. Look at your calendar and determine how many hours you have to complete your work.

4. Determine whether your list can be completed in the amount of time that you have available. (You may want to put the amount of time expected to complete each assignment.) Make adjustments as needed. For example, if you find that it will take more hours to complete your work than you have available, you will likely need to triage your readings. Completing all of the readings is a luxury. You will need to make decisions about your readings based on what is covered in class. You should read and take notes on all of the assignments from the favored class source (the one that is used a lot in the class). This may be the textbook or a reading that directly addresses the topic for the day. You can likely skim supplemental readings.

5. Pencil into your calendar when you plan to get assignments completed.

6. Before going to bed each night, make your plan for the next day. Waking up with a plan will make you more productive.

See our handout on calendars and college for more tips on using calendars as time management.

Use downtime to your advantage

Beware of 'easy' weeks. This is the calm before the storm. Lighter work weeks are a great time to get ahead on work or to start long projects. Use the extra hours to get ahead on assignments or start big projects or papers. You should plan to work on every class every week even if you don't have anything due. In fact, it is preferable to do some work for each of your classes every day. Spending 30 minutes per class each day will add up to three hours per week, but spreading this time out over six days is more effective than cramming it all in during one long three-hour session. If you have completed all of the work for a particular class, then use the 30 minutes to get ahead or start a longer project.

Use all your resources

Remember that you can make an appointment with an academic coach to work on implementing any of the strategies suggested in this handout.

Works consulted

Carrier, L. M. (2003). College students' choices of study strategies. Perceptual and Motor Skills, 96(1), 54-56.

Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268.

Davis, S. G., & Gray, E. S. (2007). Going beyond test-taking strategies: Building self-regulated students and teachers. Journal of Curriculum and Instruction, 1(1), 31-47.

Edwards, A. J., Weinstein, C. E., Goetz, E. T., & Alexander, P. A. (2014). Learning and study strategies: Issues in assessment, instruction, and evaluation. Elsevier.

Junco, R., & Cotten, S. R. (2012). No A 4 U: The relationship between multitasking and academic performance. Computers & Education, 59(2), 505-514.

Mackenzie, A. M. (1994). Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13(5), 373-388.

McGuire, S.Y. & McGuire, S. (2016). Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation. Stylus Publishing, LLC.

Newport, C. (2006). How to become a straight-a student: the unconventional strategies real college students use to score high while studying less. Three Rivers Press.

Paul, K. (1996). Study smarter, not harder. Self Counsel Press.

Robinson, A. (1993). What smart students know: maximum grades, optimum learning, minimum time. Crown trade paperbacks.

Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2012). How and when do students use flashcards? Memory, 20, 568-579.

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