Test 2 Review Jeopardy!

Chapter 8--Dealing with Stress

100

These are 3 of the 6 categories/sources of Stress

What is prior academic record, social influences, family, finances, career direction, situational problems

200

Tara is extremely stressed about college, life--just EVERYTHING! These are some (at least 3) strategies she could use to help her reduce her stress. ****BONUS--DOUBLE POINTS**** This KWD has a concluding statement.

What are relax, exercise, take charge, put problems in perspective, be flexible, develop interests, seek help, enjoy yourself. BONUS: What is a Pro-Con T?

300

Sandy is a good student; she does all the homework and reading assignments, and she does well on the tests. Today in class, her professor announced that each student will have to prepare an oral presentation to the class on a topic that he will assign. Sandy is terrified. She HATES public speaking. The last time she gave a presentation, she ended up speeding through it and staring down at the floor. She seemed to forget everything she had prepared to talk about, and suddenly couldn’t stop adjusting her shirt or hair. “How am I going to do this!” thinks Sandy. Poor Sandy has public speaking anxiety! These are 2 ways that she can cope with this anxiety.

What are don't rush through your talk, speak confidently and with enthusiasm, don't make distractive movements, make eye contact (choose 2 people in the audience to focus on), jot down notes

400

These are 3 tips for coping with general academic pressures that you experience every day--these apply to any type of stress/anxiety.

What are: don't procrastinate, don't listen to other students before the test, and learn to say NO

500

Penny is a freshman art history major, and she tries her hardest to avoid math at all costs. Her dislike for math all started in her high school geometry class—she spent most of the class being totally lost and when it came time for a test, she would totally blank and forget how to do the problems—none of them looked familiar! Her high school teacher always told them to read the chapters in the book, but Penny never did—most of the information is just more math problems to do! She somehow squeezed by with a C- in highs school and vowed that that would be her LAST math class ever. Now Penny learns that she has to take a math course for her core requirements. “NOOOO! I can’t do math, I will fail for sure! What am I going to do?!” asks Penny. Penny needs to overcome her math anxiety. These are 2 ways she can cope.

What are to face it head on, take a class at her level, read and do practice problems each day, talk through the problems, get help early, use positive talk (I CAN do this!)

Chapter 9--Strategic Reading

100

When you annotate a textbook, these are the types of information you should include (at least 4)

What are definitions, examples, predicted test questions, people/dates/places/events, numbered lists/characteristics, relationships between concepts, graphs/charts/diagrams

200

This is the definition of "annotation" and why it is more effective than highlighting in your text.

What is the act of summing up the important information in your text by briefly writing the key ideas in the margin. It is more effective than highlighting because it requires you to understand what you are reading--you are ACTIVELY making decisions about what is important because you are putting it in your own words.

300

Ryker missed class when we learned how to annotate your textbooks. These are the 2 steps for annotating your text book. ****BONUS--DOUBLE POINTS**** The vocabulary skill (that we did for an exercise day) works best with these types of courses.

What are (1) Read first, then annotate, and (2) Write your annotations in your own words BONUS: What are introductory courses or courses that require you to know a lot of terminology?

400

If someone asks, "Doesn't annotating take a lot of time?" this would be the appropriate response for this annotation pitfall.

What is, "Yes it does take a lot of time in the beginning, but it will get easier and you will be more efficient after practice. It will also cut study time later."

500

Carl was sitting outside an EDP 101 class one day and heard them talking about previewing textbooks. Curious, he asked his friend who was in the class, "What does previewing a textbook involve?" His friend explained these steps for previewing a reading assignment (at least 4).

What are: read the chapter title, read the headings/subheadings, read the boldfaced/italicized words, note typographical aids, read intro/summary, end-of-the-chapter material (questions, etc.)

Chapter 10--Lecture Notes

100

Milton takes excellent notes--he is careful to make sure his notes have these characteristics of good notes described in his EDP 101 textbook. (name 4)

What are: organized, distinguish main ideas from details, include examples, indicate lecture patterns, allow for self-testing, stand the test of time, and use good abbreviations

200

To properly "get ready" to take notes, Emmerson does these three things.

What are: do the assigned reading, review notes from previous lecutre, and gets their early to review and have notebook/paper ready.

300

Salvador: "I never seem to write down what I need to in my notes. How do you always know what to note during lectures?" Penelope: "Well Salvador, I just listen for these cues for information that I need to include in my notes. That is usually what ends up being on the test."

What are: lists, cause/effect, definitions, examples, extended comments, superlatives, voice/volume change, process notes (how to do something, answer a qeustion on a test, complete an assignment).

400

These are 2 note-taking methods and a description of each.

What are: discussion notes (Divide paper into three equal columns. In the first column, write the question that is being posed or the theory that is being debated. In the second column, take notes on what the professor has to say about it. In the last column, take notes on what your classmates say.) parallel notes (First, print out the notes the professor supplies before class and place them in a three-ring binder. As the professor lectures, take your own notes on the blank facing page, following along with the notes the professor supplied and filling in any gaps or added information.) split-page/Cornell (Draw a line down the left-hand side of the paper, creating a 2-3 inch margin. During note taking, take your notes on the wider right-hand side of the paper and then after class you use the margin to pull out the key points) T-method (Draw a T at the bottom fourth of your last page of notes. On the left side of the page, summarize the key points of the lecture. On the right side of the page, create your self-testing component by predicting some test questions.)

500

This is the difference between inductive and deductive lecture patterns.

What is inductive lectures start with the specific details and move toward the "big picture", while deductive lectures start with the "big picture" and then fill in the details, reasons, examples.

Chapter 11--Rehearsal and Review

100

This is the definition of "rehearsal" and why it is important.

What is "engaging in activities that will help you learn and retain information." Good rehearsal helps to further organize the information by pulling out key ideas and supporting concepts and to personalize, or elaborate, on the ideas until you 'know it by heart'.

200

These are characteristics of good rehearsal strategies (name and discuss 2)

What are: allow for self-testing, are flexible, include complete and precise information, are organized, state ideas in own words, help monitor/evaluate your learning.

300

This is a DETAILED description of how to create and study 2 of the following written rehearsal strategies: CARDS, concept maps, charting, question/answer strategy, time lines

Ask the TAs if the answer given is sufficient.

400

Mark: "Talk-through strategy....pretty self-explanitory right? You just...talk through it" Wes: "Well there's more to it than that--plus I don't think that explanation will earn full credit on the exam. This is how you do the talk-through strategy: (provide his response)"

What is make a talk-through list on an index card that lists teh concepts you need to learn and remember. Begin rehearsal by saying what you know about teh first major concept, talk it through looking back at your written strategies/notes. The Talk-Through card can be reviewed each day to see fi you can "talk through" the ideas.

500

This is an illustration of the SSP (Specific Study Plan) that includes the questions you should ask yourself. ***BONUS--DOUBLE POINTS*** When reviewing using an SSP you first begin each session with a review of what you previously learned, end each session with a review of what you concentrated on during that session, and do THIS in the day or two before the test.

Check the illustration with the on on p. 155 of the textbook. BONUS: what is continue to monitor your understanding of all the concepts, but concentrate the time you have left on the material you understand least.

Vocabulary and L2L Skills

100

1. The amateur figure skater "surpassed", or exceeded, the judges' expectations. 2. "Advection" is the horizontal movement and transfer of air or substances caused by wind or ocean currents. Sentences 1 and 2 are examples of these two types of context clues. ****BONUS--DOUBLE POINTS**** Name the other 3 types of context clues AND how to spot them.

What are (1) Synonym and (2) Definition. BONUS: what are: example (look for words "for example", "for instance", "such as"); contrast ("but", "although", "on the other hand", "yet", "nevertheless", "despite", "unlike") inference (you have to use your background knowledge to figure out the meaning of the word).

200

This is the definition of "mirror questions" and why they are important.

What is: Mirror questions are predicted test questions that are written in the margins of the textbook, or on the 3” margin of lecture notes. They include higher-order and “what” questions. They help you to self-test as you study. Cover up the text or notes, and read the mirror question and try to answer it.

300

This is a definiton of "summary questions" and where they go in notes and rehearsal strategies.

What is: Summary questions are broad, essay-type questions that are written on the top of the notes (first page of the day’s lecture) or at the beginning of a chapter/subsection. They are important because they are similar to essay questions that could be on the exam and tie together all the information presented about the topic.

400

After examining the example Question Charts, Regina asks her teacher, "Why do we need to include page numbers/lecture dates in question chart cells??" This was her teacher's reply.

What is "So you can go back to check that your answers are complete and/or if you need additional clarification."

500

Bonnie: "I have an essay test coming up in my Psychology 101 class. I wish there was an easy way to study for it!" Clyde: "Why don't you make a Key Word Diagram (KWD)?" Bonnie: "How would a KWD help me on an essay test?" This was Clyde's response

What is "It allows you to see connections between concepts and organize them into an essay. Read the summary question and try to answer it by using all the information included in the KWD. It's THAT simple!"