Study Skills for Junior High:

Making the Grade

Developed by Anne Smith for EDU 7701

Fall 2005

Educational Research & Development in Instructional Strategies

Professor Rita Dunn, Ed.D. St. John’s University

Objectives You will be learning the following in this

Programmed Learning Sequence:

 •1.        Take a timed pre-test on the 7 (seven) times tables. Study for it but do not use your learning style.  •2.      Explain learning style and describe at least 15 (fifteen) of the 20 (twenty) elements. •3.      Explain your learning style. •4.      Use your learning style preferences to study and learn new and difficult information. •5.      Take a timed post-test on the 8 (eight) & 9 (nine) times tables. Use learning style materials. Compare how well you do with learning style. •6.      Write one paragraph comparing how you feel about studying with -- and without -- your learning style.

ORDraw about how you feel about studying with --and without- - your learning style.

   Objective One (1):

Take a timed pre-test on the 7 (seven) times tables. Study for it but do not use your learning

style. Set the digital timer for 30 seconds.

Answer as many of the multiplication facts as you can in 30 seconds.Give your teacher the test to be scored.

7x7= 7x5= 7x3=

7x2= 7x6= 8x7=

7x10= 4x7= 7x11=

7x9= 7x12= 7x12=

6x7= 7x8= 9x7=

Objective 2 (two) Explain learning style and describe at least 15 (fifteen)

of the 20 (twenty) elements.

• You will be exploring Learning Styles in the section of the PLS. There will be case studies or stories to help you.

• Imagine yourself entering a journey where you travel through a land that is ALL ABOUT YOU!

“The whole world is trying day and night to make meeverybody else.” (e.e. cummings)

Learning-Style Model

Dunn and DunnObjective two (2): You will able to explain learning style.

You will be learning about the model in next several frames.

Frame 1

How do Learning Styles Develop?

• More than three–fifths(3/5) is biological.

• Your experiences influence learning style.

• Your preferences influence learning style.

• Everyone can learn – we just learn differently!

How do learning styles develop?Fill in the blanks. Erase your answers after you check them on the next page.

• More than three–fifths (3/5) is __________.• Your experiences influence l_____ s_________.• Your preferences influence learning style.• Everyone can learn – we just learn ____________!

Answers

How do learning Styles develop?

• More than three – fifths is biological.

• Your experiences influence learning style.

• Your preferences influence learning

style.

• Everyone can learn – we just learn differently!

Imagine knowing the best ways to study new or difficult information! Learning styles will help you to understand how you learn best and to take charge of your learning in junior high school.

Learning-Style Model

Dunn and DunnYou will be learning about the environmental stimulus in this section.

Frame 2

ENVIRONMENT

This element refers to your preference for background noise while learning. Some students work well with quiet music without lyrics while studying. Others prefer absolute quiet.

EnvironmentFill in the answers. Erase the answers after you check

them.

This element refers to your preference for background______ while learning. Some students work well with _______ music without lyrics while studying Others prefer absolute ________.

ENVIRONMENTAnswers

This element refers to your preference for background noise while learning. Some students work well with quiet music without lyrics while studying. Others prefer absolute quiet.

Frame 3

ENVIRONMENT

This element explores how students learn in different kinds of lighting. Some students prefer soft, dim or bright light while concentrating or studying.

ENVIRONMENTFill in the answers. Erase the answers after you check them.

This element explores how students learn in different kinds of_____ing. Some students prefer soft, ___ or bright _____ while concentrating or studying.

ENVIRONMENTAnswers

This element explores how students learn in different kinds of lighting. Some students prefer soft, dim or bright light while concentrating or studying.

Frame 4

ENVIRONMENT

Preferences for this element vary from a cool room to a warm room while studying. Knowing your preferences will help you know how to dress for school!

ENVIRONMENTFill in the answers. Erase the answers after you check them.

Preferences for this element vary from a ____ room to a warm room while studying. Knowing your preferences will help you know how to _____for school!

ENVIRONMENTAnswers

Preferences for this element vary from a cool room to a warm room while studying. Knowing your preferences will help you know how to dress for school!

Frame 5

ENVIRONMENT

Do you prefer to study sitting at a traditional desk & chair? Some students prefer more informal design such as a couch or pillows when learning new or difficult material.

ENVIRONMENTQuestions

Design elements refer to: (Circle the correct answers & erase after you check the answers on the next page.)

•How long you should study

•Furniture that works best for you to study

•Seating that helps you concentrate best

•Clothing needs

ENVIRONMENTAnswers

Design elements refer to: (circle the correct answers)

•How long you should study

•Furniture that works best for you to study

•Seating that helps you concentrate best

•Clothing needs

Review

• Environmental elements will be explored further when you take the Learning-Style Profile to find out “The Clue to You!” You will start to understand the journey of learning styles and how your environment can make all the difference for you!

• Review the environmental elements by using the file folder electro board.

• When you finish you may go to the next section.

Learning-Style Model

Dunn and DunnNow for the Emotional Stimulus!

Frame 6

EMOTIONAL

This element helps a student think about working with or without an adult to keep them working with new or difficult material. Are you self-motivated or do you prefer to check-in and see how you are doing?

EMOTIONALQuestion

Choose the correct answer.

This element helps a student think about working with or without an adult to

a. keep them working with new or difficult material.

b. help them to write down homework assignments.

c. know when they have a music lesson.

EMOTIONALAnswer

Choose the correct answer.

This element helps a student think about working with or without an adult to

a. keep them working with new or difficult material.

b. help them to write down homework assignments.

c. Know when they have a music lesson.

Frame 7

EMOTIONAL

This element explores preference for working on one task until it is finished or working on a variety of tasks at one time.

EMOTIONALQuestion

This element explores preference for working on one task until it is f _ _ _ _ _ _ _

or

working on a v _ _ _ _ _ _ of tasks at one time.

EMOTIONALQuestion

This element explores preference for working on one task until it is finished

or

working on a variety of tasks at one time.

Frame 7 EMOTIONAL

This element helps a student understand how much direction, support, feedback or independence they need to complete work.

EMOTIONALQuestion

This element helps a student understand how much direction, s_ _ _ _ _ _, feedback or independence they need to complete work.

EMOTIONALQuestion

This element helps a student understand how much direction, structure, feedback or independence they need to complete work.

Frame 8

EMOTIONAL

Do you prefer being told exactly what to do, how to proceed?? OR Do you prefer to be told and then left alone to decide on how to complete the work?

EMOTIONALQuestion

Choose the correct answer.

Structure preferences help you know:

a. How much support you need

b. How much direction you need

c. If you can work alone

d. All of the above

EMOTIONALAnswer

Structure preferences help you know:

a. How much support you need

b. How much direction you need

c. If you can work alone

d. All of the above

EMOTIONAL

The journey continues! Now take a break and use the task cards to review the emotional elements.

Learning-Style Model

Dunn and DunnNow for the Sociological Elements !

Frame 9

SOCIOLOGICAL

Different Learners may prefer one of the following:Working alone (self), with one other student (pair), in small group with more discussion (peer), working with a larger group (team), with guidance from a teacher (adult), or different tasks to keep your interest (varied) ?

Your own learning profile will help you know what is

best for you !

SOCIOLOGICALQuestions

Different Learners may prefer one of the following:

working with one small Group guidance from different tasks Working alone Larger

other student work teacher to keep interest group work

Draw a line to connect the element description with the picture and element names. Check your answers on the next page. Erase your lines after you check.

SOCIOLOGICALAnswers

Different Learners prefer one of the following:

Working with one Small Group guidance from different tasks Working alone Larger

other student work teacher to keep interest group work

SOCIOLOGICALReview

Your own learning profile will help you know what is best for you ! Now practice with the flip chute cards.

Learning-Style Model

Dunn and DunnNow for Physiological Elements!

Frame 10

PHYSIOLOGICAL

The Clue to You Learning Profile will help you to understand your preferences in this area. This will help you to decide how to start, review, and study new or difficult information. Each slide that follows teaches you about the perceptual element.

The following ideas help auditory learners:

• Listening to lectures and tapes• Taping and Reviewing• Books on Tape• Music with lyrics to remember

information• Telling someone else about what

you have learned

The following ideas help visual learners:• Viewing• Maps, charts, graphic organizers• PowerPoint Presentations• Outlines• Reading

The following ideas help tactual learners:

• Note taking• Electroboards, Flip Chutes• Pic-a-hole• Making material that help you

study

The following ideas help kinesthetic learners:

• Projects• Floor Games• Moving while working

What are the Perceptual Areas?Question

List the areas. Erase them after you check them.

• Name the perceptual areas that help a student know how to study?

• 1.• 2.• 3.• 4.

What are the Perceptual Areas?Answers

• Name the perceptual areas that help a student know how to study?

• 1.

• 2.

• 3.

• 4.

Review

What are the Perceptual Areas?

Review the perceptual areas that help a student know how to study by using the Perceptual Pic-a-hole cards.

• 1.

• 2.

• 3.

• 4.

Frame 11

PHYSIOLOGICAL

Does munching on a snack or having a drink help you to study? OR Does eating create a distraction? Your learning-style profile will help you understand your preferences.

PHYSIOLOGICALQuestion

Fill in the blank and check your answer before erasing.

Your intake preferences will help you know if you should have a s_ _ _ _ or a dr_ _ _ with you while you are working with new or difficult material.

PHYSIOLOGICALAnswer

Your intake preferences will help you know if you should have a snack a drink with you while you are working with new or difficult material.

Frame 12 PHYSIOLOGICAL

Your energy levels may vary throughout the day. Learning about your best time of day to concentrate will help you learn and remember new or difficult material.

PHYSIOLOGICALQuestion

It helps to know your time of day preference so that you know when you to study or concentrate on:

_ _ _ or d_ _ _ _ _ _ _ _ material .

PHYSIOLOGICALAnswer

It helps to know your time of day preference so that you know when you:

new or difficult material.

PHYSIOLOGICALFrame 12

Can you sit for long periods of time? Do you prefer to move when learning? Mobility refers to your need for movement or keeping still while working with new or difficult material.

PHYSIOLOGICALFrame 12

Can you sit for long periods of time? Do you prefer to move when learning? Mobility refers to your need for _ _ _ _ _ _ _ _ or keeping still while working with new or difficult material.

PHYSIOLOGICALFrame 12

Can you sit for long periods of time? Do you prefer to move when learning? Mobility refers to your need for movement or keeping still while working with new or difficult material.

PHYSIOLOGICAL

• Take a break!• You deserve it on the Learning-

Style Journey.• Use the Flip Chute cards about the

physiological elements.

Physio what?? Oh, let’s get a snack and do the Flip Chute together!

Learning-Style Model

Dunn and DunnNow the Psychological Elements!

Frame 13

PROCESSING STYLE

These are the psychological or processing elements. They help you know how to approach learning. These elements will help you understand how to get started, keep going, and get the job finished.

Global learners like the big picture. Global learners like a story or a sentence to help them jump into the work.

Analytic learners want to know the steps in order.

PROCESSING STYLE

Read the story on the next page and answer the questions. See if you can figure out if the student is a global or an analytic learner. Erase the answers after you check them.

What Do You Know About Learning Style?Name the Stimulus and the Element Described

Below:

Fran has learned that when she is doing homework she needs to read all of the questions first before she starts using a textbook or other materials to find the answers. She makes up a sentence that explains how the information will help her to become a better person. She marks up the material with light pencil marks as she finds the answers to each question and before writing the answers. Sometimes she will make a game using a flip chute or task cards to review the answers.   Stimulus:Element Preferences: What else do you know about Fran’s processing style?

Erase your answer after you check it. 

   

What Do You Know About Learning Style?Name the Stimulus and the Element Described

Below:

Fran has learned that when she is doing homework she needs to read all of the questions first before she starts using a textbook or other materials to find the answers. She makes up a sentence that explains how the information will help he to become a better person. She marks up the material with light pencil marks as she finds the answers to each question and writing the answers. Sometimes she will make a game using a flip chute or task cards to review the answers.  Stimulus:PsychologicalElement Preference: Global LearnerFran also likes tactual materials such as writing, notes, and flip-chute cards to study.

Erase your answer after you check it. 

   

Frame 14

PSYCHOLOGICAL

This element helps you know about your “tempo” of thinking. Do you make decisions quickly?(impulsive) Do you ponder different ideas before taking action? (reflective) It may depend on the task you are doing!

PSYCHOLOGICAL

Read the following story and answer the questions. Erase the answers after you check them.

What Do You Know About Learning Style?Name the Stimulus and the Element

Described Below:

 

Damico loves certain subjects. Take math for example, where he can listen then jump right into an assignment or tricky word problem. Other times, he will stop and think for a while before starting an assignment, asking questions, working with notes about what he does not understand. Stimulus: Element Preference:

Check your answer and then erase it.  

What Do You Know About Learning Style?Name the Stimulus and the Element

Described Below:

 

Damico loves certain subjects. Take math for example, where he can listen then jump right into an assignment or tricky word problem. Other times, he will stop and think for a while before starting an assignment, asking questions, working with notes about what he does not understand. Stimulus: PsychologicalElement Preference: It depends! In math, he is impulsive. At other times he is reflective.

  

Learning-Style Model

Dunn and DunnNow your journey takes you to some stories so you can practice!

Frame 15Practice Time, See What You Know About

Learning Style!

•Read the stories.

•Answer the questions.

•Check your answers.

“Everyone can learn-we just learn differently!”

 JenniferJennifer is a student who needs time to think about new material. She pays attention in class, takes notes, and asks questions. When she gets home and tries to start her homework, she will often panic. Her notes don’t seem to make as much sense as they did in class.  Math seems to present the most frustration. Starting her homework she will often run into trouble tripping up on skills such as multiplication or division. Phone calls to friends sometimes helps and so does having one of her parents “help” her. Her frustration is that she needs “help” with the same skills over and over again.  Review Jennifer’s LS profile and work through what she might do to “help” herself improve her skills and be more independent at home.        Jennifer prefers bright light, with little or no background noise.        Working with two or more students with a teacher’s support is best for her.        Listening, trying, getting feedback and support works well.        Models or examples, especially in math, helps Jennifer get through her math problems. Manipulative materials enable her to see the steps and organize her written work.        Jennifer is interested in doing a good job in school and works hard in and outside of school, rarely giving up, even when frustrated.   Go to the next story and read the story.    

 

Anthony

Anthony is often bored in his math class. To him, the answers are obvious and the teacher seems to repeat herself. He decides to work ahead and complete his work as the teacher is teaching. This can sometimes lead to problems since he does not have the full directions understood. He is curious about math and wishes he could move ahead to try the harder problems they never seem to get to in class.  Review Anthony’s LS profile and work through what he might do to keep his interest satisfied and use his class and at home time wisely.         Anthony prefers quiet, with bright lighting, and a cool temperature.        Anthony works well one other student, but prefers to work alone once he knows what the assignment is about. He loves working with an adult who is as interested in a topic as he is.        Anthony prefers visual information, reading and working with math on his own.        Anthony keeps working until the task is complete. He enjoys getting his grades and feedback from teachers, but is usually satisfied with just getting the job done. He can work early in the morning or late at night.   Go to the next story. Read the story.    

  

CarolCarol is a student who needs to move around. A forty-minute class can seem like an eternity to her. Taking notes does not seem to help; yet her teachers insist that everyone takes notes and the notebook receives a grade for neatness and information. For her math class is a challenge with so much listening and writing. Remaining quiet is not her style, as she often has a song going in her head and would prefer to hum or talk about the work with several friends or teachers so she can work through the skills needed. Review Carol’s LS profile and think about ways to help her work at home.         Carol loves to sing and work at the same time; music is her favorite background noise, even when she creates it herself!        Low lighting, comfortable chairs, and a warm room with space to spread out her work works well.        She works best in a pair or with the teacher to help keep her focus. She gives up easily, so it is best to work alongside someone to keep the work going. Review classes are a must.        Tactual and kinesthetic using projects, building models, and using movement to work through new information helps Carol to understand what she knows and what her questions are.        Snacks, gum, and water keep Carol focused on the work at hand.        She likes staying up late and often has to fix to complete her homework after everyone else is sleeping so she can concentrate in her room with her music playing in the background.

GO to the questions about all three stories. Answer the questions. Check your answers.

  

  Fill in the blanks. See if you can figure out which student is being described. The answers and a review are on the next page. Erase your answers when you have checked them.

1.      Table with a small lamp, a radio, and plenty of room for snacks and drinks. Who am I? _____________ 2.    Kitchen table with the telephone & family nearby and copies of well-organized notes from a friend in class. Who am I?_________________  3.     Desk in the bedroom with overhead lighting and organized materials. Who am I?_______________      

1.     Table with a small lamp, a radio, and plenty of room for snacks and drinks. Who am I? Carol 2.  . Kitchen table with the telephone & family nearby and copies of well-organized notes from a friend in class. Who am I? Jennifer 3.     Desk in the bedroom with overhead lighting and organized materials. Who am I? Anthony   

Review1. Carol would love the first choice to give her low lighting, music, and snacks to help her focus on her work. (Table with small lamp, radio, room for snacks)   2. Jennifer would love the second choice to have friends and family ready to help, and the added help of neat and organized notes with examples to help with math. (Kitchen table with telephone, notes, family)  3. Anthony needs the third choice with bright lights, organized focus on the homework. The quiet of his room will help him to work alone without distraction. (Bedroom, desk, overhead lighting, quiet) 

 

Carol’s Learning Profile tells her the following:

•“You find it difficult to listen and remember new information for long periods of time. You often don’t hear all of the directions. Try using a tape recorder and play the tape back at your better time of day. If taking notes doesn’t help try drawing or illustrating what is important.” 

 Fill in the blanks to finish the sentences below. Erase your answers after you check them on the next page. 

 Carol does not learn by__________. Her learning style requires her to move around and use visual modalities at the same time. Drawing will help her use her strength of the ________modalities.

   

   

Carol does not learn by listening. Her learning style requires her to move around and use visual modalities at the same time. Drawing will help her use her strength of the visual modalities.

Hey, now I “see.”

Anthony prefers structure, learning alone, is highly motivated and persistent. He wishes his teacher would let him fly in mathematics. He is analytic in his psychological area. Which of the following would help him?

Underline the best answer. Erase the answer after you check on the next page.

•Contracts with his teacher to let him work ahead.•Skills practice for at home extra work to keep moving ahead.• A meeting with his teacher to talk about ways he can find challenging work. •All of the above.

   

!    

Anthony prefers structure, learning alone, is highly motivated and persistent. He wishes his teacher would let him fly in mathematics. He is analytic in his psychological area. Which of the following would help him?

Underline the best answer. Erase the answer after you check on the next page.

•Contracts with his teacher to let him work ahead.•Skills practice for at home extra work to keep moving ahead.• A meeting with his teacher to talk about ways he can find challenging work. •All of the above.

   

!    

Frame 16

Clue to You Profile

• Review the Learning Style Profile for Rebekah.

• Highlight all of her STRONG Preferences with a yellowyellow highlighter.highlighter.

• Highlight all of her moderate preferences with a pink highlighterpink highlighter.

• Check the highlighted profile to check your answers.

• Remove your highlighting after you check.

TAKE A BREAK

• Play the Tic-Tack-Toe What Do You Know About Learning Styles FLOOR GAME.

Objective 3 & 43. Explain your Learning Style. 4. Use your LS preferences to study and learn new and difficult material.

• You have now taken the LS Clue to You Profile Survey with your class.

• Review your profile.• Highlight all of your STRONG

Preferences with a yellowyellow highlighter.highlighter.

• Highlight all of your moderate preferences with a pink pink highlighterhighlighter.

Frame 17

Clue to You Profile

Review your profile with your teacher.Be sure you read the section helping

you think about a homework plan using Learning Styles.

Complete the Homework Plan using for STRONG and moderate preferences.

Share it with your teacher.

Frame 18

TEST YOUR STYLE

• Study for the eight (8) and nine (9) times tables using your homework plan.

• Take the timed test.• Give it to your teacher to score.• Review your scores.Go to Objective six (6).

 

Objective five (5): Compare how will you do studying with Learning Style.

Post-tests for eight (8) and nine (9) times tables     Set the digital timer for 30 seconds.      Answer as many of the multiplication facts as you can in 30 seconds.     Repeat with the second test.     Give your teacher the test to be scored.

Score:8x8= 3x8 8x7=

6x8= 8x5= 9x8=

8x2= 8x8= 12x8=

7x8= 8x4= 8x9=

11x8= 9x8= 8x6=

     Score: 

 

9x7= 9x4= 8x9=

9x12= 6x9= 9x5=

9x8= 9x3= 11x9=

7x9= 9x6= 9x8=

11x9= 5x8= 4x9=

     

Frame 19

Objective Six (6) Compare how you feel with—and without—your

learning style• Write one paragraph comparing how

your feel about studying with--and without--your learning style.

• OR• Draw about how you feel about studying

with--and without--your learning style.

• Share your work with your teacher.

• “The whole world is trying day and night to make me everybody else.” (e.e. cummings)

Learning-Style Model

Dunn and Dunn

Now you are on the way to Making the Grade!