Surviving the Slumps

A Series of Seven Modules for Adult Studentsby Virginia Nilsson, Ph.D.

The more I stud)',The more I know.The more I know,The Inore I forget.The more I forget,The less I know.So why study?"

Anonymous

Improve Your Study Skills: A Series of Seven Modules for Adult Students 1 Getting Started 2 Time Management 3 Reading to Remember 4 Note Taking 5 Writing 6 Surviving the Slumps 7 Exams For information about these publications, contact: Counselling Services Athabasca University 1 University Drive Athabasca, AB T9S 3A3 Canada counselling@athabascau.ca Cover Design: Mark Dunsire Every effort has been taken to ensure that these materials comply with the requirements of copyright clearances and appropriate credits. Athabasca University will attempt to incorporate in future printings any corrections which are communicated to it. The inclusion of any material in this publication is strictly in accord with the consents obtained and Athabasca University does not authorize or license any further reproduction or use without the consent of the copyright holder. © Athabasca University 1988 Revised 1989, 1990, 1998, 1999 All rights reserved Printed in Canada

The Modules at a Glance

Module 1Getting StartedEvaluate Your Readiness for Post-secondary EducationStart a CourseSet ObjectivesIdentify Your ResourcesStructure Your Study SpaceDetermine Strengths and Weaknesses of Your Study

SkillsDecide on the Order in Which to Study the ModulesWhere to Find More Information About Skills

Module 2Time ManagementWhat Time Management MeansHow Time Management Can Help YouSet Your PrioritiesSchedule Your TimeTest Your Time ScheduleReward YourselfWhere to Find More Information About Time

Module 3Reading to RememberDifferent Types and Purposes of ReadingYour Own Reading HabitsHow to Read More Effectively

OverviewingSQ3RLearning Pyramids

Improve Your Reading SpeedWhere to Find More Information About Reading

Module 4Note TakingThe Purpose of Taking NotesThe Note-takingSystems of Note Taking

Outlining

Mind Mapping

Module 5Writing

The Writing ProcessWhat to WritePutting Pen to PaperGetting Feedback on Your WritingRevising Your WorkEvaluating Your Work

Identify Strengths and Weaknesses of Your SkillsWhere to Find More Information About Writing

Module 6Surviving the SlumpsRecognize ProblemsIdentify CausesSearch for SolutionsWhere to Find More Infornlation About and Help

with Dealing with Problems

Module 7ExamsBefore the Exam

Is it Harder to Learn When You're Older?Factors Which Influence LearningWhat to Do in Preparation for an Exam

During the ExamGood Exam-taking Strategies and Behaviour

After the ExamWhat to Do When You FailWhere to Find More Information and

Preface

The first edition of Your Skills: A SeriesStudents was written specifically for Athabasca University students. While there aresome aspects of studying and some problems which may be unique to home-studystudents and to adults just returning to formal study, the series deals with skills andstrategies from which all adult students can benefit by becoming better students.This second edition is aimed at 1/the adult independent learner."

The modular format of the series enables you to concentrate on anyone of sevenareas, or to work through the material in the order most beneficial to your particularneeds. Checklists and surveys providing diagnostic and prescriptive information,and exercises encouraging you to practise the skills and strategies presented make theseries interactive. As an adult student you are much more alone, working on yourown, unsupported by other students and teachers, than are traditionally aged collegeand university students. While we are not suggesting that this handbook can take theplace of fellow students and helpful and supportive teachers, the interactive nature ofthe material does facilitate learning and will help you to improve your studybehaviours. And the annotated bibliography at the end of each module tells youwhere you can find information complementary and supplementary to that in thehandbook.

Each module concludes with a summary and review section. When answering thequestions k~ep in mind the purpose of the series: to help and encourage you tobecome a better student by improving your study behaviours and honing your stlldyskills. You can use this section as a self-test of whether you have understood thematerial.

Introduction

Why an Adult Study Skills Series?You probably think you don't need to learn how to study. You've studied before.You've been to school. What's this series going to tell you that you don't alreadyknow?

Of course, you have some useful study skills. But as an adult university student,you'll probably find that you could use some different or additional skills andtechniques now. You will need to apply goal- and priority-setting skills to use yourtime well. You'll be required to read advanced texts, search original documents, andreview scholarly material and intellectual presentations. You'll be expected toremember in detail what you read and to organize your learning to demonstrate yourmemor)T, understanding, problem-solving abilit)T, and creativity for the purpose ofevaluation or testing. This kind of learning will demand skills you may not havedeveloped or didn't use in any previous schooling.

You'll probably discover that some of your learning styles and strategies will have tochange simply because studying will have a different impact on you as an adult thanit did when you were younger. For example, research has shown that tasks ormethods involving significant time pressure are more difficult for adults than foryoung people. Although some degree of anxiety is desirable or even necessary in alearning situation, it has been shown that the optimal level of anxiety for adults islower than for younger people. And for older adults, tasks causing considerablemental or physical fatigue may be a problem. On the other hand, you can takeencouragement from the fact that most verbal skills are not influenced by age untilquite late in life.

How to Use This Series

This series seven modules, each of which will assist you in developing orrefining a different skill. The first module can help you started in your course andalso assist you in determining which other modules in series be helpful toyou. To make the best use of your time, it is that you try the followinggeneral strategy:

1. Read the "Getting Started" module.

2. Complete the Study Skills Self-Assessn1ent in "Getting Started" to determine if youneed help and in what areas.

3. Review each of the module summaries that follows the self-assessment and numberthem in order of need, based on the results of the self-assessment.

4. Go to the modules in the order you have listed them to study the methods that fityour requirements.

5. Do the exercises as you go.

6. Try new ideas one at a time.

7. Test the new methods you've learned by applying them.

8. And remember, always pat yourself on the back for a job well done.

An annotated bibliography in each module provides alternative approaches to thesame problems or emphasis and elaboration of the same methods. You can find theseor similar titles at your local public or school library or bookstore. They are alsoavailable on loan from the Athabasca University library.

Will It Work for You?

You may have taken courses you may have just some courses, or youmight be only thinking about university. Whatever the case, some of the tips andtechniques presented in this series should help you learn more effectively. Forexample, we'll show you how to pace yourself, provide information on how to learnmore from your notes, and give you some helpful tips on improving yourperformance on exams.

Of course, nobody expects you to follow these guidelines to the letter. You will stillwant to do some things a certain way because that way works for you. This seriesprovides popular and proven methods that can help you make the most of your studyefforts. It's up to you to pick and choose what's best for you.

There are many factors which contribute to learning, only one of which is study skills.Just doing all of your course-related activities the way the series suggests does notensure that you will learn or be a successful student. Likewise, you can be asuccessful student, and you can learn, even if the self-assessments point out that yourstudy habits and behaviour are different from those of most successful students.

Virginia Nilsson, retired Professor of Psychologyand Learning Assistance Psychologist at AthabascaUniversity, was for many years a CharteredPsychologist in the Province of Alberta and amember of the Psychologists' Association ofAlberta. Dr. Nilsson's extensive experience in adulteducation, in course development and coursedelivery, made her aware of the demands thatAthabasca University courses place on studentsand the problems students face in meeting thesedemands. Hearing the same questions andproblems from students over a period of yearsprompted her to write these study skills modulesas a strategy to help students overcome commonstudy skills problems.

Dr. Nilsson earned advanced degrees inPsychology at Columbia University in New YorkCity and at the University of Alberta, specializingin learning theory. She presently resides on afarm near Colinton, Alberta.

Module 6Surviving the Slumps

In This Module

Page

What is a Slump? 2

Identify the Problem 3Slump Worksheets 4

Pinpoint the Causes 11

Search for Solutions 12

Summary and Review 13

Annotated Bibliography 14

1

2

Surviving the Slumps

What Is a Slump?

You're suffering a bad case of the blues. You're discouraged because you failed a test orfrustrated because you can't reach your tutor or you can't talk to your instructor. You justdon't feel like studying. Maybe you're wondering if you're in the right course, or even onthe right career track. DON'T DESPAIR. You're certainly not alone. Everyone hasdiscouraging times and loses momentum occasionally And you've taken the first steptowards surviving such slumps by recognizing that you do experience them. Now thatyou know they occur, you must also realize that hitting slumps does not necessarilymean you have made a bad choice or failed in your endeavour.

This module will provide you with some tips on how to survive the slumps. It is notintended to provide personal counselling at a distance. Work through the sections of thismodule which help to identify the problem and its causes. The methods and techniquesdescribed in these sections may not work for everyone. You may only be able to usesome of the techniques. That's one reason why student counselling services and helpingagencies exist, to provide professional guidance when exercises such as these don't helpor aren't enough.

But before you decide that your slumps are insoluble, or that they need theintervention of a professional helper, try to ferret out the factors which are causingyour slumps.

Identify the ProblemThink about of the Y"\'t"r\t-"'\IC\r'Y'\C you cr'f'f"O'f,r Consider:

• What

•

•

Why

Talk to someone, or about these !-'.L'-J....,..L'''-.L.L •.u.

It may help just to pinpoint what the problem is. But don't to be able tomake a clear list of well-defined problems right off the bat. It's not easy to do this, aloneor with help. You might make a tentative identification and then your mindabout what the slump is. You might identify a very general slump and narrow it downor break it up into several more specific problems later. That's okay. You need to workthrough the process in your own way.

The following three-column Slump Worksheets can help. Remove all of the blankworksheets so that you can have them in front of you to work on as you are reading.Start by listing your problems in the middle column. Look at the sanlple slumpworksheet to give you an idea of how to define problems. Don't concern yourself withthe other colunlns yet. Some of the problems used as examples may look familiar to you.But you will also have others that are completely different frOITI these. It's important foryou to make an exhaustive problem list. Be sure to include anything that might be acontributing factor. Some things which may seem unrelated to could beinterfering. And don't overlook what might SeeITI Trivial things can gangup on you and have a giant impact.

Causes

Sample Slump Worksheet

Problems Solutions

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Causes

Slump Worksheet

Problems Solutions

Causes

Slump Worksheet

Problems Solutions

Causes

Slump Worksheet

Problems Solutions

7

Causes

Slump Worksheet

Problems Solutions

Causes

Slump Worksheet

Problems Solutions

Causes

Slump Worksheet

Problems Solutions

Pinpoint the Causes

Now let's look at the left-hand column of the C',,",T'V'l"t"'iID worksheet toabout how to identify causes for your problems.

some idea

One good way to causes is to turn the statement of the problem into a question.'Why don't I feel like studying?' Maybe you're too stressed and don't have time inyour daily schedule for some much-needed and well-deserved relaxation. Maybeyou don't get very good results from the studying you've done.

Son1etimes the causes you come up with will alter the focus of the problem. Forexample: 'Why do my study skills seem to be inadequate?' or 'Why do my study skillshold me back?' You find the course boring and uninteresting. You really don't knowwhy you're taking it. This cause begins to take the focus away from your study skills.The solutions you come up with in the next step may redefine your problem. Of courseif the answer to why you are taking the course is that it is a requirement for your workor a degree program, and you are committed to doing it, then the focus goes back toyou and your skills.

11

12

Search for Solutions

With the succinctly stated problems and possible causes in front of you, it will beeasier to find ways to solve the problems. If you can't think of any way to deal withthe problem or eliminate the cause, try just describing it. This will help you togenerate ideas which you will jot down in the third column of the worksheet.

You may find that some factors will exist only for a limited time. If so, then you willprobably find that things will correct themselves, or the slump will run its course. Butin the meantime you could make the best use of your time until things are back tonormal by:

• Altering your course contract or changing deadlines

• Waiting it out

• Arranging to study in spite of the problem by modifying your study schedule

• Establishing a schedule which includes time to work on or worry about theslump factor without interfering with your study periods

What if you can't see a definite time course? Then you have to make some decisionsand some changes to solve or eliminate the problem. Again, you may find it useful towork through this process with someone else, who can help you to see things fromother perspectives, or to see things clearly. Try asking yourself questions too.

Summary and Review

This module tries to you some devices or lJ ... .L .......'-h,L"~1J to identify andsolve which are you from being more in your stlldies.

To help you review the material answer the following questions.

1. Are you clear on how to use the Slumps Worksheet? Please conlment on your use ofthe Slumps Worksheet.

2. The module describes resources to help you deal with, or decide how to deal with,problems. Have you tried to obtain any of the resources in the Bibliography?

Please comment on your use of the Bibliography.

3. After self-analysis and available self-help resources, the third message in the moduleis to contact student counsellors and/ or other helping professionals or agencies.

If you decided to go this route do you have the information you need to make asuitable contact?

Do have clear rrt .... .rtl""\I .....'£"\L' criteria for when to make such contact?

or to

13

Annotated Bibliography for Surviving the Slumps

These books will not solve your problems for you or you out of the slumps. Butthey can provide you with some helpful advice on how to pinpoint your problemsand search for solutions.

The bibliography lists information on general study skills; how you can succeed,difficulties you may encounter in your studies and possible remedies for the difficulties.If you are encountering setbacks, or want to avoid encountering them, have a look at oneor more of these books. They can help you define problems before you go on to the othermodules. This list is only a sampling of the library holdings. If what you are interested inon this list is not available the librarian can help you find something similar.

Don't forget that very often the best solution is to contact student counselling servicesor a helping agency. Just tell them that you seem to be having some trouble with yourcourse or courses and that you would like to discuss the situation with someone.

Ellis, David B. Becolning aMaster Student. Rapid Cit)!, South Dakota: College Survival,Inc., 1996.

Students are encouraged to take responsibility for their education. The bookexplains and gives practice in strategies which have proved useful for successfulstudents. There are good sections on stress management, communication,attitudes, and motivation. The book is aimed at any new post-secondary student.The level is appropriate for any age.

Laske)!, Marcia L. and Paula W. Gibson. College Study Strategies: Thinking and Learning.Needham Heights, MA: Allyn & Bacon, 1997.

This academic approach to thinking and learning includes a section of stress,coping strategies, and resources. There are interactive exercises and illustrations,but no references.

Montgomer)!, Rhonda J., Patricia G. Mood)!, Robert M. Sherfield, Don Fraser, and LisaFraser. Cornerstone; Building on Your Best (Canadian Edition). Scarborough:Prentice-Hall Canada Inc., 1997.

This Canadian edition has sections devoted to dealing with '-LL"-'LLLJ-,'-, ::"~ll-'~::'ll~~l1l,

stress, and resources available to help you. The material is Y'\1"'£:lCDnt-Clrt

L""l'V'r"l~Y'llf"\C"and is with Y'lhi""\t-n.rr....'""lY'lt-.C" r11"'':lTAT1"t''\ac

.. ~t-L""lV"lnt-11"TL""l with

and Arnold H. Packer.1997.

Aimed at the adult there are lots of exercises and openup the academic content of this book. There are on

,L'-U'J ....._L'-'-Ut and your self. It laced with illustrations andbtlt has no references.

1'\11~""'~"',r\ Clifford T. and Deese. to New York: McGraw-Hill, 1979.

skills handbook are chapters on_........_~~L_help.

r:lrt1111C't"1r\~ to

Oldham, Neild B. SMART: ·'l/I~~'/f/".~~,~rr

St. I>aul, MN: Paradigm, 1993.School and the

The are layed out as courses, with the material separatelyfrom the exercises for developing skills, and with opening objectives and closingsummaries. The presentation is serious, with no illustrations, cartoons, andreferences. The sections on thinking and pla11ning include material helpful formanaging slumps.

Robinson, Francis P. Effective Study. New York: Harper & Row, 1970.

Robinson teaches motivation and student skills. There are skill level assessmenttools included.

Sherfield, Robert M. James C. Williamson, and Debra A. McCandrew. Roadways toSuccess. Needham, MA: Allyn and Bacon, 1997.

Among the specific study skills chapters are ones on motivation, self-esteeln,resources, and goals. The book is broken up by detailed headings, examples,diagrams, drawings, cartoons, and photographs. It includes references, aglossar)', and an index.

Walter, Tim and Al Siebert. Student Success: How to Do Better in College and Still HaveTime for Your Friends. New York: Holt, Rinehart, Winston, 1984.

This is an excellent book which takes a positive, dynamic, optimistic approach tostudy skills and to success, motivation, and slumps. It is written for the classroomstudent, but it is effective for any student. There are plenty of examples, exercises,and checklists. .

Wrenn, C. Gilbert and Robert P. Larsen.... .,..fj'rJ~/" .../frr f-"'''',O'''''"'71flj'~/ Stanford, Ca.: Stanford1983.