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Study Skills and Exam Prep Iowa State University Academic Success Center

Greetings! Here at the ASC, we wanted to provide you with a packet for helping you be more successful with study skills and preparing for your exams. Below, you will find the topics this packet will be discussing. The general topics include:

The Study Cycle

Bloom’s Taxonomy: Understanding Different Levels of Learning

Time Management for Exam Preparation

Quick Study Tips

The key to learning is through critical thinking and repetition. The more you are exposed to content, the better you will retain the information. Also, learning the root as to why you might be experiencing a difficult time on tests (which seem to be asking you more difficult questions than are presented to you during lecture or in homework); by learning about Bloom’s Taxonomy-6 Ways of Thinking, it will hopefully help you gain a ‘visual’ on the different ways we learn and need to study. Therefore, the aim for this packet is to give you tangible tools to help you in enhancing your academic skills and planning your preparation before an exam. We want these handouts to make meaning for you and hope to find this beneficial!

Take time to reflect upon what you want to improve upon academically and complete subsequent pages on your own and/or with the assistance of an Academic Coach from the Academic Success Center (ASC).

-The Academic Success Center Staff

Created By: Bree Mead—Academic Coach (Spring 2016) Photo courtesy of Woodruff Companies

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The Study Cycle

Adapted from and credit to: https://www.educationcorner.com/the-study-cycle.html

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Bloom’s Taxonomy

What is Bloom’s Taxonomy?

Bloom’s Taxonomy is a theoretical framework around the 6 different levels of thinking: Remembering,

Understanding, Applying, Analyzing, Evaluating, and Creating. Teachers use it to help create their tests and

course learning outcomes by making sure they are asking specific questions from each level in order to get

you to think at those specific levels. The higher you move up the

pyramid, the deeper you will learn the concept because you are

engaging in deeper critical thinking.

Why a Pyramid?

This pyramid represents the magnitude of learning that occurs.

The lower levels represent lower understanding of materials.

The higher levels represent higher levels of critical thinking of

materials. Ideally when you are studying, you want to aim for

higher levels of thinking instead of just sticking to the first two

levels.

Note: Sometimes the lower levels are the preferred level of thinking for some

classes, i.e. anatomy where you strictly need to just memorize 100s of terms to be successful!

Description of Each Level:

Level 1—Remembering: Can you memorize the information?

Level 2—Understanding: Can you explain ideas or concepts?

Level 3—Applying: Can you use the information in a new way or apply it to a math problem?

Level 4—Analyzing: Can you distinguish between different parts?

Level 5—Evaluating: Can you justify/critique/evaluate why it is that way in your own opinion?

Level 6—Creating: Can you create a new product/equation/argument?

Benefit of Understanding and utilizing Bloom’s Taxonomy as a College Student:

By showing you Bloom’s, we are trying to show you that there are different ways of thinking and learning your

material. The next handout, Breaking Down and Applying Bloom’s Taxonomy, will show you tangible ways to

apply this theoretical framework to your studying as a college student. We want to make sure that the ways in

which you are studying are intentional and engaging you in those higher levels of critical thinking within the

Bloom’s Taxonomy pyramid, so that way you are not just always using flashcards (level 1—Remembering).

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Breaking Down & Applying Bloom’s Taxonomy

When you are studying, do you find yourself studying by simply reading and re-reading your notes/flashcards? Does this

make you feel like you are just memorizing and regurgitating information like a robot? Often, these study strategies may

not be enough. It is important to be efficient and effective while studying, understanding the material on a deeper level.

This handout breaks down each level of the Bloom’s Taxonomy Pyramid by providing you the definition and both key words and common questions associated with each level. You can use these parts to be a detective and look for them in your homework and tests. It will help you identify what levels of thinking your teachers are trying to get you to engage in. Also, both individual and group study strategies are provided per level to give you study strategies to engage you with increasingly critical thinking at that specific level. The aim is to help you be more intentional with studying.

Level 1: Remembering Exhibit memory of previously learned material by recalling facts, terms, basic concepts, and answers.

Key Words: Choose, Define, Find, Label, Match, List, Recall, Select, Name, Omit, Show, When, Who

Common Questions: Individual Study Strategies Group Study Strategies

What/Where is? How would you show…? How/When did__happen? Which one…? How is/Who was…? Can you list three…? Why/When did…? Can you recall/select…?

1) Practice labeling diagrams 2) List characteristics 3) Utilize and quiz yourself with flashcards

for diagrams, words, or equations 4) Take a self-made quiz on vocabulary 5) Draw, classify, select, or match items 6) Write out the textbook definitions

1) Check a drawing that another student labeled 2) Create lists of concepts, equations, and processes

that your peers can match 3) Place flash cards in a bag and take turns selecting one

for which you must define a term 4) Do the above activities and have peers check your

answers

Level 2: Understanding Demonstrate understanding of facts & ideas by organizing, comparing, translating, interpreting, describing, & stating main ideas.

Key Words: Classify, Compare, Contrast, Illustrate, Interpret, Summarize, Translate, Explain, Demonstrate, Infer


How would you classify/compare/contrast…? State in your own words/Rephrase the meaning…? What is the main idea of…? Which statements support…? Explain what reaction/event is happening…? What can you say about…? Which is the best answer…? How would you summarize…?

1) Describe a process/reaction/event/ concept in your own words without copying it from a book or another source

2) Provide examples of a process/etc. from either your text or own experiences

3) Write a sentence using the word

1) Discuss content with peers 2) Take turns quizzing each

other about definitions and examples of the concept and have your peers check your answer(s)

Level 3: Applying Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Key Words: Apply, Choose, Experiment With, Solve, Plan, Organize, Develop, Build, Identify, Utilize, Construct


How would you use…? What examples can you find to…? How would you solve ___ using what you’ve learned? How would you organize ___to show …? How would you show/apply your understanding of …? What approach/plan/equation would you use to…? What would result if…? What elements would you choose to change…? What facts would you select to show…? What questions would you ask in an interview with…?

1) Review each process you’ve learned and then ask yourself: “What would happen if you made a subtle or a complete change to something in the problem/situation?”

2) If possible, graph a process & create scenarios that change shape or slope of the graph

3) Utilize the ‘StepBYStep’ Process to formula/equation

1) Practice writing out answers to old exam questions on the board and have your peers check to make sure you don’t have too much or too little information in your answer

2) Take turns teaching your peers a process/equation/concept while the group critiques the content

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Level 4: Analyzing Examine and break info. into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Key Words: Analyze, Classify, Examine, Relationships, Simplify, Test For, Theme, Function, Conclusion, Distinguish


Can you identify/List the parts of…? How is ___ related to ___? Why do you think …? What is the theme/motive/function…? What inference can you make…? What conclusions can you draw…? Who would you classify…? How would you categorize…? What evidence can you find…? What is the relationship/Can you distinguish between…?

1) Analyze and interpret data from the reading without looking at the authors interpretation and then compare it with your own

2) Analyze a situation and then identify the assumptions and principles of the argument

3) Compare and contrast two ideas or concepts; you could use a Venn Diagram

4) Create a map of the main concepts by defining the relationships of the concepts using one- or two-way arrows

1) Work together to analyze and interpret data in the text without reading the authors interpretation and defend your analysis to your peers

2) Work together to identify all of the concepts in a paper or textbook chapter, create individual maps linking the concepts together with arrows and words that relate the concepts, and then grade each other’s concept maps

Level 5: Evaluating Present/defend opinions by making judgements about information, validity of ideas, or quality of work based on a set of criteria.

Key Words: Assess, Disprove, Justify, Recommend, Support, Measure, Criticize, Judge, Conclude, Defend, Evaluate


Do you agree with the actions/outcome? What is your opinion of…? How would you prove/disprove..? Assess the value/importance of? Why did they (the character) choose…? What would you recommend/rate…? How could you determine/prioritize…? Based on what you know, how would you explain…? What information would you use to support the view…? What data was used to make the conclusion…? How would you compare the ideas?

1) Generate a hypothesis or design an experiment based on information you are studying

2) Create a model/graph/argument based on a given data set/information

3) Create your own study guide that show how facts and concepts relate to each other

4) Create questions at each level of Bloom’s Taxonomy as a practice test and then take the test

1) Each student puts forward a hypothesis/idea/opinion about a concept and creates an experiment/ argument to test it out; Peers critique them.

2) Create a new model/study guide/concept map that integrates each group member’s ideas

Level 6: Creating Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words: Adapt, Change, Develop, Design, Create, Discuss, Modify, Solve, Test, Plan, Predict, Formulate, Invent


What changes would you make to solve…? How would you test/improve…? Can you predict the outcome if…/ What would it be? Can you propose an alternative..? How would you adapt ___ to create a different…? How could you change/modify the plot/plan…? What could be done to minimize/maximize…? Can you invent…/What would you design…? What could be combined to improve/change…? Suppose you could __what would you do…? How would you estimate the results for…?

1) Provide a written assessment of the strengths and weaknesses of your work or understanding of a given concept based on previously determined criteria

1) Provide a verbal assessment of the strengths and weaknesses of your peers’ work or understanding of a given concept based on previously described criteria and have your peers critique it

Adapted from and Credit to: Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology |

Alison Crowe, Clarissa Dirks, Mary Pat Wenderoth | CBE Life Sci Educ. 2008 Winter; 7(4): 368–381. doi: 10.1187/cbe.08-05-0024

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2592046/

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Semester-At-A-Glance

Time management is crucial to being prepared for your exams. Before you begin preparing for an exam, it is

important to know when you are exams and other major assignments are. Whether you keep a planner, use

your phone’s calendar, reminders, apps, or even a wall calendar, it’s important to find a time management

system that works for you. The Semester-At-A-Glance will help you see all of your exams and other major

assignments for the semester in ONE place.

Things to Include in Your Semester-At-A-Glance:

Scheduled Quizzes & Exams

Midterm & Final Exam Dates

Assignment Due Dates

Personal info (i.e. birthdays, school breaks, etc.)

Helpful Tips: Include ALL DUE DATES, even if it is a weekly

reoccurrence and you think you’ll remember. Trust

me, even the best of us forget sometimes when the semester gets busy.

Color code your courses with highlighters. It will make it easier for your eyes to differentiate between classes.

Put the Semester-At-A-Glance somewhere that you will see it often and on a regular basis.

You can pick up a Semester-At-A-Glance at the Academic Success Center in Hixson-Lied.

Once you have filled it all in, put it somewhere that you will see it on a regular basis—either on your wall or in

your binder. Though it might stink to see how busy some of your weeks will be, it is a good reality check to

keep you on point with your time management!

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5 Day Study Plan

When you have a large amount of material to study for a test, commit yourself to about 2 hours per day of

very structured study time.

FIRST GET ORGANIZED

The 5-Day Study Plan begins with dividing the material you need to study (i.e. chapters in your text and

corresponding lecture notes) into 4 equal parts: A, B, C, D (with “A” being the older material and “D” being the

most recently covered material). For example, if chapters 1-8 of your Psychology text will be on your

upcoming test, you can divide them as follows: A= Ch. 1-2, B= Ch. 3-4, C= Ch. 5-6, D= Ch. 7-8.

List your four groups of study materials here:

A: ____________________________________

B: ____________________________________

C: ____________________________________

D: ____________________________________

Next SELECT PREPARATION AND REVIEW STRATEGIES:

For each of your four groups of study materials (A, B, C, D), you will need to select 2-3 PREPARATION and REVIEW strategies. Take a look at the examples below (feel free to add your own!):

Preparation:

Each day you will prepare ONE section of material to review the following day. Preparing includes tasks such as:

Review:

Each day (except for day 1) you will review the material you prepared previous. Reviewing includes tasks such as:

Making flashcards

Taking notes from your textbook

Creating a study sheet

Organizing & summarizing class notes

Predicting essay questions & their answers

Predicting multiple choice questions

Drawing a mind map/diagrams

Listing practice problems and/or formulas

Reviewing study guides

Practicing flashcards

Reciting main ideas from your notes without looking; writing notes from memory

Quizzing yourself on the predicted essay or multiple choice questions

Re-creating mind maps/diagrams from memory

Completely practice problems and reciting formulae from memory

Explaining concepts to study group members or classmates etc.

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Create Your 5-Day Study Plan

Select 2-3 PREPARATION and REVIEW strategies for each of your four groups of study materials, and list them in your 5-Day Study Plan chart.

Make sure that your review strategies complement your preparation strategies. EX: PREPARE strategies: create outline, make flashcards. REVIEW

strategies: review flashcards, self-quiz on outline. Then, follow the plan, noting the rotation of the different groups of materials (A, B, C, D) and

how much time is spent on each one.

Day 1 Day 2 Day 3 Day 4 Day 5

Prepare Part A: 2 hrs Prepare Part B: 2 hrs

Review Part A: 30 min

Prepare Part C: 1.5 hrs

Review Part B: 30 min


Prepare Part D: 1 hr

Review Part C: 30 min



Review Part D: 25 min

Review Part C: 15 min



Self-test on A, B, C, D: 1 hr

TOTAL: 2 hours TOTAL: 2.5 hours TOTAL: 2 hours, 15 min TOTAL: ~ 2 hours TOTAL: ~ 2 hours

Prepare:

Prepare:

Review:

Prepare:

Review:

Prepare:

Review:

Prepare:

Review:

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Weekly To-Do List with ‘The ABC Method’ First, go ahead and do a mind-dump of EVERYTHING you need to do:

This week, I need to…

Now, you are going to pull from the above ‘mind-dump’ inventory and place them into the appropriate boxes below. We’re going to apply the ABC Method to a Weekly To-Do List. Each task you have on your to-do list will have different priorities: A, B, or C :

Week of: _________

“A” items: HIGH PRIORITY

Very important, critical items, with close deadlines or high level of

importance to them.

“B” items: MEDIUM PRIORITY

Quite important over time, not as critical as “A” items, but still important to spend

time on

“C” items: LOW PRIORITY

Not crucial at this time, low consequences if left undone at this

moment.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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Quick Study Tips

Set a learning objective for each study session. This way you will know when you can stop for the day.

o Example: today I will master the process of photosynthesis

Make a content map to organize the knowledge you are learning. This will help you move into the higher

levels of learning discussed on the Learning Pyramid.

Three Questions to Reflect on Importance of Material

o Identify an important concept from your text or notes, then…

o Describe why it is important

o Write how it relates to your life

o List one question you still have regarding this concept

Consolidating Notes

o Gather all of your lecture and text notes. Combine to 1 single page. Master material.

o Once you have mastered all material, reduce information to 5x8 card.

o Finally, reduce information to 3x5 card

o Quiz yourself using the 3x5 card. You should now know all concepts and how they relate.

Create a highlighted color-coded note system to help remember important information. For example:

Yellow = people, Green = places, and Orange = dates.

Promise yourself a suitable reward (a piece of candy, a phone call, a walk) whenever you finish something that was hard to undertake.

Pick 3 study strategies you will begin implementing today and write below:

1) ______________________________________________________________________________

2) ______________________________________________________________________________

3) ______________________________________________________________________________

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