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Learning Skills
[Discussed during 1st week of class.- Please ask me
if you have questions or if you want suggestions.]
Consider the following: What is more important in
education and learning- getting the information in or
getting the information back out? When studying or
practicing something new, getting the information into
memory seems most important. However, when it comes time for
the exam or performance, recall of that information is most
important. How often have you struggled to come up with an
answer in an exam, knowing it is in there somewhere, only to
have it pop up after you leave? If the approach to studying
something is focused on improving recall of needed
information, then the time spent studying will reap the
rewards sought. Even more important is being able to retain
the information long term, so that it can be used whenever
it is needed.
The best time to figure out the optimal approach to
learning a subject is at the beginning, not the night before
the first exam. Investing a little time now to explore your
options and to organize a study strategy will pay off later,
in terms of study time better spent, improved results, and
reduced stress. Do the following:
- Learn a little about your basic learning style by
reading this section and by doing the exercise in
class.
- Consider your learning preferences from past
experience. What worked? What didn't? You may want to
make a list.
- Diagnose your weak areas in background preparation.
Be sure you have appropriate references available. Books
from your core courses in biology and chemistry will be
very useful. Sharing resources with others can also be
helpful.
- Try out some of the suggestions below under "Choice
of study strategies".
- Organize a study group. Ideally, group members should
have some different learning styles and different
background strengths. In a mixed group, each individual
has unique strengths to contribute and a different
viewpoint from the others. Everyone will benefit by
gaining a better understanding of the whole. One
limitation to consider: available times to meet as a
group. Groups may decide to form an on-line discussion
group to share information and messages.
- Explore what is available on-line.
- Familiarize yourself with this web site and the
associated WebCT [click on the "Interactive"
link].
- Check out some other sites from "Links".
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In-class exercise:
Discover something about your learning style
- If this subject interests you, or if you are
interested in a future in education, you may want to read
some of the books written by Howard Gardner and by Thomas
Armstrong. In "Multiple Intelligences", Howard Gardner
describes eight basic types of intelligence. Each person
has a different mix of which ones are dominant or well
developed, and others which are less significant. You can
capitalize on your more dominant types of intelligence
while learning. At the same time, you can try new
approaches which may add additional benefits.
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Intelligence:
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Task:
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Linguistic
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poem
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Logic
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problem
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Spatial
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visualize
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Body/kinesthetic
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walk
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Musical
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use/memory
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Naturalist
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world view
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Interpersonal
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discussion
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Intrapersonal
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internal solution
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Choice of
books:
The Wagner book is organized around basic concepts and
principles involving viruses. The Ackermann book is
organized according to the genomic type of the viruses.
These books form the foundation of this course. Other
resources, including on-line material, provide the necessary
details to build a complete picture. There is latitude for
each student to choose among the references to best suit
their needs and interests.
Choice of study strategies:
First of all, use more than one approach. The more ways
you experience the information, the easier it is to remember
and understand. Experiment and use what works best. Some of
my suggestions may seem awkward or time-consuming at first,
but with practice, they are well worth the effort.
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Concept mapping:
"Messy" vs. "linear"- that is the question. We
are taught to make neat outlines, which is OK for many
things. But there are limitations. Outlining is great if
you're writing, because it is largely linear. But
wouldn't you rather have a map than a list of directions
when going someplace new? A map can show you alternate
routes in case the main route is blocked. Concept mapping
allows you to build information maps showing connections
between different bits of data and ideas. Besides gaining
a better understanding, you can also find your way to
details you might otherwise forget.
How you concept map is largely up to you. Some like to
start with a huge piece of paper, then let the map grow
as the semester progresses. [Some report that they
like to hang them on the wall over their bed.] Others
like to start with a sheet of paper to map each area they
are currently studying. Then they link these smaller maps
together in different ways- sort of like a dynamic
puzzle. Many use different colors- some freely as the
mood strikes; others develop a legend, with each color
assigned a meaning. Some add illustrations. Others make
diagrams. Still others make lists or tables. Be creative
and have fun with it.
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Think 3D vs. 2D:
To really understand interactions at the
molecular and cellular levels, you must get out of
Flatland! While visualizing, downsize to change your
perspective and focus. For example, try taking a walk
through the cell instead of just looking at the picture
as an abstract cartoon. Build models with anything that's
handy. [Playing with your food is OK.]
Use the on-line models and animations to help develop
a 3-D view.
Scheduled
reviews:
Many students take notes and/or underline texts,
but then they don't look at the information again until
just before an exam. A much more effective method of
review is to schedule frequent short reviews of only a
few minutes at a time. Research shows that information is
retained at a much higher level and for much longer if
there is frequency of exposure. The additional advantages
are that "cram sessions" aren't necessary and that the
stress level is much reduced.
An ideal review schedule for reviewing lecture
notes:
- 10 minutes after lecture- Fill in incomplete words
or phrases; mark where you have questions or where you
know you missed something. Later, follow up by
comparing notes with others.
- 1 day after lecture- Briefly reread notes. Tie in
with reading, if time allows.
- 1 week after lecture- Briefly reread notes. Tie in
with other lectures by concept mapping.
- 1 month after lecture- Another brief review.
Some research has shown a 600% increase in recall
after using the above schedule, when compared to a single
review session.
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Reading:
Perhaps reading in some courses can be limited
to a single reading through the material. This is not
true for things molecular and cellular, such as virology.
Once is not enough! I strongly recommend a quick pre-read
of the assigned material before the lecture, along
with taking a look at the lecture outline. This
accomplishes at least two things. It gives you a general
idea of the intended focus and of the key terminology. It
also allows you to participate in discussions during
class. Following lecture, read the appropriate sections
in depth. At this point, underline, if you find that to
be effective for you, or take notes.
Review your underlining or notes on a schedule similar
to reviewing lecture notes. Incorporate material from
your reading into the concept maps.
Study time:
- Try to keep study sessions limited to 20-30 minutes
per time block, with 5-10 minute breaks in-between. You
will be able to maintain better focus while studying. You
will be able to maintain your energy level longer,
especially with light snacks during some breaks. You will
retain more information. This is true for any study
activity, whether it be reading, concept mapping, problem
solving, or working on the computer. I personally like 25
minute sessions, with 5 minute breaks. Experiment to find
what timing sequence works best for you.
- Try to study the same general time of day that the
class meets. If you have a morning class, set aside at
least some time on other mornings to study for that
class. The same advice holds for afternoon and evening
classes. If time is limited or if you feel tired, use
that time for quick reviews.
- For the bulk of your study time, find out when you
are at your best for specific activities. For example,
I'm a morning person by nature. I find that I'm much
better at analytical tasks and writing in the morning. In
the afternoon and evening, I can organize, edit, and
read.
- For some, music helps. This usually doesn't mean
playing the latest hit to which you would rather sing or
dance than read or write. Some research shows that music
which is largo [60 beats/minute] works well. Some
like to use a variety of selections composed by Mozart,
but there are many other choices as well.
- A simple study trick that helps in recall is to
change your study location for different sections of
material. For example, read one chapter at your desk,
then read another in a comfortable chair, on your bed, or
outside. The idea is that your "body memory" will help in
recalling blocks of information. Another body/kinesthetic
memory trick a former student told me he liked was to
listen to lecture tapes while working out or jogging.
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What I do in class to help:
The organization of this course is designed to support
most learning styles. Pre-reading on your part is important
for both lectures and discussion sections.
- For each lecture, a brief outline is presented, along
with what to expect for the next lecture period.
[Logic/organization]
- At the beginning of most lectures, there is a quick
quiz which lasts five minutes or less.
[Intrapersonal] Don't worry- these are not
collected or graded.
- Lecture presentations include a variety of
illustration styles and include interactive discussion.
[Linguistic/Spatial/Interpersonal] Since
active participation improves learning, I strongly
encourage students to ask questions. I frequently ask for
input and questions.
- Periodically, I will break the class into small
groups for a discussion or an activity.
[Kinesthetic] Sometimes I'll ask for
participation at the board or in the form of short
presentations. If you are a kinesthetic learner, and
sitting for a whole lecture bugs you, feel free to stand
up and move around a bit. Just take others into
consideration and don't block their view.
- I'll make a point of showing how things fit together
and I encourage you to do the same as you use the study
guides. [Naturalist]
- The one thing I don't do in this class is include
music. You'll have to do that yourself, selecting what
you like and using it at times you find beneficial.
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Study approach for maximum benefit
from this class:
- Browse appropriate sections before lecture. A brief
overview is sufficient. Following lecture, read
appropriate sections.
- The lectures will emphasize and highlight the
information. Information not mentioned may still be
important for understanding, so therefore do the reading.
Areas to be stressed will be noted.
- For self-quiz prep, study the basics of the material
covered first. After taking the quiz, check your answers.
If you have a problem with a quiz, bring it up during
Discussion- you are probably not alone.
- Make an organizational chart or concept maps. The
structure is up to your personal choice and style. (This
will not be graded.) It should contain "family" groups
with their characteristics. Fill in with significant
details; for example, genomic type, reproductive
strategies, host type, expression regulation, mechanisms
of transmission and pathogensis. For summarizing key
concepts, include examples to illustrate.
- For exam prep, review steps 1-4 and use the study
guides. The study guides will contain questions and
exercises. Grading on the exam will be either "picky",
"moderate", or "easy". An example of "picky" grading
would be on a question which is directly from the study
guide. An example of "moderate" grading would be on a
question derived from the study guide. An example of
"easy" grading would be on a situational question which
requires fresh input and for which there is some
allowable latitude based on multiple possible answers.
NOTE: The third study guide only covers material covered
after the second midterm. It does not review the semester
for you.
- Wondering how to manage the workload? Feel insecure
about your molecular prowess? Want some company? Form a
study group! Groups of 3-5 work well. Quiz each other on
parts of the study guide. Make concept maps together or
build a group organizational chart. Share what you find
on the Web. You can reserve a room in the library to
work, or you can use an empty classroom. Or you can make
creative stories about Pico and
Levi in the wild West searching for a
Corona.
- Pursue your personal areas of interest. These can be
developed in preparing the journal presentation, computer
searches, and to a certain extent in working through "The
Great Paper Chase".
- Diagnose your personal weak areas. Review pertinent
background material. Seek advise early- Level those
molehills before they grow into mountains.
- Cooperate with your fellow students. This class is
structured such that if all A's have been earned, all A's
will be given.
- The last point is also the first point: ASK
QUESTIONS!!!
Outcome at the end of this course
and beyond:
What you should know: You should have a basic
understanding of virology and know how it fits into the big
picture of Life.
What you should be able to do: You should be able
to find answers to questions, follow new ideas, and continue
learning on your own or with others.
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