I teach AP Psychology to HS juniors and seniors. They learn the SQ3R method for studying. Our text is designed to use this method, but we also discuss how to use it for any text. From the feedback I receive after the fall semester (it is a 2 semester course, mnay of them have found it helpful for my course and for other courses. I also teach them how to take multiple choice and essay exams (my exams have both kinds of questions): how to select the correct choice, how to use info from one question to answer other questions, how.to organize and write essay questions, and the differences in study techniques for each kind of question. The final point, which I discuss frequently, is to keep up with the reading, preferably before it is discussed in class, and to ask questions about points that remain unclear after they have read the material and heard it discussed in class. This final point comes up most frequently as the answer to the course eval question: What could you have done to enhance your performance in this class? Even though I bring it up, many don't do it. I plan to make a campaign about this in the coming year, possibly by having a brief question related to the reading at the beginning of class, with open notes but no text available...If I do this, I also plan to spend time teaching them to take notes from a text. I went to school in the stone ages, before copier machines and highlighters. We underlined texts, but any readings available in the library required us to take notes on the readings. This is a lost skill today, when students pay to copy the readings and then just highlight them. In a message dated 7/3/2008 12:45:17 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
3) explicit discussion (beyond the syllabus) of how to succeed in the course **************Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut00050000000007) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
