For example, you may skip a reading before class because the professor covers the same material in class doing so misses a key opportunity to learn in different modes (reading and listening) and to benefit from the repetition and distributed practice (see #3 below) that you’ll get from both reading ahead and attending class. Although each step may seem obvious at a glance, all too often students try to take shortcuts and miss opportunities for good learning.

The Study Cycle, developed by Frank Christ, breaks down the different parts of studying: previewing, attending class, reviewing, studying, and checking your understanding.

Label each pile with the topic and study by topics.įor more information on the principle behind active studying, check out our tipsheet on metacognition. For example, gather all of the materials for one topic (e.g., PowerPoint notes, text book notes, articles, homework, etc.) and put them together in a pile. Use them as a guide to help organize your materials.

Often professors provide subtopics on the syllabi. When studying for a test, organize your materials first and then begin your active reviewing by topic (Newport, 2007). Organization and planning will help you to actively study for your courses. Study in terms of question, evidence, and conclusion: What is the question posed by the instructor/author? What is the evidence that they present? What is the conclusion?.For technical classes, work the problems and explain the steps and why they work.For non-technical classes (e.g., English, History, Psychology), figure out the big ideas so you can explain, contrast, and re-evaluate them.Develop symbols that represent concepts.Create concept maps or diagrams that explain the material.Derive examples that relate to your own experiences.Say the information aloud in your own words as if you are the instructor and teaching the concepts to a class. Formulate questions and problems and write complete answers. Though these activities may help to keep you engaged in the task, they are not considered active studying techniques and are weakly related to improved learning (Mackenzie, 1994). Active studying does not mean highlighting or underlining text, re-reading, or rote memorization. Active engagement is the process of constructing meaning from text that involves making connections to lectures, forming examples, and regulating your own learning (Davis, 2007). Think of reading as an important part of pre-studying, but learning information requires actively engaging in the material (Edwards, 2014). It is simply doing the reading for class. Only ‘doing’ the readings for class is not studying. Simply reading and re-reading texts or notes is not actively engaging in the material. Experiment with them and find some that work for you. Implementing these tips into your regular study routine will help you to efficiently and effectively learn course material. This handout offers several tips on effective studying. Fortunately, there are many active, effective study strategies that are shown to be effective in college classes. That doesn’t mean there’s anything wrong with you it just means you need to learn some more effective study skills. The professors are less personally involved, classes are bigger, exams are worth more, reading is more intense, and classes are much more rigorous. This is understandable, as college is quite different from high school. Do you ever feel like your study habits simply aren’t cutting it? Do you wonder what you could be doing to perform better in class and on exams? Many students realize that their high school study habits aren’t very effective in college.

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