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BIOL 2301 Human Anatomy & Physiology I - BIOL2301 lecture01_0116 (How to Study)
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00:02 So how do y'all um I'm make video or have given this lecture,
00:08 to basically reclassify, teach at the of every semester. Um, and
00:13 reason I do this is because I a lot of my time talking to
00:18 during my office hours about why they're doing as well as they want to
00:22 my class. And so invariably, I discovered in almost every single con
00:27 is that students have never been taught to study and how to be successful
00:34 , uh, in, uh, the classroom that you'd find at the
00:38 level and above. And so this why I want to give this talk
00:43 one, I don't really have the to meet with 400 plus students every
00:49 . I want everyone to be able go in to their first exam knowing
00:56 to be successful because that's what I for you. I'm not writing exams
01:00 prevent you from meeting your goals. not writing exams to, to overwhelm
01:05 or show you how stupid you are anything like that. What I'm trying
01:08 do is I'm trying to see. you learn the material. And so
01:12 lecture is about how to learn material that you can be successful. All
01:18 . So how do we study and for exams? Well, the first
01:22 , uh, you should know is to be successful in college, what
01:26 need to do is you need to a better time manager. All
01:30 Now, high school is so easy you don't have to do anything.
01:35 fact, the way the law is is that they're not allowed to fail
01:38 . So they have to give you opportunity they can to uh to allow
01:42 to achieve at least the minimal passing , right? And so I've seen
01:47 my own kids as well as the I've taught over the last three years
01:51 most kids and even myself, I to wait till last minute. I'm
01:54 procrastinator, right? But procrastination is the way to be successful,
02:01 What you have to do is you to figure out what is the best
02:06 to actually engage the material so that can learn it best, right?
02:13 one of the ways I decide de my course is I want you to
02:17 reading material. I want you to the material before you ever show up
02:21 figure out what's important. Now, I say read the material, I'm
02:25 asking you to read it as if being tested on it the next
02:29 I want you to engage it and kind of get a sense of where
02:32 going to go. It makes coming class a lot easier because you've already
02:37 the material once and you're like, , ok. Now I see why
02:40 was discussed or why this was important the book or why this wasn't
02:45 That's the idea of reading before All right. So when we say
02:50 your time is when you're given an , just do it and get it
02:54 of the way, read when you're to read, do the homework.
02:57 you're supposed to do it. Don't till the last minute because at that
03:01 , it becomes less of an exercise trying to be successful and more of
03:05 trying to check the box. All , the other thing you wanna do
03:09 you want to, uh, review soon as you're able before your brain
03:13 forgets anything. And that's what all stuff over here on the side is
03:17 about. Um, what we're looking here is what is called the Ebbing
03:23 . Forget this curve. It's it's a real thing. And this
03:27 back in the 18 hundreds, late hundreds, basically figured out that when
03:32 exposed to information over time, we that information if we don't use
03:38 All right. And so this is an example. It's not a
03:42 uh, uh, uh, This is just kind of example
03:46 hey, look, if I was some information. So at time
03:50 so that information you could say is what would happen is in maybe 20
03:57 . I would have forgotten almost uh of the info or 40% of the
04:03 . And then over time, it degrades until roughly about a month
04:08 I only remember about 20% of the . That's just an example,
04:13 So you can imagine if you come class and listen to a lecture in
04:17 very short period of time, you've forgotten almost half the information. And
04:20 if an exam is three weeks away that information, you can imagine,
04:25 going to lose a lot of that over time. And oh by the
04:28 , you're not just learning one you're learning lots of things. And
04:32 you're forgetting a lot of information. so the purpose of studying and reviewing
04:38 in a timely manner is to ensure that doesn't happen. And that's what
04:42 is down here is showing you what if you rev review in a timely
04:48 . And so you can see in little graph down here, we have
04:51 based on days. And again, is just an example, this is
04:54 an actual study. And so what see here is like, hey,
04:58 learning something and then I'm quickly degrading information is going down. But if
05:04 interrupt that degradation and review, you , bring myself back up to
05:09 Then the slope of degradation changes. other words, I forget less.
05:15 takes more time for me to forget same amount of period of material.
05:21 this is repeated over and over and again. As long as I'm reviewing
05:24 a regular rate, I can actually less time studying over the long
05:29 right? So for those of us like to wait to the last minute
05:32 study, what ends up happening is that we end up having to
05:36 ourselves. It's almost like not coming class at all and just going at
05:47 at your own. So if you to the last minute, instead of
05:54 time and kind of reviewing as you along, you're gonna end up working
05:58 lot harder and you're going to end performing a lot worse because you're not
06:04 remember the materials that you needed. , the other thing that becomes important
06:08 well as managing your time is figuring what you need to actually study.
06:13 , you don't want to understudy You don't want to understudy,
06:20 Understudy uh is not helpful. I know why it's not letting me do
06:27 . Let's try this one more I will turn on the pin.
06:30 we go, there we go. don't want to understudy. The understudy
06:35 you're just gonna miss out on You're gonna just miss questions and you
06:38 want to spend way too much time , that's overs study. You
06:42 if you have a life and, part of, of growing up and
06:47 through this process of maturing through a environment is learning how to figure out
06:53 important and what's not important. So of the way that my courses are
06:58 are in essence, is to assess important, right? To figure out
07:04 it is you're trying to actually So the first thing I would tell
07:10 is when you are studying and the worst thing you can possibly ever
07:14 is just read your slides. All , read my slides and just kind
07:19 go over them like page after page page after page. The way to
07:25 is not rereading everything. Don't do . That's bad. All right.
07:30 what you want to do is you to take the notes that you've taken
07:33 class and you need to organize All right. So you're gonna do
07:38 . I'm gonna go back slide is going to be using, um you're
07:44 to be using this sort of model it's like I am going to review
07:49 by rewriting what it is I've learned . So the idea is, is
07:54 not going to wait until the last , I'm going to organize myself in
07:59 timely manner so that I am actually a set of notes that I'm going
08:03 use later when I'm actually studying for exam. And so you're interrupting the
08:10 process and you're also preparing to, , do this after or to,
08:15 preparing your notes for studying for the exam. All right. So the
08:20 time to do this is right after , the information is fresh.
08:24 you're tired but the information is You haven't forgotten it yet. And
08:27 reorganizing yourself and taking the slides and them into a set of notes is
08:35 fairly simple and easy. It doesn't very long to do. All
08:39 So the goal here is to figure what is that you're trying to
08:42 All right. So what do I ? I go into class, I
08:46 and I'm asking the question before I sit down. What is it?
08:49 trying to learn today. What is professor telling me? I'm trying to
08:53 ? And usually they'll tell you in first couple of minutes today you're gonna
08:56 about blank. And so that's ok, in my brain, these
08:58 the things that I'm, this is , the big umbrella I'm trying to
09:03 . And then over the course of class you're gonna see there's gonna be
09:07 , what we would call the uh the subtopics of the, of
09:11 lecture. So if the first thing what is the goal of today's
09:15 then the second thing is what are ideas that support that big idea.
09:21 right. And then ultimately, what find is that as you go
09:25 the transitions are telling you those subtopics then there's a list of things you
09:30 to know. These are the the, the things that you ultimately
09:33 learning to help you understand the big . Now, generally speaking, what
09:38 do is we tend to focus on , that minutia the small stuff.
09:42 right. But I'm telling you the important thing is to figure out what
09:46 big picture is. So that, minutia, the small details and the
09:50 actually make sense. All right. what you want to do is you
09:54 to organize it. So you can here we have our topics,
09:57 one, topic, two, three, topic, four, they're
10:01 by a number of slides. So number 1 to 4 slides,
10:04 22 slides, et cetera, et , et cetera. And what I'm
10:07 do is I'm going to look at group of slides and ask this,
10:11 question of like, hey, if big picture was to learn about,
10:15 say the skin, then what are things that help me understand the
10:20 And so maybe the subtopic for skin be. Here is the epidermis,
10:26 is the dermis. Here are glands so those are the subtopics and then
10:31 details that explain the subtopics are what identifying and putting in here in an
10:37 manner, the way that it makes to you. See, the thing
10:40 a lot of students don't understand is slides that you receive in class are
10:45 notes to the professor so that the knows what they are talking about.
10:51 . That's why I have my slides . So when I turn around I
10:54 , oh yeah, this is what wanted to tell them about rather than
10:57 up and staring back at you. , after I ran out of ideas
11:00 things, I'm trying to talk about . These are just reminders and so
11:04 my notes to myself. So when studying for an exam, you shouldn't
11:08 using my notes, you should be your notes. So you're creating your
11:12 set of notes for you to remember it is you're trying to understand and
11:17 be asked about. All right. so here you're not gonna repeat what
11:21 is I wrote or what the professor , you're gonna put it in your
11:26 words, make pictures that you organize it in ways that make sense
11:31 you. So that that's what you're be recalling on the exam.
11:36 typically speaking, if you look at lecture, so like uh we we
11:40 for an hour and 20 minutes, gonna see somewhere between anywhere between say
11:46 and 12 ideas being expressed to right? And you can see where
11:51 come because you'll see that oh, talking about this and then,
11:55 he's now talking about that and while related to each other, they're clearly
11:59 ideas. Right. It's like if trying to describe someone you'd say,
12:04 their hair, here's what clothing they . This is what, how they
12:09 . They're all related to each other they're very distinct ideas. They're not
12:14 to each other. The hair is the clothes and the clothes is not
12:17 hair and the beauty of uh of sciences in particular. But generally
12:24 is things are named differently when they different, right? So hair is
12:30 different than skin even though they are related. Now, if you ever
12:35 lost, here's the good news. class, anatomy and physiology is two
12:40 sets of questions is what is the that I'm looking at and or structures
12:45 then how do they work? So is structure physiology is is functional.
12:50 are these things working? So whenever looking at stuff, you should be
12:53 the question, what are the structures looking at? What do they
12:56 And that kind of will give you framework in which to address these sorts
13:01 issues. All right. So a is a series of learning objectives,
13:09 ? So here's the big picture, are the things that support that.
13:14 then here are the descriptions or the between items so that you know A
13:19 B now if you're a sibling, you have a brother or a sister
13:23 many of them, you'll know that are differences between you and one of
13:26 ways that your parents identified those differences simply by naming you different things,
13:32 ? You might be, uh, , Alison and your brother is Bobby
13:38 th that in and of itself is identifier to say that you're a distinct
13:44 . And that's kind of what we've in a MP is we name things
13:48 . So whenever you see a new , it's like, ah this is
13:51 different. I should know why this different than the other things that I've
13:54 talking about. Right. Yeah. questions that you'll see like in those
14:03 hat learning, uh those post lecture is those are there to help you
14:11 what I've just described. So I'll describe these things, name these
14:16 identify this item. And what I'm doing is basically saying this is what
14:21 should be able to do on your . But just in case you're missing
14:25 big picture here are those things to you. All right, they will
14:30 you what's important. So that's why do that post lecture homework assignment and
14:35 hat that's open ended where it has open ended questions is to help you
14:39 those review notes that you're going to to study later. Now, here's
14:45 rules. These are just to make life easy because I don't want you
14:50 think that this is the most important you're gonna take in your life.
14:53 is not right. There are things do in your life other than A
14:59 P and so if you find yourself more than three hours a week or
15:04 hours a week on this class and know students will do that, then
15:08 doing something wrong and you're probably spending your wheels and spending time in inappropriate
15:15 . All right. So the first of thumb is don't rewrite everything you
15:19 on a slide, right? In words, what you're trying to do
15:23 you're trying to identify, remember what the, what is the important information
15:27 I need to know? You're not stenographer. So when you come to
15:31 and listen, you are highlighting you're not highlighting all the text.
15:37 right, you're not my secretary taking of my lecture, you're listening and
15:43 along and you may highlight and say idea is important circles, circle something
15:49 know. And then when you write down, you're explaining it to yourself
15:53 your own language, in your own . So that the idea makes sense
15:57 you, right? That's what I'm . When I say, don't write
16:02 verbatim. All right, use your language, explain information to yourself,
16:08 information so that you can explain it somebody else. I'm not saying go
16:13 find someone to explain it to, that can be helpful at times.
16:16 the idea is, is if you explain something to yourself through draw
16:21 and uh diagrams, that's a good . You'll hear me use examples in
16:27 like I uh though we won't talk an A MP one, but I'm
16:30 about the cardiovascular system. I might examples of cars on a highway to
16:35 about blood moving through a blood That's something that you understand is cars
16:39 on a highway. Whereas understanding the flow is probably not something that you're
16:45 more familiar with something that's really kind foreign. So using examples that you
16:50 understand that would be good. The thing I'd say is don't be afraid
16:57 , you know, do abbreviations and . The idea is is that you've
17:01 the phrase picture is worth 1000 Yes, it will speed up the
17:06 of, of preparing things. And will also give you a mental image
17:10 we write things down. What we're is we're creating a visual uh
17:16 whether it be words or through actual of something that's important to know.
17:21 that when you're on the test, what you're recalling. This is why
17:24 important to write and not just type into a computer or um to look
17:29 a picture on a slide, the doesn't remember those things. But when
17:33 draw something out you know, that that, that, that outline whatever
17:39 is that you use to help you is what you're going to recall.
17:44 this is when I say when you creating our notes, we're doing something
17:48 will help us to recall the Now, like I said, I
17:52 want you spending a lot of So instead of writing sentences, abbreviations
17:56 valuable because the abbreviation becomes important to . You're the one that created
18:00 You know, you don't have to out a full sentence to understand
18:03 It's kind of like when you go the grocery store, when you create
18:06 grocery list, you don't write full , you'll probably put like cheese because
18:10 know which type of cheese you you just needed a mental reminder of
18:14 that was. So creating those mental in very short succinct ways will help
18:21 be successful. And I can't emphasize important pictures are and I'm not talking
18:27 this, you don't need to draw incredible detail. I mean, you
18:31 see here there's a picture of a . If I was drawing a
18:33 I would literally draw it like So there's my four chambers that but
18:39 a heart that I know. And can understand as long as you can
18:43 what that represents, then you're in in good shape, right? That's
18:49 key thing. You don't need to an artist. You just need to
18:52 your own set of notes. The thing I'd say is when you're
18:56 study and when you don't study, study, don't, don't confuse the
19:01 things. Right. So, the here is when you sit down to
19:04 , set a set time and say going to use this time only to
19:09 , I'm not gonna become unfocused. are times when we will sit down
19:13 a desk, we will look down that the material for two or three
19:17 and then we'll get distracted by something , oh, I can't study because
19:21 bathroom's dirty and so you'll go and the bathroom. You know, that's
19:25 studying, that's cleaning the bathroom. so after we're cleaning the bathroom,
19:29 may come down and sit down and studying again and we've only spent maybe
19:34 three minutes, but we'll call Oh, I've been studying for 30
19:37 to an hour. That's garbage. lying to yourself, which we're really
19:40 at doing. And we're not doing work, the argument that I've made
19:46 and II I do this because it's . But I think it's a good
19:48 . It's like if you're not gonna , don't study well, right.
19:52 other words, if you're gonna waste time, uh, and fail an
19:57 because you're, you're spending so much cleaning up or, or unfocused,
20:02 might as well just take a road to Mexico. It's a far better
20:06 to say I failed an exam because and my buddies decided to a road
20:10 to Mexico the night before the exam I came rolling in, hung over
20:14 barely, barely focused. I that, that's a, that's a
20:18 of glory, right? Whereas I the exam because I didn't study and
20:22 decided to clean the bathroom is not a very good story. Right?
20:27 if you're gonna fail, fail with, you know, panache
20:32 you know, with these incredible now, what I really would rather
20:36 do is actually just be focused, ? If you focus in and,
20:40 steady, right? You know, you use your time, well,
20:43 what will happen is, is you then use your free time after you're
20:48 studying to do those fun things that wanna do. And I figured this
20:54 far after college, I figured this in grad school where I'd sit down
20:57 say, hey, I'm committing myself 30 minutes of study and that's all
21:00 gonna do in that time is 30 . And then when I'm done
21:04 then I'll go out and I'll go have fun. And I finally figured
21:08 that nights before the exam didn't have be these all nighters where you're just
21:12 everything in. Instead, if you're in a timely manner in a regular
21:17 , then every night becomes a normal . And so the night before the
21:20 , you can still go out and fun with friends. As long as
21:23 committed yourself to learning the information. once you demonstrate that you've learned the
21:28 , you go out and have That's, that's ok. That's,
21:32 is nothing that says you have to down at a desk before the night
21:36 the exam and study all night That's bad study. You should have
21:41 it the night before the exam should simply be a session of review to
21:46 what you know, and what you know and allowing you to go after
21:50 you don't know. So I have slide here that I used to kind
21:55 describe what I've done in, in more succinct way. And so I
22:00 you to think about the digestive Maybe you're not familiar with it,
22:03 here is uh just some structures, know, so you got the mouth
22:07 stomach, small test architect. These broad things and you can see
22:11 I've got an example of saying my mouth has four slides, my
22:15 has three so on and so So if I were to turn those
22:18 notes, what would that look Well, for me, I just
22:21 it out. I'd make it So like that's my mouth. I
22:24 , if you want to put lips , that's fine. But the idea
22:27 my mouth opens up to my My esophagus goes down to my
22:31 my stomach opens up and becomes a test and the small test and turns
22:35 the large intestine and then it opens to the anus. Right. And
22:40 you can see in just a couple seconds, I've, I've, I've
22:44 a digestive system. Now. Is , um, an Atlas worthy digestive
22:49 ? No, but this is good for me to study. And I
22:52 throw in my pancreas, I may in my liver and my gallbladder.
22:55 put it on the other side. there's my gallbladder, there's my
22:58 that's not how it works, but least I've got it in there.
23:01 you wanted to, you could probably salivary glands so on and so
23:05 You could put all the information on slide and then what you do is
23:08 you're going along, you can put your descriptives. You know, esophagus
23:12 have a lot of information. Stomach a lot more, you know,
23:16 intestine full of information, large So these would be my little facts
23:21 I would put on my one So I could turn literally a lecture
23:25 material, which is probably 30 plus into probably one document, one page
23:31 information. If I, if I it right. Right. Again,
23:36 you do this, you're gonna be 30 slides into maybe 10 to 12
23:41 worth of notes. It's gonna be lot less. It might, I
23:44 10 or 12, sorry, that's . It would be about two or
23:47 pages of notes, right? Because you're doing is you're saying, what
23:50 I trying to learn? What's my ? What are the ideas underneath
23:53 What is, what is the What are the facts that support
23:57 these ideas, which ultimately supports this picture? That's what I've done
24:01 I've just done it in a drawing I've used lines to represent the actual
24:06 . That's how you do it. so you can imagine if I'm doing
24:09 for six lectures, 2 to 3 of notes per lecture. You're talking
24:14 12 to 18 pages of, of to study that you're preparing over
24:19 one after each lecture. And that's about 30 minutes to an hour a
24:23 of, of prepping. So that it comes time to study, you
24:27 have everything prepped, everything ready to . You've been going through the process
24:30 reviewing because you've been writing everything down you've been doing the practice homework.
24:34 everything is already kind of in your . Now, you're just solidifying
24:38 That's what the studying in those last of days are gonna be, is
24:42 on the notes that you've just So how much this time does this
24:48 out of your life? Well, I said, 30 minutes to an
24:51 after each class, right? If fresh in your brain, that is
24:54 easiest thing to do and you do right after class. So first chance
24:58 after class, remember what we Forgetting curve says the longer I
25:02 the more I forget, the more forget, the more work I have
25:05 do this is about being efficient. about getting it done. So I'm
25:09 less if I can work less and more. That is a winning
25:15 All right now, all you're doing is you are kind of in the
25:19 of review. So you don't And what you're doing is you're preparing
25:24 material that you'll study with later. right. So when it comes time
25:29 study in the exam, what you is you gather up all these
25:32 All right. So the notes that been doing after each class is now
25:35 you're studying with and if you go and you start rereading them,
25:38 like I described earlier, then go and count on not doing well in
25:43 class. All right, because that not how to become AAA successful
25:50 A successful student knows and understands the that they did. They don't just
25:54 information back onto a desk. And you'll see most students, they'll
25:59 at my exams and while they're they're going, this isn't hard,
26:01 then they get the result. They're , what happened. And the,
26:04 answer is, is what happened is didn't know the information you were familiar
26:09 it. So if you want to , know the information, what you
26:12 to do is you want to demonstrate you note the information by rewriting your
26:17 . So the idea here is take notes that you've written and don't read
26:21 , set them aside upside down to you're studying and then get a blank
26:26 of paper and say, what is that I learned in the class?
26:31 right. And so I start writing all the things that I remember,
26:35 ? I'm recreating my notes from scratch memory. All right. And so
26:40 you're rewriting it, you're kind of what's going on. OK. The
26:44 lecture. And this is why it's . Ask yourself what's going on.
26:47 was the first lecture about? Oh, the first lecture was about
26:50 . So, what do I remember this? I'm gonna write it all
26:54 . What was the next lecture it about that? And so you write
26:57 all the information and then what you're do is after you, after you've
27:02 everything that you remember, that's when pull the original notes back out and
27:06 do a comparison. All right. , I wrote this down and it's
27:11 my original notes. That's something that know. Feel good about yourself.
27:16 . I've learned something. It's something in my memory. And then if
27:19 see, oh, in my original , I have this information over
27:24 But I didn't write it down or wrote it down wrong on my scratch
27:28 . That's something I don't know. need to correct that. I need
27:31 , to fix the, the the forgetting that I've done. And
27:36 I scratch out what I've written wrong I correct it or if I didn't
27:39 it down, I write it out that I remember it. It's kind
27:43 like the punishment for not doing right? Except you're punishing yourself.
27:49 not getting a bad grade. You . So you gotta understand when we
27:54 what we ty typically do when we . Like, if I'm reading,
27:58 reading doesn't work is I tend to on the information that I already
28:04 Right. I repeat to myself the that I already know. So I
28:08 this false sense of success. I know the information. I tend
28:13 avoid the things that are confusing to or I don't really understand or maybe
28:17 I don't even know. And we to ourselves very often, hey,
28:20 hope this won't be on the And really what you're announcing is,
28:24 don't really know this information. And you can count on that, that
28:29 is probably gonna be on the exam that's why you're gonna miss it.
28:32 , what I need to do is need to focus in on the things
28:36 I don't know. And this is the rewriting the notes does, it
28:39 you to see. I don't know and I have to deal with
28:43 but it also reinforces, hey, are things I've learned and I'm just
28:49 , demonstrating to myself that I did it. So you're, you're,
28:53 accomplishing two goals, you're fixing what don't know and correcting and you're reinforcing
29:00 you do know. And if you this process over and over and over
29:05 . So like I write it once see that I only got 20%
29:09 I correct it. I go take break. I sit down, I
29:13 away my scratch notes. I hide original notes because that's the goal.
29:17 testing yourself, you're not rewriting it , by, by copying, you're
29:21 from memory and what you're doing is time you'll see improvement. So I
29:26 20% right. The first time I 30% right. The next time I
29:30 50% right, the next time and time you do it, you're
29:35 So you're dating the confidence and you're that, you know, stuff and
29:40 reinforcing what you already know. And once you've demonstrated enough when you're not
29:46 , like I feel like I know information. I, every time I
29:50 down to write this, I am showing myself that I've learned it,
29:53 you can stop studying. You don't to study till two o'clock in the
29:57 or four. You don't have to for six hours or eight hours.
30:01 it takes you an hour and a to study, then you're,
30:03 and you prove to yourself that you the information you're done. But
30:06 if, if after an hour and half, you still need to keep
30:09 , then you keep studying and you this as long as you need
30:13 until you prove to yourself that you're to take the exam. That's how
30:18 study and what will end up happening you end up spending less time working
30:22 time learning, getting better grades. in my mind, do those three
30:28 are what we're trying to do. not trying to spend time spinning our
30:32 . I'm tired of hearing. I need to study harder. That's,
30:35 not true. You just need to better. I need to spend more
30:39 studying. No, you don't. just need to study until you prove
30:42 yourself that you've learned. And once done that you can be successful,
30:48 people know what it is. They're to learn and then they learn it
30:52 then they demonstrate that they've learned it that's all this process does. It's
30:57 can do this, right? It take a super genius, but it
31:01 take time of sitting down and doing . Now, there are some resources
31:06 are still available to you. All . So let's say you don't understand
31:10 . That's when you go to the and say, I'm gonna reread what
31:13 is that was in the textbook just see if they explain it better.
31:17 my notes aren't good because Doctor Wayne whatever the professor is didn't explain it
31:22 enough. And so I need to that's why, why we have a
31:25 . So when that happens, just to the section that, that covers
31:29 one little bit and just read that just takes a couple of minutes,
31:32 your notes and, and make sure you understand by writing out what you've
31:36 . All right, if you want use videos, you can do that
31:39 well. But again, you don't to watch a whole video, just
31:43 the section, the, the, , the unit or the portion of
31:47 lecture that needs to be covered. have students come in and say,
31:50 ask them, how are you You know, I'm not doing
31:53 How are you studying? Well, go back and I watch the whole
31:56 and in essence, what they're saying I've gone to the class the first
32:00 and then I'm coming to class the time and for some reason listening to
32:04 boring lecture for three hours isn't enough . And I would argue,
32:08 you're right. It isn't enough because you fell asleep the first time,
32:11 didn't help that you went back and asleep the second time you need to
32:15 active in your learning, don't be . You need to hunt down the
32:19 . Don't let it try to fall your lap. So use your
32:24 Use the videos in the short ways fill in the gaps that aren't being
32:29 in by your own notes. When come to class, don't just sit
32:33 and stare at me. All I'm going to talk until it's the
32:37 of class. If there is something doesn't make sense to you, you
32:40 stop me, just raise your hand say I got a question here.
32:44 This didn't make sense to me. there another way that you can explain
32:47 ? I'm happy to do that. my job. You know, don't
32:51 you're gonna get it always the first . So it's ok to ask questions
32:55 you're, when you're studying, make of things you don't understand and look
32:59 those answers. And if something that make sense while you're studying, you
33:02 email me if it's something that's really hard to explain. I may
33:07 I can't explain in my email to , but you, you should come
33:09 talk to me and I'm not calling to my office to be mad at
33:12 . I'm calling you in because it's take a little bit more effort than
33:15 writing down a sentence or two to something, make sense to you.
33:19 right. If you ask questions in , I guarantee there are other people
33:23 are too scared to ask that question you asking that question is to the
33:29 of everybody. And again, the here is yes, you should be
33:34 questions. Don't just presume or because not gonna presume that you're all gonna
33:40 it the first time around, ask . All right now, right before
33:46 exam on the last day of So right after class at 10
33:51 I will post some practice exams. not very good. They're not meant
33:56 mimic what the exam is gonna They're just a couple of questions that
34:00 thrown off the exam and the only I give them to you so that
34:02 will have an idea of how how I write my questions. All
34:08 . So you have a little bit confidence. So you're not going in
34:11 . All right. Now, these very good. So don't use them
34:15 a study tool. Use them as way to say, can I see
34:19 he rocks question? All right. , that's really the only reason that
34:23 have them. All right. But all you do is sit there and
34:26 practice exams, go ahead and count you're not gonna do well. All
34:29 . Kind of like if I do my homework, shouldn't that be good
34:32 to do well in the exam? , that's not well enough. Those
34:35 practice questions to see if you're learning information, but they're not you,
34:39 not learning the information that way you're just vomiting answers back. Don't do
34:45 . Don't use just the practice questions the practice exam. So these slides
34:51 gonna be available to you. But is just kind of a big picture
34:54 what we've described for the class Look, come, come to
34:58 having read the material, right? the questions. Kind of get a
35:03 of yes. I kind of have idea of where things are gonna
35:06 You show up to class. If skip class, I guarantee you're not
35:10 do as well as you want I know 830 is hard. It's
35:14 for me too. I'm not a person. If I had my
35:16 I'd be waking up at noon. right. That's, I'm just not
35:20 morning person. All right. But , I'm there at 830. You
35:23 be there at 830. So what do is you come to class,
35:26 pay attention, you write notes, notes and then after class, what
35:30 you gonna do? You're going to those top hat questions that are the
35:34 ended ones and you're going to start it to see if you understand what
35:37 is. You're trying to learn, gonna do the connect questions to
35:41 Am I getting the information? Do see the facts that I'm trying to
35:44 to know? I'm gonna rewrite my in such a way that I'm reinforcing
35:49 it is I've learned. All And then finally, um, anything
35:54 the day after class, you're uh, start reading your new
35:57 you're gonna start doing any homework, that you haven't completed because you don't
36:00 to do it all in one You have more than one day to
36:03 it. But all these things are take a little bit of time anywhere
36:06 20 minutes and an hour. So use that time in a way that
36:12 you to do small bites, small and allow you to, to stay
36:16 top of the material. All when it comes time to studying for
36:22 exam, you should probably start about to 4 days beforehand and you should
36:26 doing those rewriting my, my I've got this stack of notes that
36:30 been working on, so I'm gonna them. I'm gonna start challenging
36:34 So maybe four nights out, I just do it once, maybe I'll
36:38 it twice as I get closer and . I'm gonna increase the number of
36:42 I'm gonna be rewriting my notes so I'm not all cramming it in one
36:47 . So maybe the night of the , I'm only studying for an hour
36:50 a half because I've done an hour night before then. That's the
36:56 So all this right here is all stuff that I described earlier about how
37:00 rewriting my notes from scratch until I 100% confidence. Go to bed at
37:05 normal time. You do not need stay up slamming Red Bulls and monster
37:10 to stay up all night. That's just bad form. Your body
37:14 not used to that. So be in terms of like, if I
37:18 to bed normally at 11 o'clock, gonna be studying until that time and
37:22 gonna go to bed at 11 That's better for me when you wake
37:26 the next day. Make sure you fuel in your body. Don't worry
37:30 the exam and what your final grade gonna be. Just focus on.
37:34 did I learn? You know, you need to uh practice one more
37:38 using this methodology, then practice one time, maybe twice, whatever it
37:43 , take the exam and then when done taking the exam, don't sit
37:46 and go, I've got to find what I've done. What is my
37:49 ? Am I, am I gonna into to nursing school or whatever?
37:53 all that's insignificant. Celebrate that you've something that you've learned something new,
37:59 know, do that, you enjoy the time, don't be
38:05 You know, the idea here is progressing through a process. So progress
38:12 it. Don't think of each one , as you know, this massive
38:17 that you have to overcome. It's , it is a process of
38:22 So go through the process and celebrate small wins as you go along.
38:28 last little thing I want to just is all right. So for the
38:31 of your life, if you're planning a, on a career in the
38:35 sciences, you're gonna have the same of exams over and over again.
38:38 you might as well know how to them. These are the multiple choice
38:41 , what I call multiple gus and me being just, you know,
38:45 . Sometimes you find yourself guessing. best approach to this is you always
38:49 with question number one, don't go the middle, don't go to the
38:51 . Don't, don't do something Start with the first question. All
38:55 . And what you want to do you want to read the question and
38:58 want to think about what is the that I would come up with if
39:02 , you know, from this question then you come up with an answer
39:05 then you look in the list of . If your answer is there,
39:08 your answer is not there, then to the next question. All
39:13 You don't know if you're gonna get hard question or an easy question from
39:16 very beginning. Maybe you're, you're that nervous state. So maybe it's
39:20 easy question, but you're making it for yourself. So that's why I'm
39:23 is that when you've been studying each those questions should come up, give
39:29 an answer that you derive from that based on your study. And so
39:33 idea here is you want to eliminate the easy ones first. So if
39:36 don't see the answer, don't dwell it, move to the next
39:39 that might be the easy question. if here it is, here's my
39:44 . I come up with an no answer. I move on.
39:47 my answer is there, I select and then I move to the next
39:51 and it'll take you about 10 maybe 15 minutes to get through the
39:54 exam. All right. And that's questions. And that's quick boom,
39:57 , boom, boom, boom. right. So now what you do
40:00 you're gonna go back all the way the front, you're gonna go to
40:02 first question that you skip. I didn't mark an answer. I
40:07 go well, I think it's this kind of, you know, kind
40:10 give up uh uh you know, a box or anything like that as
40:14 answers or anything. All I want do is I just want to deal
40:17 the simple stuff. And then as progress, move to that first
40:21 when I skip, now I can on it. The question that they're
40:25 to give me is maybe a little challenging. So maybe if here's my
40:29 , I got it, I got answer is there one of these,
40:33 questions that is disguising the answer in language? Like if it's asking if
40:38 color of the sky is blue, not giving me blue as an
40:42 but maybe they're giving me something I don't know, Cerulean, you
40:47 , and so Cerulean is just another of blue, it's just a type
40:50 blue. So maybe what I've got do is I've got to, to
40:54 an answer. And so that might that second level, but maybe it's
40:59 little bit more complex than that. so if it is, you leave
41:01 alone, don't try to guess. guess the answer just go through and
41:05 that second level of difficulty. And what you do is you come back
41:09 you go through the third level of where here, now what you want
41:12 do is you wanna start eliminating answers seeing if you can draw the question
41:17 the answer out by eliminating what's clearly . All right. And then
41:22 finally, you're gonna get to that round and maybe it might be two
41:25 three questions. Whereas like I couldn't out what the answer is. I've
41:28 the questions or eliminated the answers and stuck with two. It's either this
41:33 that, then what you can do that point is you can just flip
41:36 coin and give it your best Now, when I say best guess
41:40 mean, that doesn't mean literally just guess. I mean, you use
41:43 logic and say based on what I this a seems more likely than c
41:48 of this reason. And then you that and you move on and
41:52 after you've answered every question, you're spent maybe 30 to 40 minutes on
41:56 exam, maybe 50 minutes at the end. And now what you want
41:59 do is you want to go back you wanna check your answer. And
42:02 lot of people don't really understand when check your exam, you're not looking
42:06 change answers unless they're wrong. So best way to do this is to
42:11 the question, read your answer. if it makes a true statement,
42:16 done, don't read all the other because your brain will start trying to
42:21 ways to stick information into the exam into that question that doesn't exist,
42:27 ? It's like saying, hey, wanna know what's your name? And
42:30 give me your name and your phone . I didn't ask for your phone
42:33 . I just wanted to know what name was. So that would constitute
42:37 a wrong answer. So don't read into the question that is already
42:41 So if you hear the question and answer, you'll see a, if
42:46 made a true statement, if you make a true statement, then that's
42:50 you change your answer and you can back and read all the other answers
42:53 checking your exam will be very, quick. It will take about 10
42:56 . You'll see very quickly if you a mistake by reading something wrong
43:00 or, you know, misinterpreted the because ultimately, it uh a multiple
43:06 question is just trying to create that statement. So that's how you do
43:11 , question my answer, that's And you won't go back and start
43:17 correct answers because you didn't trick So that basically is it, this
43:21 how to be successful, how to a test, how to study for
43:25 and how to do. Well, don't think I have anything else.
43:28 , I don't have anything else. practice that if you, if you
43:32 a commitment to yourself to do better semester, use this methodology. Don't
43:38 back on the old tropes that you've as since the beginning of time that
43:43 led to your success. Trust I've been doing this for years.
43:47 I like school so much. I in it. I know all the
43:51 . I know how to be If you trust me and do what
43:54 told you don't add to it. take away from it. If you've
43:58 what I just said you should be . Usually when students who were doing
44:04 come and talk to me and we through this together, they could go
44:07 do this they typically do much, better once they start practicing this
44:14 So that's what I have for Good luck you can listen to this
44:17 time to help you. If you questions about it, come and see
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