How to excel in college / university

[Jean in Newcastle]

Lavender4.  Please do your homework.  There are subforums on this board that are more suited to your cause.  IF someone asks a question that you can answer on the highschool or college boards, then please feel free to add your answer to the mix.  No one said that everyone on this forum is doing exceptionally well.  But we do homeschool for a reason and are intentional in how we prepare our children for the future - including college.  So yes, a lot on this forum are doing exceptionally well because we didn't leave it to chance.  When we run into roadblocks and many of us have over the years, we come to this forum and ask for advice and help.  Those are the posts that would benefit from your advice.  Be warned, though, that we will not be just taking your advice alone.  Lots of people will have advice, some which goes along with yours, some which does not.  The people asking for advice get to take the advice that best fits their need. 

[Lavender4]

Of course, I agree. I also don't take anyone's advice for the "face value" and always do my homework. ? Any book, any course, any advice represents a perspective and usually there is value to be gained from a perspective whether or not we accept it fully at the end of the day.

 

[maize]

22 minutes ago, Lavender4 said:

8FillTheHeart, I do truly appreciate you taking the time to thoroughly read my answers. 

I'm not a specialist on helping those struggling with executive function, neither do I claim to be. These are special cases that need specialized coaching and sometimes treatment. Often executive function struggles are linked to ADHD diagnosis that needs to be approached separately by certified professionals. That's why I mentioned on-campus resources. As per my original post, my focus is to help those who are fully capable but are not reaching their academic potential due to a limiting mindset and not having effective habits, strategies and tools that are required to excel at college/university level.

Over the years I've seen many students who are intelligent but under-perform due to not approaching their college/university studies in the most effective and mature way. It's often linked to mindset issues, lack of confidence, lack of purpose, lack of organizational habits, discipline and more. Below is a copy and paste from my original post. The four areas mentioned, are the ones I can help with. I can only ask follow up questions if I feel that I can help further on the subject. Executive function issues is not one of them. That's why there are on-campus resources to address individualized student needs and offer appropriate adaptations.

Here it goes again:

"Have you ever wondered what makes some students excel in college or at university while others struggle?---I can tell you from experience: it's definitely not the IQ!! During my eight years of teaching university, I've seen it over and over again that very intelligent students (even the ones who came in with top grades from high school) don't always perform at their best... 

So what does it really take to excel at this level? It's the set of powerful habits and character traits that makes some students perform amazingly well even through toughest academic challenges.

These super-habits reside in four areas:

1. The top student mindset - having the right attitude toward studies and knowing what to work so hard for —in other words having a vision or a dream that makes it all worth it.
2. Organization and planning skills - ability to setup a study environment and a routine that makes it easier to do well.
3. Effective study habits - knowing the ways to get the most out of study time on a regular basis.
4. Knowing how to ace exams - studying effectively is one thing but performing at one's best on exams, when the efforts count most, is another. Students need to develop effective habits on how to focus and excel during exams.

Wishing our kids and graduates the best of success in their studies! "

PS. As for everybody's kids on this forum doing exceptionally well, this is just statistically impossible. I've been teaching, observing, providing feedback and grading university students (in different universities) for 8 years. In every class, there are 5% of students who excel and 95% --- who do not. From my experience, the root of 95% not reaching their potential resides in four above areas. I developed my course to try and help the 95% to grow into the best version of themselves at school and carry on those effective habits for further success in their lives. 

 

Your numbers 2 and 3 are very impacted by executive function. When you notice a student struggling in those areas I don't see how a casual observer would differentiate between poor executive function and maybe just hasn't learned effective habits.

How many students have you successfully coached through the process of growing into the best version of themselves?

I am glad to see a professor taking an interest in struggling students.

Edited September 22, 2018 by maize

[Lavender4]

Thanks for asking this question, Maize. I'm not a one-on-one coach by trade, I'm a Prof. ?  A pretty good one according to students. And the approach I chose to take (apart from giving individual advice to my students in my office) is one-to-many. I decided that the best way to reach as many of those who can benefit from my tips is by doing what I do best - develop a course! And when someone takes a course, they can ask individual questions online. I felt that this would be the best way to create the most positive impact.

As for me caring for students, I always do. I was a student myself once. I value human life. I want to see people reach their potential. I get sad when I see them not. I light up when I can make a difference. That's the whole purpose behind all of this.

I know I can't help everyone (especially those who have a diagnosis, not certified for that) but I'll take as many as I can help.

Edited September 22, 2018 by Lavender4

[Petrichor]

Lavender4, are you the instructor for this course that you are advertising? Or is it your professor's course?

[Arcadia]

19 minutes ago, Lavender4 said:

 I decided that the best way to reach as many of those who can benefit from my tips is by doing what I do best - develop a course! And when someone takes a course, they can ask individual questions online. I felt that this would be the best way to create the most positive impact.

 

Then do it for free like many of the MOOC (massive open online course) courses are free.

McGill University has a useful study skills page https://www.mcgill.ca/science/student/general/advising/skills

Concordia University’s “Learn how to study like a pro” http://www.concordia.ca/cunews/main/stories/back-to-school/learn-how-to-study-like-a-pro-student-success.html and their Student Success Center website http://www.concordia.ca/students/success/learning-support.html

[8filltheheart]

30 minutes ago, Arcadia said:

 

Then do it for free like many of the MOOC (massive open online course) courses are free.

McGill University has a useful study skills page https://www.mcgill.ca/science/student/general/advising/skills

Concordia University’s “Learn how to study like a pro” http://www.concordia.ca/cunews/main/stories/back-to-school/learn-how-to-study-like-a-pro-student-success.html and their Student Success Center website http://www.concordia.ca/students/success/learning-support.html

But that wouldn't be practicing good "Online Business and Strategic Management."

[Lavender4]

It's a good point, Arcadia. I did my research and it shows that when students take a free course, they are not as committed to complete it and can easily be distracted by something else and miss out on benefits. If they pay a price, even a small symbolic one (my course is now at $10 only), they're psychologically investing themselves and it shows that they're serious. This way they're more likely to finish it and gain full benefits. The approach I chose would be the same one as authors do when they decide to write a book: reach people in need with a message, not limiting it to one university, or even one country. And yes, there is a cost of development that should be covered by sales, just like artists who work on their song and producers who develop a movie. And by the way, on udemy you can get a full refund within 30 days if for whatever reason you decide the course is not right for you. So those who buy the course are fully protected.

[katilac]

On 9/21/2018 at 7:19 PM, RootAnn said:

Another one called Make It Stick: The Science of Successful Learning is also eye opening. It talks about spaced repetition improving recall and short quizzing vs. more spaced out testing being more beneficial to learning outcomes.

1

 

This is a great book. 

19 hours ago, Lavender4 said:

PS. As for everybody's kids on this forum doing exceptionally well, this is just statistically impossible.   

 

 

That would be a joke. Note the reference to the fictional Lake Wobegon. 

[maize]

56 minutes ago, katilac said:

 

This is a great book. 

I just spent an audible credit on it ?

Now we'll see if the book itself sticks; I tend to listen to audio books while waiting to fall asleep at night.

[RootAnn]

22 minutes ago, maize said:

Now we'll see if the book itself sticks.

It is about time for me to reread it to see what didn't stick the first time. 

[lewelma]

On 9/22/2018 at 12:29 PM, maize said:

I'd be interested in knowing what strategies have worked for people who generally struggle with executive function. A person who is naturally disorganized and has trouble focusing isn't likely to benefit from being told what organized, well focused people do that works for them.

 

I tutor at-risk teens, and many of them have executive function problems.  I do not agree that a class is the solution-- in my experience, these kids need modelling and mentoring.

The first thing I do, is make sure that they pound on a single test, be completely and totally prepared, and ace it.  To accomplish this, I evaluate what needs to be learned, organize their study, make daily lists, check up on their progress, mark off how much they have accomplished, discuss giving yourself buffer time in your study plan, do practice tests, organize materials in folders for them. I have no expectation that they can do *any* of this on their own.  I have even been known to hold the flash cards for a kid (even 17 year old kids), and sit with them at the library as a friendly supervisor. Basically, I do ALL the executive function *for* them, and make sure they are so prepared as to ace the test.  At this point the student knows what it feels like to be totally prepared for a test, and knows the effort it took to get there.  This is step one.

Next, is the gradual teaching of the *how* of executive function.  This takes a *long* time for some students, as in working with me for 2 years.  The key is not to expect them to be able to do it. Kids with executive function problems just can't.  And nagging them or belittling them is NOT going to work.  They have likely had this negative approach for all the years they have been in school.  They are already used to also negative self-labelling.  Some of my students have so much anxiety from failure due to executive function that they are cutting and drinking etc.  To turn it around, these kids need to believe that they are not abnormal.  *Many* students (as the original poster has noted) can't organize their way out of a box, it is fine to take time to learn the skill, rather than for someone to just tell you to fix it, now. I tell my students over and over that you must 1) figure out what you are supposed to know, 2) figure out what you actually know, 3) make a plan to get from one to the other. Most kids can do NONE of these 3 things.  So you have to show them how to do each, and it is very very tricky to do it well, which is why most kids can't.  Maize, I can go through the types of training I do with each of the 3, if you are interested. In this stage, you are working *with* the students to organize their study, in contrast to stage 1 where you do it all for them.  

Finally, you have the students organize their study while you watch. This step is often best done during exam season, so over the period of a month, and after you have already done at least 2 exam seasons *with* them.  This stage is about making sure they do it on their own and about making sure that they are recognized for doing it (so lots of praise). Kids need to know that someone cares, that there is follow through, that they are not out there on their own before they are ready.  Recognition is key --  Wow, you've got this.  Oh, what a good idea, I hadn't thought of that, I'll use that with my other students.  I love your use of color.  Show me how you laid that out.  Explain to me your system.  Etc. 

I cannot save all my students, but I can save most.  It is about caring, individualized attention. And time. The fix is not quick.

Ruth in NZ

 

[maize]

18 minutes ago, lewelma said:

 

I tutor at-risk teens, and many of them have executive function problems.  I do not agree that a class is the solution-- in my experience, these kids need modelling and mentoring.

The first thing I do, is make sure that they pound on a single test, be completely and totally prepared, and ace it.  To accomplish this, I evaluate what needs to be learned, organize their study, make daily lists, check up on their progress, mark off how much they have accomplished, discuss giving yourself buffer time in your study plan, do practice tests, organize materials in folders for them. I have no expectation that they can do *any* of this on their own.  I have even been known to hold the flash cards for a kid (even 17 year old kids), and sit with them at the library as a friendly supervisor. Basically, I do ALL the executive function *for* them, and make sure they are so prepared as to ace the test.  At this point the student knows what it feels like to be totally prepared for a test, and knows the effort it took to get there.  This is step one.

Next, is the gradual teaching of the *how* of executive function.  This takes a *long* time for some students, as in working with me for 2 years.  The key is not to expect them to be able to do it. Kids with executive function problems just can't.  And nagging them or belittling them is NOT going to work.  They have likely had this negative approach for all the years they have been in school.  They are already used to also negative self-labelling.  Some of my students have so much anxiety from failure due to executive function that they are cutting and drinking etc.  To turn it around, these kids need to believe that they are not abnormal.  *Many* students (as the original poster has noted) can't organize their way out of a box, it is fine to take time to learn the skill, rather than for someone to just tell you to fix it, now. I tell my students over and over that you must 1) figure out what you are supposed to know, 2) figure out what you actually know, 3) make a plan to get from one to the other. Most kids can do NONE of these 3 things.  So you have to show them how to do each, and it is very very tricky to do it well, which is why most kids can't.  Maize, I can go through the types of training I do with each of the 3, if you are interested. In this stage, you are working *with* the students to organize their study, in contrast to stage 1 where you do it all for them.  

Finally, you have the students organize their study while you watch. This step is often best done during exam season, so over the period of a month, and after you have already done at least 2 exam seasons *with* them.  This stage is about making sure they do it on their own and about making sure that they are recognized for doing it (so lots of praise). Kids need to know that someone cares, that there is follow through, that they are not out there on their own before they are ready.  Recognition is key --  Wow, you've got this.  Oh, what a good idea, I hadn't thought of that, I'll use that with my other students.  I love your use of color.  Show me how you laid that out.  Explain to me your system.  Etc. 

I cannot save all my students, but I can save most.  It is about caring, individualized attention. And time. The fix is not quick.

Ruth in NZ

 

Ruth--I cannot thank you enough for this post!

I stumbled through school with unrecognized executive function difficulties and the entire experience was incredibly discouraging. I had a real interest in learning but was completely incapable of managing assignments and study time. 

I see enough of myself in several of my kids to know they would really benefit from help with executive function skills but I haven't really known where to start. You've given me some great ideas.

[Andromeda]

Many higher ed institutions have had their own Foundation for Success courses or course sequences for quite some time. Some institutions allow students to skip these (based on testing), while others may require every incoming freshman (and sometimes transfers,too) to complete them. 

Here is an example and another and one more one here. 

 

[Lavender4]

10 hours ago, RosemaryAndThyme said:

Many higher ed institutions have had their own Foundation for Success courses or course sequences for quite some time. Some institutions allow students to skip these (based on testing), while others may require every incoming freshman (and sometimes transfers,too) to complete them. 

Here is an example and another and one more one here. 

 

It's great that these courses exist and are available. Just like there could never be too many books written on a particular subject, or too many love songs created, there is always a way to put a unique spin on something to hopefully make it effective in getting desired results for people. I tried to make my course more personal, motivational, purpose-oriented, filled with unique first-hand tips and strategies, employing story-telling as an effective way to deliver a message. All in all, a lot of "soul" was put into it, in addition to techniques.

I noticed that this forum looooves to criticize, but I would appreciate feedback from experts like you, knowing that you'd be by far my toughest critics in the cyber space. ? Here is the table of contents of the course. I'd love to know what you think. Just take it easy on me. Remember this is my "baby".

 

Moderator: Oh no you don't. You've been told that advertising is a breach of board rules. If you want to seek feedback on your course outline, invite people to pm you.

[moonflower]

On 9/22/2018 at 1:04 PM, Lavender4 said:

That's awesome that kids are excelling. I do see that this topic has many visitors, so I assume this means that there is a need for experienced advice in this area. Perhaps those whose kids are struggling don't necessarily volunteer this information on this forum. If anyone has specific questions about how to excel in college or at university, I'd be happy to answer to the best of my ability. That's the primary reason why I spent good part of the summer developing the course: to help those who struggle with first-hand tips and strategies.

 

 

The topic has a lot of visitors because the title reads like a spam/advertising title (which, surprise, it was) and yet has generated a lot of posts, which suggests a possibility of drama.  They're just checking in for the drama, trust me, not the unsolicited advice of someone no one knows yet.

[lewelma]

6 hours ago, maize said:

I see enough of myself in several of my kids to know they would really benefit from help with executive function skills but I haven't really known where to start. You've given me some great ideas.

 

I'm so glad I could be of some help!  Because I love writing, I'm going to summarize the approaches I take with the 3 big questions.

1) What am I supposed to know?  This is not as obvious as you might think.  Sure there might be things to memorize, techniques to master, concepts to understand.  But assessments require more nuance than that.  Are you supposed to relate ideas?  Are you suppose to synthesize? Are you suppose to be insightful?  These are the deeper questions to ask about what is expected of the student.  These example questions are about what you *know* , but there is also the question as to how you are supposed to express it.  How are you expected to show your work?  How are you to organize your arguments?  Are you to give examples, or refer to tables/equations/graphs? What does the style of writing for the subject look like? How much evidence do you need?  etc...

These are the questions that good students ask.  And they vary by subject. I once read that there are 4 types of learning - analytical, interpretative, production, and synthesis (and obviously many courses fall under more than one category). For analytical subjects like math and physics, you need to know how to showing your work, how many word problems there will be, how to do investigations, how much time pressure is expected, how to *explain* in words complex ideas.  For interpretative classes, like English or History, you need to know the requirements for good writing and thinking, things like what is insight look like? How do a make a good argument?  How do I address the question? For production classes like French and Violin, you need to know the speed and accuracy expected. What should you be able to hear? What should you be able to produce? And Finally for synthesis courses, like Biology, what do you have to memorize? How are you expected to synthesize it? How do you make logical arguments? How do you interweave new ideas with memorized content? What do certain instructions mean, like explain, interpret, synthesize, categorize, evaluate?  What exactly do you have to write to answer each of those types of questions? Step 1 of 'what am I supposed to know' is complex, and takes a lot of time to figure out for each different course you are taking.

2) What do I already know?  You would think that kids would be able to state clearly what they know, but no, they really can't.  They often think that if they are familiar with content, then they know it, and are surprised to find that they cannot explain it on a test, at all, especially not under time pressure.  And often they think that if they have memorized the content, then they are done, when actually they need to synthesize what they have learned, or develop skill in making an argument.  There is content and then there is skill.  I can know all about French grammar, but not be able to speak properly.  Skill must be identified and developed separately from content, but often concurrently.  After you make the detailed list of what you need to know from step 1, you need to decide you level of mastery - poor, adequate, excellent. And you need to be honest.  I often get kids to verbally explain something in full sentences, and if they can't, then they don't actually know it.

3) How do you get from what you know to what you need to know?  This is what most people think of as actual study skills, but actually without steps 1 and 2, you don't actually have a clue what to study.  I see this in students all the time.  Not a clue.  Once again, the goal is both learning the content and developing the skill in all 4 of the learning types - analytical, interpretative, production, and synthesis.  For analytical, the content is the straight forward math.  Can you do the work or not? But most students neglect problem solving skills, so that their word problem skills are very very poor.  And their investigation skills are even weaker.  I can go over how to develop problem solving skills in math if you want, as my focus is being a math tutor although I also tutor Bio, Chem, Physics, and English.

For interpretative courses, you need to have certain formats down cold, so that your mind is free to develop insight.  This is where books like "They Say, I Say" come in, and this is also the main purpose for speed writing under exam conditions, if you can write basic stuff fast, your mind is free to work at a higher level as the easy stuff is automated.  Most students do not realize that you really do have to write many many practice exams under time pressure to get good at this. 

For Production courses, obviously drill drill drill. I don't teach production courses but I am sure that someone else can offer advice.

And finally for synthesis courses, you must deal with the memory component in some fashion.  Most students need this to be active, so writing or speaking to memorize, not just doing it in your head.  But the part that most students do not know is that for synthesis subjects you need to practice how to write up answers to paragraph level questions.  And the key here is to use the answers.  Your answers should go into as great a depth and with the same organization as what the model answers look like. The gold is in the back of the book, assuming model answers have been provided.  You need to see how complex you are expected to write an answer, with what detail, and with what linkages.  Without a model to follow, you are flying blind.  And in addition, there are often only about 20 types of questions you need to be able to explain for any test, so you better keep a list and track what is expected for each and which ones you have mastered.  Synthesis subjects are typically the most difficult subjects for kids with executive function problems.

Ok, got to run.  Hope this helps.  I haven't even started with time management, priorities, schedule making etc.....

Ruth in NZ

[8filltheheart]

@lavendar4 please notice Ruth's responses. They actually answer maize's question vs espousing generic, meaningless gibberish followed by a sales pitch. Ruth's responses are the way this forum functions. This is a forum of serious educators who have chosen to educate their children at home. When posters ask questions, they receive thoughtful responses that actually address their questions by people who have actual experience to share. 

These are the types of professional responses posters receive from our open-ended conversations. All for free and with caring support.  

Posters know that. If you reread the thread in light of what you now know, the responses you received will clearly make more sense and equally, if honest, seem appropriate. ?

Edited September 24, 2018 by 8FillTheHeart

[HomeAgain]

@lewelma That is seriously one of the best pieces I've seen on this forum in a long time.  I could have used that guidance in how to help my kid back when he was a tween.  I didn't know other than to wring my hands and bumble through with him, instead of consciously making a plan to baby step him through it.  And it seems so obvious when it's written out.
I'm going to file that away for the next kid and others I help in groups. 

[Andromeda]

6 hours ago, lewelma said:

 

3) How do you get from what you know to what you need to know?  This is what most people think of as actual study skills, but actually without steps 1 and 2, you don't actually have a clue what to study.  I see this in students all the time.  Not a clue.  Once again, the goal is both learning the content and developing the skill in all 4 of the learning types - analytical, interpretative, production, and synthesis.  For analytical, the content is the straight forward math.  Can you do the work or not? But most students neglect problem solving skills, so that their word problem skills are very very poor.  And their investigation skills are even weaker.  I can go over how to develop problem solving skills in math if you want, as my focus is being a math tutor although I also tutor Bio, Chem, Physics, and English.

 

 

Ruth,

This entire post is fantastic, thank you, thank you, thank you!  Would it be possible to start a new thread (and to get it pinned - that would be awesome) with a copy of your two posts in this thread and any other insight you may be able to share? I have already copied these posts for myself, but I think that so many people can use this information. This is too good to be lost.

I would love to see any more ideas and details on any of these 3 areas - what you know, how to figure out what the assignment calls for, and how to put it down on paper or typed in.

[8filltheheart]

7 minutes ago, HomeAgain said:

@lewelma That is seriously one of the best pieces I've seen on this forum in a long time.  I could have used that guidance in how to help my kid back when he was a tween.  I didn't know other than to wring my hands and bumble through with him, instead of consciously making a plan to baby step him through it.  And it seems so obvious when it's written out.
I'm going to file that away for the next kid and others I help in groups. 

One of the greatest skills we can learn as teacher and parent is how to provide our children appropriate scaffolding to succeed. Scaffolding is not a crutch. It is the support offered to help children thrive and succeed from positivity vs failure.

[HomeAgain]

34 minutes ago, Lavender4 said:

Lavender4 has left.

I hope you'll come back to this thread after you've had some time away to look at it with fresh eyes.

[Tree Frog]

12 hours ago, lewelma said:

 

I'm so glad I could be of some help!  Because I love writing, I'm going to summarize the approaches I take with the 3 big questions.

1) What am I supposed to know?  This is not as obvious as you might think.  Sure there might be things to memorize, techniques to master, concepts to understand.  But assessments require more nuance than that.  Are you supposed to relate ideas?  Are you suppose to synthesize? Are you suppose to be insightful?  These are the deeper questions to ask about what is expected of the student.  These example questions are about what you *know* , but there is also the question as to how you are supposed to express it.  How are you expected to show your work?  How are you to organize your arguments?  Are you to give examples, or refer to tables/equations/graphs? What does the style of writing for the subject look like? How much evidence do you need?  etc...

These are the questions that good students ask.  And they vary by subject. I once read that there are 4 types of learning - analytical, interpretative, production, and synthesis (and obviously many courses fall under more than one category). For analytical subjects like math and physics, you need to know how to showing your work, how many word problems there will be, how to do investigations, how much time pressure is expected, how to *explain* in words complex ideas.  For interpretative classes, like English or History, you need to know the requirements for good writing and thinking, things like what is insight look like? How do a make a good argument?  How do I address the question? For production classes like French and Violin, you need to know the speed and accuracy expected. What should you be able to hear? What should you be able to produce? And Finally for synthesis courses, like Biology, what do you have to memorize? How are you expected to synthesize it? How do you make logical arguments? How do you interweave new ideas with memorized content? What do certain instructions mean, like explain, interpret, synthesize, categorize, evaluate?  What exactly do you have to write to answer each of those types of questions? Step 1 of 'what am I supposed to know' is complex, and takes a lot of time to figure out for each different course you are taking.

2) What do I already know?  You would think that kids would be able to state clearly what they know, but no, they really can't.  They often think that if they are familiar with content, then they know it, and are surprised to find that they cannot explain it on a test, at all, especially not under time pressure.  And often they think that if they have memorized the content, then they are done, when actually they need to synthesize what they have learned, or develop skill in making an argument.  There is content and then there is skill.  I can know all about French grammar, but not be able to speak properly.  Skill must be identified and developed separately from content, but often concurrently.  After you make the detailed list of what you need to know from step 1, you need to decide you level of mastery - poor, adequate, excellent. And you need to be honest.  I often get kids to verbally explain something in full sentences, and if they can't, then they don't actually know it.

3) How do you get from what you know to what you need to know?  This is what most people think of as actual study skills, but actually without steps 1 and 2, you don't actually have a clue what to study.  I see this in students all the time.  Not a clue.  Once again, the goal is both learning the content and developing the skill in all 4 of the learning types - analytical, interpretative, production, and synthesis.  For analytical, the content is the straight forward math.  Can you do the work or not? But most students neglect problem solving skills, so that their word problem skills are very very poor.  And their investigation skills are even weaker.  I can go over how to develop problem solving skills in math if you want, as my focus is being a math tutor although I also tutor Bio, Chem, Physics, and English.

For interpretative courses, you need to have certain formats down cold, so that your mind is free to develop insight.  This is where books like "They Say, I Say" come in, and this is also the main purpose for speed writing under exam conditions, if you can write basic stuff fast, your mind is free to work at a higher level as the easy stuff is automated.  Most students do not realize that you really do have to write many many practice exams under time pressure to get good at this. 

For Production courses, obviously drill drill drill. I don't teach production courses but I am sure that someone else can offer advice.

And finally for synthesis courses, you must deal with the memory component in some fashion.  Most students need this to be active, so writing or speaking to memorize, not just doing it in your head.  But the part that most students do not know is that for synthesis subjects you need to practice how to write up answers to paragraph level questions.  And the key here is to use the answers.  Your answers should go into as great a depth and with the same organization as what the model answers look like. The gold is in the back of the book, assuming model answers have been provided.  You need to see how complex you are expected to write an answer, with what detail, and with what linkages.  Without a model to follow, you are flying blind.  And in addition, there are often only about 20 types of questions you need to be able to explain for any test, so you better keep a list and track what is expected for each and which ones you have mastered.  Synthesis subjects are typically the most difficult subjects for kids with executive function problems.

Ok, got to run.  Hope this helps.  I haven't even started with time management, priorities, schedule making etc.....

Ruth in NZ

May I copy and send this to my college aged DD? I don't think she has EF issues, but there have been some suggestions she may have ADHD, though at this point she doesn't want to medicate. I think this may be helpful for her.

[lewelma]

Thanks guys for the kind responses!  I'll start a new thread, and yes of course you can send my post to your dd, Wilrunner. I'm sorry the OP didn't add on to or respond to what I was saying, as it would be fascinating to see how her approach differs from mine.  

[Jean in Newcastle]

On 9/21/2018 at 9:37 AM, Arcadia said:

 

 

The Udemy course link in the first post.

”20 Study Habits of Top Students

If you want to excel in college or at university, take this course.

NEW

Created by Liliya Lyubman

Last updated 9/2018

English

Current Price $10.99

Original Price $149.99

Discount 93% off

Liliya Lyubman is a professor of Online Business and Strategic Management at McGill and Concordia Universities in Montreal, Canada.”

I hadn’t focused on the details before. What a discount!  So no takers at the original $150 price tag. And no takers at the $12 either?  No wonder she was trying to sell her course at all cost. I don’t mean this as a cut. But I do think this is a cautionary tale to do market research first. As others pointed out there are lots of materials and websites and courses that are available for free - especially if the content is pretty basic study skills advice of the “find a quiet place to study “ variety. 

[maize]

13 minutes ago, Jean in Newcastle said:

I hadn’t focused on the details before. What a discount!  So no takers at the original $150 price tag. And no takers at the $12 either?  No wonder she was trying to sell her course at all cost. I don’t mean this as a cut. But I do think this is a cautionary tale to do market research first. As others pointed out there are lots of materials and websites and courses that are available for free - especially if the content is pretty basic study skills advice of the “find a quiet place to study “ variety. 

Udemy courses regularly go on sale for this sort of discount, I doubt many people pay the jacked up non sale price. I figure that is a marketing gimmick.

I have found some good courses on the platform.