Page 206 - Keys To Community College Success

The second part of when is what time. If two students go over their biology notes
from 8 to 9 a.m., but one is a morning person who went to bed at 11 p.m. and one is a
night owl who hit the sack around 2 a.m., you can guess who has more of a chance of
remembering the information. First, determine what time is available to you in between
classes, work, and other commitments. Then, thinking about when you function best,
choose your study times carefully. You may not always have the luxury of being free
during your peak energy times, especially if, like Cindy, you are responsible for one or
more children, but do the best you can.
The third part of when is how close to original learning. Because most forgetting
happens right after learning, the review that helps you retain information most effec-
tively happens close to when you first learn the material. If you can, review notes the
same day you took them in class, make an organizer of important information from a
7 text chapter shortly after you read it, or write a summary of a group study session
CHAPTER within 24 hours of the meeting.

The final part of when is when to stop. Take a break, or go to sleep, when your
body is no longer responding. Forcing yourself to study when you’re not focused won’t
reward you with increased retention, and may in fact have detrimental effects.

Where
Where you study matters. As with time, consider your restrictions first—there may be
only so many places that are available to you, close by, and open when you have study
time free. Also, analyze the effectiveness of the locations of previous study sessions. If
you spent too much time blocking out distractions at a particular location, try some-
place different.
Many students like to study in a library. Your main library may have a variety of
possibilities such as quiet rooms that don’t allow talking, social areas where study
groups can discuss materials, rooms where computer terminals are available for
research, and so on. Also, keep in mind that many discipline-specific buildings have
their own smaller libraries where you might consider spending some study time.
Dorms or other living spaces (rooms or common areas) and outdoor areas can be
useful study spots. Where you live, find times to study when distractions are at a mini-
mum. Explore your campus to find outdoor locations that are secluded enough to
allow you to focus. An empty classroom is another great option. If you know a class-
room will be unused for a period of time, it can provide a quiet space with room to
spread out materials.

Who
Some students prefer to study alone, and some in pairs
or groups. Many mix it up, doing some kinds of study-
ing (such as first reading) alone, and others (such as
problem sets) with one or more people. Some find that
they prefer to study certain subjects alone and others
with a group.
Even students who prefer to study alone might consider
the risk of working with others from time to time. Besides
the reward of greater communication and teamwork skills,
group study enhances your ability to remember information
because it: 6
■ Gets you to say what you know out loud, which
solidifies your understanding
■ Exposes you to the ideas of others and gets you
The study location that works for you depends on individual thinking in different ways
needs and preferences. These students have found that they ■ Increases the chance that all of the important
can concentrate effectively at a table in the library.
information will be covered

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