Page 207 - Keys To Community College Success

■ Motivates you to study in preparation for a group meeting
■ Subjects you to questions about your knowledge, and maybe even some challenges,
that make you clarify and build on your thinking
Instructors sometimes initiate student study groups, commonly for math or science
courses, known as peer-assisted study sessions or supplemental instruction. However,
don’t wait for your instructor—or for exam crunch time—to benefit from studying
with others. As you begin to get to know students in your classes, start exchanging
phone numbers and emails, form groups, and schedule meetings. Here are some strate-
gies for study group success:
■ Limit group size. Groups of five or fewer tend to experience the most success.
■ Set long-term and short-term goals. At your first meeting, determine what the
group wants to accomplish, and set mini-goals at the start of the first meeeting. Memory and Studying
■ Determine a regular schedule and leadership rotation. Determine what your group
needs and what the members’ schedules can handle. Try to meet weekly or, at the
least, every other week. Rotate leadership among members willing to lead.
■ Create study materials for one another. Give each person a task of finding a
piece of information to compile and share with the group. Teach material to
one another.
■ Share the workload and pool note-taking resources. The most important factor is
a willingness to work, not knowledge level. Compare notes with group members
and fill in information you don’t have.
■ Know how to be an effective leader. The leader needs to define projects, assign
work, set schedules and meeting goals, and keep people focused, motivated, and
moving ahead.
■ Know how to be an effective participant. Participants are “part owners” of
the team process with a responsibility for, and a stake in, the outcome. Partici-
pants need to fulfill the tasks they promise to do, be organized, and stay open
to discussion.
■ Be creative with technology if it’s tough to meet in person. Use Skype, a chat room
or discussion board, a Wiki, or other tech tool to gather virtually.
One final part of who is dealing with who might be distracting. You may have
friends who want you to go out. You may have young children or other family mem-
bers who need you. You may have work responsibilities. Think carefully about your
choices. Do you want to head out with friends you can see anytime, even if it compro-
mises your focus on an important course? Can you schedule your study time when
your kids are occupied for an hour or so?
Tell your friends and family members why studying is important to you. People
who truly care about you are likely to support your goals. Tell your kids (if they are old
enough to understand) what it will mean to you, and to them, for you to have an edu-
cation and a degree. Children may be more able to cope if they see what lies at the end
of the road. Key 7.3 shows some ways parents or others caring for children can maxi-
mize their efforts.

What and Why: Evaluating Study Materials
It is impossible, inefficient, and unnecessary to study every word and bit of informa-
tion. Before you study, engage your analytical thinking skills: Decide what is important
to study by examining why you need to know it. Here’s how:
Choose materials to study. Put away materials or notes you know you do not need
to review. Looking at the notes, textbooks, and other materials left, determine what
chapters or sections are important to know for your immediate goal (for example,
studying for a test) and why. Thinking about the “why” can increase your focus.

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