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Kontiz88 Kontiz88
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5 years ago
Elaine Hanley teaches at Maple Hills High School in a large suburban community. Her third period advanced placement history students completed their first exam of the year and they were not happy with the results.

Mrs. Hanley knew the students would be concerned. Most of them were applying at competitive colleges across the nation, so grades and grade point averages were a part of their daily discussions.

"I'm doomed!" cried a student who Mrs. Hanley knew was applying to Carlston University, a prestigious nearby institution. "I'll never get into Carlston now!"

"Mrs. Hanley, what can we do?" asked another member of the class. "I'm not sure it's worth taking this advanced placement class if all I can get is a C on the exam. I'd be better off in the regular history class getting A's."

"Instead of changing classes," declared Mrs. Hanley, "let's figure out some study strategies that will help you get high grades on my tests. First of all, what's different about my tests? Why are they more difficult for you?"

"You make us know the stuff. In most classes we just write down what the teacher says, memorize it, then take the exam."

Mrs. Hanley replied, "Well, you're right, I want you to do more than memorize history. What study strategies do you use? Monica?"

"First of all, I take notes in class, then rewrite them when I get home. I underline important points, which is just about everything I write down. Then I read and reread until I think I have a page of notes memorized."

Next Mrs. Hanley asks, "Alex, how do you study for tests?"

"I don't take many notes, but listen carefully to what the teacher says. When I study my text, I just start from the beginning and read until I'm finished. That usually works for me."

After listening to other students about their study habits, Mrs. Hanley announced, "I think I can help you study for my tests by suggesting some different strategies than those you are now using."

Using the information from the chapter, discuss whether or not the strategies suggested by the students are effective. If they are effective strategies, what makes them effective? If they are ineffective, what makes them so? What additional strategies do you think Elaine Hanley will suggest to her students?
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5 years ago
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As the individual reads Mary had a little lamb, she or he activates a "Mary had a little lamb" poetry schema. However, when the individual next reads along with some mint jelly and potatoes, she or he cannot, at first, make sense of the information because it does not fit what was expected. The individual will need to select "Mary had a little lamb" as a meal schema in order to understand the second statement.

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