1. EverythingYou Chose To Forget After
High School But Shouldn’t Have
Michael S. Bowen, B.S.Ed.,
CENINFODOM

2.  “We cannot enter into alliances until we
are acquainted with the designs of our
neighbors.” – Sun Tzu,“The Art of War”
• Teenage brain functions differently from an adult
brain
 Huge synaptic surge before adolescence, followed by
"pruning” use-it-or-lose-it process
 Prefrontal cortex (organizing, strategies, impulses)
not fully developed until the late 20s
• No excuse for bad behavior

3.  Lay Foundation For
Academic Success
 Active Listening
 Note-Taking
 Learning Styles
 Memory
 Test Anxiety
 “Tactical Test-Taking”

5.  Good listeners are
“makers of ideas”
 What influences a
listener?
 Receive/process
incoming data
• Instructors
• Peers
 Involved with what
they hear
• Intellectually
• Emotionally

6.  External
 Internal
 What do productive
listeners do?
 Topic
 Speaker
 Environment
 Presentation
 Distractions
 Opinions
 Boredom
 Fatigue
 Language

7.  Watch the speaker
 Form/ask questions
 Summarize
 Respond to comments
 Concentrate when
others speak
 Active body language

8.  Benefits
 Short-Term Memory
 Long-Term Memory
 Multiple Learning
Styles
 Short/long-term
memory
 Multiple learning
styles
 Acoustic encoding
 Semantic encoding
 Engages visual,
auditory & kinesthetic

9.  Recall without
rehearsal
 Miller: Magical
Number 7 ± 2
 Simon: Chunking
 0-to-60 seconds
 5-to-9 items
 Later research: 3-to-7
items
 Meaningful groups
 Ideal size: 3 items

10.  Potentially-unlimited
duration
 Large capacity
 Stored by repetition
 Encoded semantically
 Consolidated
information
 Up to entire life span
 5-to-9 items
 Use it or lose it
 Contextual meaning
 Sleep benefits memory

11.  New information stored
in relation to what we
already know or have
experienced
 How do we take
information most
efficiently?

12.  Information from
surroundings:
 Senses used in
learning:
 Receive
 Interact
 Process
 Communicate
 Sight
 Hearing
 Touch
 Taste/smell to lesser
degree

13.  Ten statements
 Three possible
options
 Choose single best
answer for you
 20-second interval
1. A B C
2. A B C
3. A B C
4. A B C
5. A B C
6. A B C
7. A B C
8. A B C
9. A B C
10. A B C

14.  A. read the textbook & notes silently to
myself.
 B. listen to a podcast or audio recording.
 C. experiment with the information.

15.  A. read the directions before I try to put
it together.
 B. have someone read the directions to
me while I put it together.
 C. figure it out by trial-and-error.

16.  A. read or write in a quiet place.
 B. have music playing while I relax.
 C. tinker with something or walk around.

17.  A. show me how to do it.
 B. tell me how to do it.
 C. let me play around, even if I make
mistakes.

18.  A. write out the information, then give it
to them to read.
 B. talk about the information, then
answer questions.
 C. show the information as part of an
activity.

19.  A. see pictures in my mind.
 B. hear words & sounds.
 C. recall feelings & sensations.

20.  A. gave reading assignments &
handouts.
 B. let us discuss & ask lots of questions.
 C. let us experiment & show what we
knew.

21.  A. a written ‘to-do’ list.
 B. a conversation I’ve overheard.
 C. an activity related to the task.

22.  A. reviewing notes from what I read in
the textbook.
 B. listening to an instructor’s lecture.
 C. going for a walk/discussion; I lose
focus in a classroom.

23.  A. written turn-by-turn directions or a
map.
 B. calling someone on the phone to get
directions.
 C. to take the chance at getting lost.
Where’s that GPS?

24.  Count the number of
responses:
• A – visual
• B – auditory
• C – kinesthetic
 One or combination:
• Visual/auditory
• Visual/kinesthetic
• Auditory/kinesthetic
• Visual/auditory/kinesthet
ic
1. A B C
2. A B C
3. A B C
4. A B C
5. A B C
6. A B C
7. A B C
8. A B C
9. A B C
10. A B C

25.  Best information
source
 Major points
 Information
reinforcement
 Written materials,
charts, maps, graphs
 “Jump out” by
highlighting,
underlining, etc.
 Rewriting notes or
graphic depictions

26.  Best information
source
 Major points
 Information
reinforcement
 Hearing
 Change of tempo,
tone, pitch, volume
 Discussion, debate,
songs, rhymes,
sounds

27.  Best information
source
 Major points
 Information
reinforcement
 Touch, feel, sense,
interact with
surroundings
 Proprioception –
body movement &
position
 Physical rehearsal or
joined with other
senses

28.  “A” schools
 If teaching style
doesn’t fit learning
style?
 Mostly knowledge
 Some practical
application

29.  Psychological
reaction to stress
 Varies by person
 “Fight or Flight”
response
 Increased chemical
activity
Positive
Negativ
e
NegativeNegative

30. PAVLOV, SKINNER, ETC. PARENTS,TEACHERS, ETC.
 Conditioned stimulus
added to natural
stimulus/reward
 Reinforcement of desired
behavior over time
 Natural stimulus removed,
conditioned
stimulus/reward remains
 Conditioned stimulus
(program, scholarship,
graduation) added to
natural stimulus
(accomplishment)
 Reinforcement of behavior
over time
 Natural stimulus removed,
conditioned stimulus
remains

31.  Conditioned &
counteractive
response to stimulus
 Chemicals interfere
with processing &
memory
 Chemicals involved
in flight/fight
response temporarily
“rewire” brain
 Material unfamiliar
 Time management
issues

32.  Two nervous systems
 Three techniques
 Sympathetic
• Involuntary trigger
 Parasympathetic
• Voluntary trigger
 Deep breathing
 Progressive muscle
relaxation
 Visualization

33.  Hands at abdomen
 Breathe in deeply through
nose
• Push abdomen out
 Breathe out through pursed
lips, like blowing up a
balloon
• Pull abdomen in
 Can be done seated
upright
 Shallow breathing less→
oxygen in bloodstream
• Low energy, high blood
pressure
 Deeper breathing
increases blood
oxygenation
• Lower blood pressure,
more energy, more
endorphins, clearer
thinking

34.  Tighten muscles, like
contracting into a ball
 Hold several seconds, then
release
 Repeat several times,
starting with lower
extremities, moving to torso
& upper extremities
 Repeat as needed
 Stress effect on endocrine
and immune systems
 Muscles relax in response
to contraction
• Parasympathetic nervous
system engaged
 Decrease in serum cortisol
 Increased immunoglobulin-
A

35.  Reinforces short-term &
long-term memory
storage/retrieval
 Engages (low-level) circuits
engaged in motor skill
learning
 Can counter pre-test stress,
which has the most-
impairing effect
 Neural pathways are
conditioned to engage in
activity
 Rehearsal reinforces
behavior when time comes
to perform activity

36.  Read the directions
 Figure out the answer first before looking at
options
 Answer easy questions first
 Nearby questions can help to answer difficult
problems
 Answer all of the questions
 Ask the instructor to explain misunderstood
questions

37.  Good listeners:
 A. are intellectually & emotionally involved
with the speaker.
 B. never allow speakers to influence their
opinion.
 C. shut out the comments of their peers &
focus strictly on the speaker.
 D. write down everything that is said by the
speaker.

38.  Responses to physical or psychological
stress:
 A. is the result of conditioning.
 B. help you when it inhibits action.
 C. is useful when preparing for a crisis.
 D. may include “freezing” during crisis
situations.

39.  “A” school instructors:
 A. are concerned with the welfare of
every student.
 B. are critical thinkers.
 C. look forward to retirement.
 D. can help encourage students to think
critically.

40.  To reduce test anxiety you should:
 A. buy & memorize Cliff’s Notes.
 B. practice deep breathing, muscle
relaxation, & visualize taking tests.
 C. quiz each other daily.
 D. study every waking moment.

41.  Short-term memory, according to Miller,
can hold:
 A. 3 items.
 B. 7 items.
 C. 11 items.
 D. 15 items.

42.  Long-term memory is aided by:
 A. note-taking.
 B. sleep.
 C. practice.
 D. All of the above.

43.  Patrimony is:
 A. a father’s right to discipline his
children.
 B. being stingy with your money.
 C. property inherited from your father.
 D. cutting a precious stone.

44.  Gundecking is:
 A. being absent without leave.
 B. chewing somebody out.
 C. falsifying documents, reports,
records.
 D. giving someone “the third degree”.

45.  When taking a test:
 A. answer the hard questions first.
 B. answer the easy questions first.
 C. look at your watch for help.
 D. skip questions you don’t understand.

46.  Young adult learners a work in progress
 Productive listeners are active learners
• Note taking uses all learning styles
• Questions prepare for testing
• Contextual understanding aids long-term
memory
 Test anxiety a conditioned response
• Prevented through behavioral modification
techniques
• Tactical test-taking strategies augment good
study habits