Armstrong, T. (2017, May). Multiple intelligences in the higher education classroom. Keynote presentation presented at the Learning Specialists Association of Canada National Conference, Montreal, QC. ↵

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green. ↵

Buzan, T. (n.d.). What is a mind map? Retrieved from http://www.tonybuzan.com/about/mind-mapping 

Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774–785. https://doi.org/10.1177/0956797617696456

Chick, N. (2017). Metacognition. Retrieved August 31, 2017, from https://wp0.vanderbilt.edu/cft/guides-sub-pages/metacognition/ ↵

Dubuc, B. (2002). Memory and learning. Retrieved March 12, 2018, from http://thebrain.mcgill.ca/flash/a/a_07/a_07_p/a_07_p_tra/a_07_p_tra.html ↵

Doran, G.T. (1981) There's a S.M.A.R.T. way to write management's goals and objectives. Management Review 70 (11): 35–36.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 ↵

Dweck, C. S. (2008). Mindset: the new psychology of success. New York: Ballantine Books. ↵

Kwantlen Polytechnic University Learning Centres. (n.d.). Learning with your mutiple intelligences. Retrieved from https://www.kpu.ca/sites/default/files/Learning%20Centres/Study_MultipleIntelligences_LA.pdf ↵

Locke, E. A. (1968) Toward a theory of task motivation and incentives. Organizational Behavior and Human Performance 3 (2): 157

McMaster University. (2005). What questions engage students? Retrieved April 23, 2018, from http://cll.mcmaster.ca/resources/pdf/what_questions_engage_students.pdf

Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159-167. https://doi.org/10.1152/advan.00053.2006 ↵

MindTools Content Team. (n.d.). Introduction to memory techniques. Retrieved from https://www.mindtools.com/memory.html ↵

Oppenheimer, D. (2017, January). On Noteworthy Notes: Not All Note Taking is Created Equal. Webinar presented at the Learning Specialists Association of Canada.

Oregon State University Academic Success Centre. (n.d.) Six Reasons People Procrastinate. Retrieved from success.oregonstate.edu/six-reasons-people-procrastinate ↵

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784–793. https://doi.org/10.1177/0956797615571017 ↵

Robinson, Francis Pleasant (1978). Effective Study (6th ed.). New York: Harper & Row. ↵

Salustri, F. (2015). Four levels of questions. Retrieved April 23, 2018, from http://deseng.ryerson.ca/dokuwiki/design:four_levels_of_questions

Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94. http://dx.doi.org/10.1037/0033-2909.133.1.65 ↵

Study Guides and Strategies. (n.d.). Influencing teachers and improving classroom communication skills. Retrieved from http://www.studygs.net/attmot2.htm ↵

Study Guides and Strategies. (n.d.). Multiple choice tests. Retrieved from http://www.studygs.net/tsttak3.htm

Tanner, K. D. (2012). Promoting student metacognition. Cell Biology Education, 11(2), 113–120. https://doi.org/10.1187/cbe.12-03-0033 ↵

University of Toronto (2002).Tips for success: Mastering multiple-choice tests. Retrieved from http://bio150.chass.utoronto.ca/tips/testtips.htm ↵

UNSW Sydney. (n.d.). Growth mindset. Retrieved from https://student.unsw.edu.au/growth-mindset ↵

Whitehead, J., Fraenkel, C., Yu, E., & Van Der Mark, A. (2017, February 1). Memory. Retrieved from http://etec.ctlt.ubc.ca/510wiki/index.php?title=Memory&oldid=63689 ↵

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805 ↵

• How will you know when the result that you want has been achieved?
• How will you verify your achievement/performance of this goal?

• Course Description:

Description from the Course Outline, plus anything else the Instructor would like you to know about the overall intention of this course.

This is the general overview of what you will be doing in this course.

• Contact Information:

Instructor name, email, phone, classroom, office hour times, office location.

This should contain all the information you need to contact your instructor when you need to ask questions, meet with them, or share information with them.

• Course Materials:

Required and Additional Materials. These may include: reference to handouts, library materials that are used in the course, or other materials.

You will need all of these items. Get them from the indicated sources.  To start your semester off in the best possible, you will want to purchase or rent any required textbooks before the first day of class.

• Tentative Schedule of Topics, Classes, and Assignments (may change):

Including times, attendance requirements, external activities, field trips, etc.

This information should go into your scheduling device (planner, calendar, online schedule, etc.).  In the next chapter, you will learn strategies to create a semester and weekly schedule based on the information in your course presentation.

• Assignments:

Assignments and due dates specified, may include rubrics / checklists.

Assignment due dates need to be scheduled in advance so you can plan your work, research, and study. Your course presentation may also include some guidelines and rubrics that incicate what is required for each assignment, and how the assignments will be graded. Rubrics and checklists must be referenced for projects to ensure that you meet the specified criteria.

• Tests and Exams:

Exam dates, may include other ways that testing will be done.

Put these test dates into your calendar as soon as you receive them. You will use this information to plan your study times, so you are well prepared for any tests, and can avoid cramming at the last minute.

• Policies:

Kwantlen Polytechnic University policies regarding class conduct, evaluation, testing, late assignments, and plagiarism are observed for all courses. Everyone at KPU must comply with the policies laid out.  Make sure you understand any policies that are mentioned in your course presentation.

• Listen actively during class to determine what is most important to the instructor.
• Avoid arguing with the instructor. If you disagree with something said in class, try to ask questions about the topic after class.
• Read the textbook before class and prepare questions to ask.
• Let your instructor know what interests you about the course.

• Arrive on time to be respectful of your instructor’s and other students’ time.
• Come prepared by bringing your textbook and other course materials.
• Prepare questions ahead of time.
• Summarize key points to make sure you understand.

• Use your university e-mail account when possible.
• In the subject line, write the course name and topic of your email (e.g. BIOL 1100 Lab Report 2).
• Use a professional greeting in the e-mail (“Dear” rather than “Hey!”).
• Write your question or concern in short, clear sentences.
• End your e-mail with an appropriate conclusion (e.g. “Thank you in advance for your help”, or “Thank you for your time and consideration”).
• Allow time for your instructor to respond – don’t expect an instant reply.

• Planning-Monitoring-Evaluation Cycle Activity

• Multiple Intelligences Learning Activity

• Learning Strategies Checklist

• SMART Goals Activity

• Course Presentation Activity

• Instructor Communication Activity

• Semester Schedule Planner
• Semester Schedule Planner (11x17)

• Weekly Schedule Planner
• Weekly Schedule Planner (11x17)

• SQ3R Activity

• Note-Taking Template

• Create Questions Using Bloom's Taxonomy

• Assignment Planning Template

• Create a Strategic Study Plan

• Use Evaluation to Support Planning

• Growth Mindset Evaluation

• Academic Advising provides you with information about how to choose courses.  Specialized advising is also available for International students and students with disabilities.
• Career Services can help you develop a resume and find work opportunities to support your career development.
• Co-operative Education provides opportunities to include paid workplace learning in your degree program.
• Counselling provides both personal and career counselling to students.
• Indigenous Services for Students provides support to Aboriginal students.
• IT (Information Technology) can help with student email and accessing software for courses.
• Learning Centres provide peer tutoring, academic skills workshops, and learning strategist consultations to support you as you develop learning skills.
• Library provides research support, training in citation styles, group study rooms, and access to a wide range of books and databases.
• Accessibility Services provide advising and accomodations for students.
• Sport & Recreation helps you to maintain an active lifestyle.
• Student Awards and Financial Assistance provides information on scholarship and bursary opportunities available to students.
• Student Association organizes student clubs, activities, and additional student services.

1. At the end of each day's work, take a few minutes to plan the following day.
2. Write down each task you hope to accomplish. Indicate which tasks are the highest priority.
3. Break large tasks into smaller units.  Consider what you will accomplish in one work period (usually about one hour before taking a break).  Create tasks that are well-defined; you should know when the task is finished.  For example, "work on research paper" does not have a clear goal.  By changing this to "find three academic articles for research paper", or "create research paper outline", you will be able to clearly see what you need to accomplish.  You will also be able to reward yourself for successful completion.

1. Not being sure of how to do the task at hand. If a task seems difficult, or if you’re not sure you know how to complete it, it is natural to avoid tackling it.
2. The task to be done doesn’t interest you, and it seems preferable to work on tasks (e.g. other courses) that are more in line with your personal interests. You may lack motivation to work on the task.
3. Fear of not doing well on the task. Trying hard at a task and failing might seem worse than failing because you didn’t try.  Often a root cause of this type of procrastination is perfectionism.
4. Or, you might fear the opposite. Some people fear being too successful, because the result of this success is that people will expect more of you the next time.

1. Choose the task you want to accomplish.
2. Set a timer for 25 minutes- no interruptions are allowed!
3. Work until the timer rings.
4. Take a short break.
5. Do up to 4 Pomodoros and then take a longer break.

• Learning Objectives at the beginning of the chapter. These help you to know right away what are the most important things in the chapter, and what you should be able to do by the time you have finished studying this part of the course.
• Definitions and Glossaries: Often, textbooks will highlight new words. These might be at the side of every page, the words might be in bold, or the textbook might include a glossary of key terms.
• Study Questions and Practice Problems: If you are able to do a few of these every week as you go along in the course, you will be more prepared for exams. This is especially true in classes like accounting, math, or chemistry, where you are tested on how well you can solve problems.
• Online Videos and Quizzes:  These can help you to review the key concepts in your class, and to strengthen your understanding of concepts that may be difficult for you.

• Survey the title: Think about what you may already know about that topic.
• Survey the introduction: It gives you an idea about how the chapter is organized, and what you will be learning.  If your chapter includes a list of Learning Objectives, you will want to pay particular attention to these. The Learning Objectives outline the key concent you will want to master as a result of your reading.
• Survey anything in bold: Subtitles are labels. Other bolded items may be definitions that you will need to know.
• Survey the pictures, charts and graphs: Glance at these to pick out things that seem interesting or informative.
• Survey the summary at the end: This will review and give you the key points in the chapter.
• Survey the questions at the end of the chapter: These will help focus your attention on the main points.
• Survey your course syllabus/course presentation and see what topics the Instructor is focusing on.

• Recite the answer to your question out loud. Do this as if you are explaining to a study partner.
• After reciting, write this information down.
• Repeat this step for each question that you created.

• Stand back and look at the chapter as a whole.
• How do the ideas and facts you learned from each subsection fit together?
• Review your notes to be sure they make sense to you.[footnote]Robinson, F.P. (1978). Effective Study (6th ed.). New York: Harper & Row.[/footnote]

1. Taking notes helps you to focus your attention and avoid distractions.
2. As you take notes in class, you will be engaging your mind in identifying and organizing the main ideas. Rather than passively listening, you will be doing the work of active learning while in class, making the most of your time.
3. Creating good notes means that you will have a record for later review. Reviewing a set of condensed and well-organized notes is more efficient than re-reading longer texts and articles.

• Using flash cards.
• Making a visual organizer that summarizes key chapter concepts, such as a mindmap or chart.
• Organizing key ideas into a new chart.
• Answering questions or creating a practice test.
• Working with a study partner or group.
• Writing about the material you are learning.

1) To encode, you assign meaning to the information.

2) To store information, you review it and its meanings (study), as repetition is essential to remembering.

3) To retrieve it, you follow the path you created through encoding. This may include a number of memory triggers that you used when you were encoding.

• Use positive, pleasant images. Your brain often blocks out unpleasant ones.
• Use vivid, colorful, sense-laden images – these are easier to remember than drab ones.
• Use all your senses to code information or dress up an image by using sounds, smells, tastes, touch, movements and feelings as well as pictures.
• Give your image three dimensions, movement and space to make it more vivid.
• Exaggerate the size of important parts of the image.
• Use humour! Funny or peculiar things are easier to remember than normal ones.
• Similarly, rude rhymes are very difficult to forget!
• Symbols (red traffic lights, pointing fingers, signs, etc.) can code quite complex messages.

• Why did your instructor ask you to do this particular task?
• Who is your audience?
• What kind of evidence do you need to support your ideas?
• What kind of writing style is acceptable?
• What guidelines must you follow?

• Identification Terms: cite, define, enumerate, give, identify, indicate, list, mention, name, state.
• Description Terms: describe, discuss, review, summarize, diagram, illustrate, sketch, develop, outline, trace.
• Relation Terms: analyze, compare, contrast, differentiate, distinguish, relate.
• Demonstration Terms: demonstrate, explain why, justify, prove, show, support.
• Evaluation Terms: assess, comment, criticize, evaluate, interpret, propose.

1. Before you start writing: Unfortunately, time may be lost writing something that does not meet the key guidelines you must follow. To avoid this problem, take time to read both the assignment instructions and rubric carefully before beginning. Clarify any areas of confusion with your instructor.
2. After you have written a draft, but before you submit the assignment: At this point, grade your work according to the rubric. Think carefully and critically. Are there areas where you may not have met the criteria well?  If so, edit your work accordingly, making the needed revisions before submitting the assignment.

Examples of Clustering and Mind Mapping

• Compare the instructions to your draft. Use the instructions like a checklist.
• Make a note of any elements missing from your paper, and focus your revisions on those areas.
• If you have a grading rubric, “grade” your draft according to the rubric. Note any adjustment that you want to make before submitting the paper.

• Is it the right type of thesis for the kind of paper you are writing?
• Can it be more specific?
• Does it match the conclusions you draw in the body of the paper?
• Does it explain the significance of your argument?

• Is the topic sentence easy to identify?
• Is there evidence to support your claims?
• Is it clear how the evidence supports the claims?
• Have you explained/discussed the evidence thoroughly?
• Does the conclusion tie the paragraph’s ideas back to the topic sentence and the thesis?
• Is there a smooth transition to the next paragraph?

• Does the introduction introduce the topic and engage the reader?
• Does the conclusion do more than repeat what you already said?
• Does the conclusion elaborate on the significance of the thesis?

• Make major revisions first. Do your ideas come across clearly?
• Then check for grammar mistakes, awkward sentences, repetition, citations, style, and formatting.

• In your course presentation
• At the beginning of textbook chapters
• In course notes provided by your instructor.

• Cover up the possible responses with a piece of paper or with your hand while you read the stem, or body of the question. Decide what you think the answer is.
• Then uncover the answers and pick the one that matches your answer. Check to be sure that none of the other responses is better.
• Read the stem with each option treating them as a true-false question, and choose the most true.
• If you are unable to make a choice and need to spend more time with the question, or you answered the question but are unsure that you made the correct choice, put a question mark beside that question, and move on to the next.
• Move on and finish all of those questions that you can answer and then to come back later to process the problematic questions.
• Sometimes the answer will occur to you simply because you are more relaxed after having answered other questions.

• Absolute words, such as "always" or "never" are less likely to be correct than conditional words like "usually" or "probably." "Funny" or “strange” options are often wrong.
• If you can verify that more than one of the responses are probably correct, then "all of the above" may be a correct response.
• "None of the above" is usually an incorrect response, but this is less reliable than the "all of the above" rule.
• Be very careful of double negatives (e.g. "There are not insignificant numbers of salmon in British Columbia waters = There are significant numbers of salmon in British Columbia waters). Create the equivalent positive statement.
• Eliminate options you know to be incorrect.
• If all else fails…Guess (unless there is a penalty for wrong answers).

• Allocate your time according to the proportion of marks each question is worth.
• If a question that asks you to "explain", imagine you are telling a friend about the topic.
• If you have questions which are a mix of short and essay answers, check the rubric carefully so you don't miss answering part of the question.

• Think about what the question is actually asking. What are you expected to include in your answer? What material will be relevant? A common complaint from instructors is that the student didn't answer the question.
• If a question asks you to "briefly comment", treat it as a mini-essay – have a sentence or two to introduce your topic; select a few points to discuss with a sentence or two about each; add a concluding sentence that sums up your overall view.

• Underline the key words in the question.
• Identify the main topic and discussion areas.
• Choose a few points/arguments about which you can write.
• Make a mini-plan which puts them in order before you start writing. You can cross it through afterwards.
• Demonstrate that you are answering the question - In your introduction show how you understand the question and outline how you will answer it. Make one point or argument per paragraph and summarize to show how it answers the question. Short paragraphs with one or two pieces of evidence are sufficient. In your conclusion summarize the arguments to answer the question.

• Put your pen down, take a deep breath, sit back and relax for a moment. If you're in the middle of an answer, read through what you have written so far – what happens next? If you have to remember formulae, try associating them with pictures or music while revising. If you really can't progress with this answer, leave a gap. It will probably come back to you once you are less anxious.

1. Make sure you are well rested and that you have eaten some protein (settles your stomach).
2. Arrive early and take a moment to relax and reduce your anxiety. Avoid distractions including sitting near or anything or anyone who is distracting to you.
3. Listen carefully to instructions given by the instructor; then read the directions very carefully. For example, you may discover that you only need to answer three out of the five essay questions. Ask for clarification if you do not understand the directions.
4. As soon as the test begins, write down any relevant formulae, concepts, figures, or memory cues that will help you during the test. Add to this list as inspirations come. Refer to it as needed.
5. Scan the entire test to let yourself know what to expect before you start answering.
6. Plan how you will use the time for the test. Observe the point value of each section and figure out a rough time allowance accordingly. Bring a time piece and pay attention to the passing time.
7. Do the easiest questions first. This will increase your confidence and may trigger memory for other answers. Don’t waste time lingering over questions you don’t know right away.
8. Go back to look at the harder questions. Choose the highest value questions next. If a question is worth 3 marks, there are usually three points that the instructor is looking for. 10 marks = 10 points.
9. Focus on the questions and not the answers. Underline the key words in each question. Think about where you have seen or heard these key words before. Think about other questions that you have already answered for clues. Write your best answer. If it is multiple choice, then check the answers to see if there is an answer that is close to your answer.
10. If two questions or potential answers seem similar, look for what words are different. Think carefully about what difference each word makes. This can lead you to decide on the correct response.
11. Take your time. Don't race through the exam and don’t leave early.
12. Use any extra time at the end to check for careless errors, re-visit any difficult questions you left unanswered, or proofread essay answers for grammar and spelling. Make sure you answered all the questions!
13. When you have answered all of the questions, take a minute to re-scan your paper. Do not change any answers unless you are absolutely sure that you have made a mistake. Your first response is more likely to be correct. Second-guessing can lead to lower scores.

• What grade do I hope to achieve in this course? ________
• To what extent am I meeting my goal for the course at this point?
• What about my exam/assignment preparation worked well?
• What about my exam/assignment preparation did not work well? What do I want to change?
• How will what I have learned help me in the second half of the course?

1. How will what I have learned help me in my next courses?
2. How will I use what I have learned in my future career and other aspects of my life?

• new to university studies
• returning to university after some time away
• a mature student
• an international student
• or a continuing student who wants to improve their current skills and strategies

What is metacognition? The plan-monitor-evaluate cycle

• Plan-Monitor-Evaluate Connection.  This helps you to identify where each skill fits into the larger framework for organizing your learning.
• Learning Objectives guide you through what you can expect to learn by reading and completing the chapter exercises.
• Try it! activities allow you an immediate opportunity to put new information into practice in your current courses.  You will benefit most from this book if you take the time to try the new skills presented and see how they work for you.
• Extend Your Learning sections provide you with opportunities to continue exploring the concepts you are learning through connections to other helpful information.