| For most students, the most difficult part of | | | | available material to study. For course-based |
| any exam is the actual studying. Typically, | | | | exams, textbooks and lecture notes are both |
| there is so much material to study that | | | | ideal study content. Break the content into |
| students begin to procrastinate, putting off | | | | chunks, and then assign specific chunks to |
| studying until the night before. After a | | | | the study times that you have listed on your |
| late-night cram session, students arrive at | | | | schedule. |
| the exam tired and feeling dazed by the sheer | | | | |
| amount of information they've tried to | | | | Chronological - Assign chunks of material to |
| absorb. The easiest way to study for an exam, | | | | study times in chronological order. In other |
| and avoid the cram sessions, is to make a | | | | words, study the material in the order that |
| study plan. | | | | it was presented. Remember to allot more time |
| | | | for studying the most important information. |
| Group or solo? - The first step to making a | | | | |
| study plan is to decide whether you want to | | | | Critical first - Assign study times so the |
| study alone or in a group. When planning | | | | most critical method is covered first, and |
| study times and organizing study sessions for | | | | then work down to the least important |
| a group, the needs and schedules of the group | | | | information. Allow more time for covering the |
| are a factor. As a result, you must decide | | | | most critical information. If you are having |
| whether you will be studying with a group | | | | trouble with the most important information, |
| before continuing with making a study plan. | | | | re-assign time from the least important |
| | | | information. |
| Time - There are two time elements that are | | | | |
| crucial to an effective study plan. The first | | | | The Studying Process |
| time element to consider is the amount of | | | | |
| time you have until the exam, while the | | | | Once you have set up study times and assigned |
| second is the amount of time during the day | | | | material to them, it is time to study. When |
| that you can set aside for studying. Try to | | | | reading textbooks, take notes on the |
| study for at least two hours per day for | | | | information. With lecture notes, write notes |
| major exams, like entrance exams, and at | | | | in the margin. Use a highlighter. The idea is |
| least thirty minutes per day for lecture | | | | to make key information readily available for |
| exams. If you are limited on the amount of | | | | review. In addition, making notes and looking |
| time until the exam, such as one week or | | | | up ideas to supplement notes reinforces the |
| less, then you will need to increase your | | | | material in your mind. Quiz yourself as you |
| daily study time. Set up a schedule with | | | | finish each area you are studying to |
| clearly marked study times for each day. | | | | determine what you still need to review. |
| | | | |
| Content - The content to be studied depends | | | | Study plans are as unique as the person |
| on the type of exam. For placement exams, | | | | making them. The most effective study plan |
| entrance exams, and licensure exams, there | | | | will take into account your schedule, the |
| are no specific textbooks or prior lecture | | | | times each day when you are able to study |
| notes. There are, however, commercially | | | | without interruption, and the amount of |
| available review guides, and textbooks and | | | | material that needs reviewed. By spreading |
| lecture notes from past classes often contain | | | | out the study times and breaking up the |
| a great deal of material that will help with | | | | information, you make it easier for to absorb |
| the exam. By looking at the content areas of | | | | and retain the necessary material before the |
| the test, you can determine what readily | | | | exam. |