How to Study Long and Hard and Still Fail…

 or

How to Get the Most Out of Studying

The videos represent both the latest in cognitive research on how people learn and Dr Chew’s many years of experience in teaching undergraduates.

The overall theme of the videos is if students use ineffective or inefficient ways of studying, they can study long and hard and still fail; but if they use effective strategies, they will get the most learning out of your study time and be more likely to succeed. Each video lasts 7-8 minutes.

Video 1: Beliefs That Make You Fail…Or Succeed
The first video examines common mistaken beliefs students often possess that undermine their learning. The video tries to correct those misconceptions with accurate beliefs about learning.

Video 1:   http://www.youtube.com/watch?v=RH95h36NChI&feature=related

Video 2: What Students Should Understand About How People Learn
The second video introduces a simple but powerful theory of memory, Levels of Processing, that can help students improve their study.

Video 2:  http://www.youtube.com/watch?v=9O7y7XEC66M&feature=related

Video 3: Cognitive Principles for Optimizing Learning
The third video operationalizes the concept of level of processing into four principles that students can use to develop effective study strategies.

Video 3:  http://www.youtube.com/watch?v=1xeHh5DnCIw&feature=related

Video 4: Putting the Principles for Optimizing Learning into Practice
The fourth video applies the principles of deep processing to common study situations, including note taking and highlighting while reading.

Video 4:  http://www.youtube.com/watch?v=E9GrOxhYZdQ&feature=related

Video 5: I Blew the Exam, Now What?
This video addresses what students should and should not do when they earn a bad grade on an exam.

Video 5:  http://www.youtube.com/watch?v=-QVRiMkdRsU&feature=related

A playlist for the series of videos is found here: http://www.youtube.com/watch?v=RH95h36NChI&feature=list_related&playnext=1&list=SP85708E6EA236E3DB

The Author: Dr Chew 
B.A., The University of Texas at Austin
Ph.D., University of Minnesota
Stephen L. Chew has been a professor and chair of psychology at Samford University in Birmingham, Alabama since 1993. Trained as a cognitive psychologist, one of his primary research areas is the cognitive basis of effective teaching. He is a recognized authority on teaching research, theory and practice. He has received local and national awards for the quality of his teaching. 
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