Deck 6: Engaging, Listening, and Note-Taking in Class

Question 1

According to FOCUS, the T zone is

A) The trouble zone
B) The front and center of the classroom
C) The technology zone
D) The back and center of the classroom

Answer 1

The front and center of the classroom

Question 2

What strategy best fits this definition: "an intentional choice; leaning forward, processing information, creating personal ways to connect to material"?

A) Engaging
B) Preparing
C) Listening
D) Reinforcing

Answer 2

Engaging

Question 3

What are the four stages of focused listening?

A) Sensing, interpreting, responding, and evaluating
B) Preparing, listening, engaging, and reinforcing
C) Sensing, listening, interpreting, and evaluating
D) Sensing, preparing, engaging, and evaluating

Answer 3

Sensing, interpreting, responding, and evaluating

Question 4

According to FOCUS, what are the three P's that can make it difficult to be fully present in class?

A) Pressure, preoccupation, and priorities
B) Pressure, preoccupation, and procrastination
C) Pressure, procrastination, and perception
D) Procrastination, preoccupation, and priorities

Question 5

What are the two components of taking notes that are both important for learning?

A) Process and product
B) Choice of method and product
C) Process and ability to read your notes
D) Choice of method and ability to read your notes

Question 6

Kathryn wants to get a head start on developing good academic habits in class. She checks her course syllabus before class, completes the assigned readings, and brings a writing utensil and notebook to every class. What is the one word below that best describes what Kathryn is doing?

A) Engaging
B) Preparing
C) Planning
D) Reinforcing

Question 7

Being accepting, sensitive, and nonjudgmental are each characteristics of ___________

A) Soft listening skills
B) Engagement
C) Introverts
D) Academically successful students

Question 8

After completing the VARK, Ann understands her learning style to be heavily V. Which of the note-taking methods described in FOCUS might suit her best?

A) The Cornell format
B) Mind maps
C) Using a laptop
D) Creating an outline and filling it in while she listens to the lecture on her iPod

Question 9

Choosing a note-taking system should be based on which three things?

A) Your instructor's lecture style; your preference to write or type; your learning style
B) Your instructor's lecture style; your listening style; your learning style
C) Your instructor's lecture style and the tools he provides; the subject matter studied in each of your courses; your learning style
D) Your instructor's lecture style and the tools he provides; your learning style; your VARK type

Question 10

Which of the activities below will be most helpful as a strategy for engagement?

A) Taking notes on a laptop so that you have easy access to the Internet to look up words or ideas that are unfamiliar to you
B) Bringing healthy snacks to class to ward off hunger pains and give you that extra energy boost you need to focus
C) Weaving your personal obligations into your academic obligations so that even if you have to arrive late, at least you show up for class
D) Developing questions ahead of time so that you can participate in the class discussions

Question 11

Match the descriptions with their terms:

-read, digest, and process the information on your own outside of class

A) Rapid-fire lecturer
B) Slow-go lecturer
C) All-over-the-map lecturer
D) Content-intensive lecturer
E) Active-learning lecturer

Question 12

Match the descriptions with their terms:

-read ahead so that you recognize points the instructor makes; take advantage of whatever supplementary materials this teacher provides

A) Rapid-fire lecturer
B) Slow-go lecturer
C) All-over-the-map lecturer
D) Content-intensive lecturer
E) Active-learning lecturer

Question 13

Match the descriptions with their terms:

-be assertive about developing personal strategies for organizing the lecture content

A) Rapid-fire lecturer
B) Slow-go lecturer
C) All-over-the-map lecturer
D) Content-intensive lecturer
E) Active-learning lecturer

Question 14

Match the descriptions with their terms:

-discipline yourself to use time to predict what's coming next or clarify what the instructor has said

A) Rapid-fire lecturer
B) Slow-go lecturer
C) All-over-the-map lecturer
D) Content-intensive lecturer
E) Active-learning lecturer

Question 15

Match the descriptions with their terms:

-ask questions right away if you find yourself confused

A) Rapid-fire lecturer
B) Slow-go lecturer
C) All-over-the-map lecturer
D) Content-intensive lecturer
E) Active-learning lecturer

Question 16

According to FOCUS, if you don't review your notes within twenty-four hours, there's good evidence that you'll end up ___________ rather than ___________.

A) Failing; being successful
B) Confused; engaged
C) Relearning; reviewing
D) Paraphrasing; summarizing

Question 17

Todd's VARK is heavily influenced by his preference for R/W. This semester he is taking Literature 101. What method of note-taking described in FOCUS might be a strong choice for Todd?