 Okay, we're going to start out talking about something called FARC, and FARC is simply an acronym which is visual, all, which is auditory or hearing, rigging, writing, and kinesthetic. And we'll talk about those and you'll begin to formulate in your near which one of those you think that you are. But if you want to do the quick little questionnaire to check yourself, you can do that at FARC-learn.com. That's FARC-learn.com. Alright, so the first one is called visual. And visual people like lists. They like to look at charts, graphs, diagrams, blood charts. These are people that like to use highlighters. They like underlining. And they simply like lists. So if you're a visual person, you like writing things out. And you may already be the student who takes their notes from class from the lecture. And you immediately after class or that night, you may go ahead and reorganize those notes and even rewrite them in a more concise form that's easier to study by. So if you're visual, you really like writing things out. And can anybody look at this slide and tell me what I did to this slide itself that kind of makes visual people happy? Boat. Boat? Boat. Boats. Boats, okay, good. What else? Everything's labeled. Everything's labeled? Everything's labeled? Good. What else? Picture. What about, did you say visual? Picture. Right, exactly. How about the word itself? The title of the slide. Boat. Boat. A different color. A different font. So all those things are things that visual people like. The next one is oral. And these are people who learn fast by listening. They like lectures. They like talking and discussing different concepts and notes with fellow students. They like explaining and describing things. And they like to look at a picture and describe the picture more like a model in a way. They like the talking part of it or also the listening part of it. These are people who often use a tape recorder. They have permission from their instructor. They can record the lecture. You may have to go back at times and fill in your lecture notes by asking questions. You can ask fellow students or your instructor. And these are also folks who like to explain again. Talk about what they're learning. Talk about their notes. Talk about a model. Talk about a diagram. Okay. The next is read and write. This is kind of, can be a little bit similar to the visual people in that read. Write people like writing things out. They like making lists. They like definitions. Handouts and text books and notes. So again these people who like will write things repetitively. Maybe make two or three versions of your notes. They like organizing the charts, graphs and diagrams into words and explanations. So the example up here is just a definition. Okay. Are y'all beginning to formulate which one of these learning styles you think you may be? Okay. The last one is kinesthetic. These are people who like the hands-on stuff. They like to go to a lab and actually touch a model and put their finger on the different parts and names apart. And they like anything that they can touch. Like an exhibit in the lab, a sample, doing a lab experiment, that kind of thing. So what you need to do if you're kinesthetic is reduce your notes. Get them down from being really learning to be concise. And you can act out different concepts for notes. And you can do that with someone at home or with another student in a study group. Okay. Let's just take a quick poll. How many of you think you may be visual? I mean, much more than you could. Okay. How about oral or auditory? Read rhyme and kinesthetic. And good mix. So you're a mixture. I saw you raise your hand a couple times. And that's pretty common. So you can have your learning style to be a combination of a couple of these. We do encourage you to go on this website and get mark-learn.com and just check yourself. Next we're going to do... Do you want to stop and do it? Yeah. I'm just trying to do maybe a quick activity with this idea if you want to go back once long as you can. So we asked you what kind of learning style you thought you were. So it'll be interesting when you actually go on the website and take that survey and see which strengths actually come up. Now if you've done that before, you may want to go back and do that again and just make sure to check in and see that you're still the read-write that you think you are, you know, or the oral and kinesthetic that you think you are. So we've got a couple of groups here. So we want to get you into a couple of groups. And what I just want you to think about for a few minutes, all of you are in anatomy and physiology, either the one semester or one of the two semester classes that we have here. So you're all familiar with negative feedback, right? Everybody's learned about that already this semester. So what I want you to do is end some small groups. So we'll just kind of group you up in small groups right here. Talk with each other about which one of those styles you would use to study negative feedback. So try to explain negative feedback to somebody else perhaps in the visual way, auditory way, read-write way, kinesthetic way. Now you're going to maybe go towards your strength in a lot of you where visual. So match visual with at least one other one up there. You can match visual and kinesthetic if you want to or visual and oral. If you want to visual and read-write, a lot of you are visual. A lot of people actually end up being kinesthetic. So that was acting something out, using props to try to remember something or explain something. So I put some paper here if you wanted to use that to help explain it or use it as a study form. I've got some markers. I've got some post-it notes. So you're welcome to use any of those as well. So what I want you to do is you'll be able to explain how you would study or explain negative feedback to the other groups in just a couple of minutes. So use one of these four and normally I have you explain what negative feedback is. But this would be a way, how would you be studying this? Do you understand what I'm asking? So maybe just three of y'all maybe and two of y'all? Sorry, I'm kind of a third person. But five might be too many. I don't know, four of y'all kind of group up for a minute and talk about what we do use to remember negative feedback or explain it to somebody else. So the three of y'all are going to want to work together. You've got some props if you want to use those to show each other negative feedback. All right, about five minutes. You're going to need more than five minutes, but I'm going to try to cut to it about five minutes. All right, you all look ready. Okay, so let's just quickly go around and talk about what learning style you chose to explain or study the negative feedback groups. Okay, so what this group use and talk about? We had kinesthetic and oral. Because we've got our picture. Kinesthetic and oral. All right, so you used a picture. Go ahead. The basics are right about, you want to get high. How you switch is a little bit down. So make sure you explain it. All right, let's start again. They were finishing up. I'm sorry. Say that again. Our example was if someone splits, basically negative feedback reverses the process and makes the body pull off to return it back to home. Okay. And you had oral, so you were saying it out loud to each other. And then kinesthetic by physically writing something down. Obviously visual as well. I like your little stick figures here on there. And the sun, that's good. I might come back to that with another kinesthetic suggestion on there. Okay. What did you all use? I guess we used oral and visual. Visual? Uh-huh. Go ahead. Hold it up. Show us what you did. You can see it. That's okay. We can see negative feedback. Tell us what's on there real quick. Okay, so when you get cold, your body starts to shiver. Okay. To try to reverse the cold feeling. Uh-huh. All right. You've got your steps there listed with arrows, kind of like a pathway. So that's a good visual way. When I've used the word I'm looking for, not pathway, flow charts. Hello. That's the word I'm looking for. When I've used flow charts on the board or in something, the students have really appreciated that because it's almost like, oh, that's what you meant. You know, light bulbs. So if your teacher is not doing that, then you need to do flow charts, especially if you're a visual type of a person. Okay. Flow charts could be really helpful then. All right. And what did you all think of? Visual. I did it with blood pressure. Okay. So you had a visual as well. All right. So you started with stimulus. Go ahead. Yeah. You had the stimulus of high blood pressure and then your brain since you were going to pulse into your heart to lower the blood pressure and return back to normal. Back to normal. Okay. So you all were talking about visual and oral though, right? Well, the ability to talk about it, to understand it in a different way. Well, we have people that speak different languages as well. So we asked questions of did you have to translate it back into your native language and it was known because they both speak English as well. Right. Right. But I like what you were also saying about hearing it different ways though too. Because someone from another culture as well or just another background might have an analogy about negative feedback that would be totally different from someone else's and it might help you get a light bulb about it as well. So talking about it with somebody else and getting new analogies going is another oral way of doing that. So that was really good. Thank you for the blood pressure example. Okay. So what we did, we used oral, visual. And we did right along with that. Okay. Sure do. Yes. So we talked about negative feedback, which I am not a big fan. And they have to understand that. Awesome. So if you're cold, it stimulates your brain to bring your body back to its normal body temperature, then it goes to your muscle and then your muscle reacts to the shiver, then your brain is going to be like, oh, you know, react to it. So the brain then says we've shivered enough, right? We've warmed up enough and so the brain will shut off that shivering process because you don't keep shivering, right? Where you don't keep sweating. You stop eventually, right? Okay. So it'll make your body go in the opposite direction back to homeostasis the way you had said until you're in that homeostasis around that normal place for you and then it'll shut back off that process again. This is a really good idea. And again, it's a flow chart. Okay. The way you all had done. But you, sir, we're talking about having a hard time with the hormones. No hormones, yes. This is abstract. So what I've suggested before, and I don't know if my students do this or not, but I try, is perhaps with some of your opposite hormones, like you have your PTH and your calcitonin or you have insulin and glucagon, most of you all know about insulin. I've said to put those on opposite sides of the mirror and that every time you walk by them, you're going to study and review what those are because they're next to each other on the mirror, but they're on opposite sides of each other. Okay. Because insulin and glucagon do the opposite things. PTH, calcitonin do the opposite things. You don't have as many of those in hormones, but that's a way to start. The other thing is you could group your hormones as to where they come from, like your interior pituitary gland. They could be on the same color or just have them random and you group them together with your post-it notes and that's how you review as well. Okay. Because you've got to get some of the skin aesthetic going for yourselves at home. We need to move on, but do you have any other comments or questions about using some of those different learning styles? We also want you to come up with some new ways to study. This ain't English, right? It's not psychology. Okay. You've got to get some ways to shorten your study time because you don't have the 12 hours a week you need to study in this class. Okay. So you've got to shorten your study time somehow. So if you can get some ideas like that so that you're studying a little bit all the time, then you're using your time a little more wisely. That's a good segue into what we're going to talk about next, which is the SQ3R method of reading. And we know that in A&P, as with other subjects, you have a ton of reading assignments to do. So what you want to do is implement this SQ3R method of reading, and it will not only help you read and be more focused when you read, but I think it will help you retain what you're reading as well. So how many of you have trouble like sitting down and dedicating time to a reading? And you're committed to that time, but you may have trouble focusing because there's so much pulling at your brain and your thoughts and what's going on in your everyday life, right? Trouble focusing a little bit. I know I do. Okay. So the SQ3R hopefully will help you with the focus. And again, the SQ3R means survey, question, and then 3Rs are read, recite, and review. So we're going to go through each one of these quickly. Survey is when you get sort of a land-to-land. So if you have a chapter to read, what you want to do is kind of go through that chapter quickly, page by page, look at the headings and the sub-headings, maybe any bold words, that kind of thing. Just get an idea of what that chapter is going to encompass. This kind of sets the time for the time period that you set aside to read. You can also during that time look at any charts or graphs. Again, just kind of get a feel for what is contained in the chapter. So the next part of the SQ3R method is question. So once you've kind of surveyed what's in that chapter or that section that you're going to read, start asking yourself questions about the chapter. Formulate questions in your head. You may even want to jot those down. You know, those sub-headings and headings that you read, maybe you've heard them before in the late term, maybe it's just another repetition, which is good. But start writing down questions of what you want to learn or what you want to accomplish finding out when you're reading that section. So read the first and last sentences of a paragraph first. Why is that? So you pick a section, start with the first paragraph. Why do you want to read the first and last sentences? I'm sorry, do you remember those? You can remember what's going to be in there. The first sentence is usually called what? Like a topic sentence, okay? And then the last sentence usually is like a summary. And if you're going to highlight, make sure that you highlight selectively. So, you know, if you're reading, you don't want to highlight and color the entire paragraph. You really want to be selective about what you highlight so that when you come back, you have a concise chunk of material that you've highlighted. Can I add something to that? Highlighting selectively is a good idea, especially you've already got the words in bold in that section that you're reading. Maybe just find a keyword to underline or to highlight. Underlining in pen or pencil is a good idea as well. The reason I want you to try to do that underlining or highlighting a keyword is when you're taking a test. I want you to have practice that so when you're on the test, you're going to zone in on what the keyword of that question is, okay? Because some of the questions or answers are a little bit longer than others. If you can practice zoning in on that keyword, your brain won't skip over parts of that sentence and you read something totally different that's not there, okay? So highlighting or underlining keywords while you're reading, then that practice will carry over to your test taking as well. That's a good point. Thank you. The next step after you read like a paragraph is to recite. Talk out loud. Say it out loud to another student, to your pet, to a family member, to be in a hair, whatever you want to do. But just to verbalize what you've read or summary of what you've read will be another repetition of the material, which is good. And the last orange we need, so once you've selectively highlighted or underlined the keywords, then you'll want to go back and look at those words or sections because those are going to be like your main ideas or main thoughts that you want to clean from that section or that paragraph, okay? So that makes sense. So I guess to summarize this method, I would say instead of jumping in and sitting there and saying, I'm going to read this chapter and I'm going to devote two hours to it. And you just barge in on the first paragraph, first sentence, here we go. You just want to get it over with, right? If you will follow this method, I think you'll be more focused. And also we're going to talk about how you need breaks in between reading. You need time to process what you're learning, what you're reading. So the ideal time is about 50 minutes to an hour and a five or 10 minute break. And it's really good to get up and move and exercise and just move your body during your five or 10 minute break. Give your brain a rest, okay? So do that and then go back to your reading. That is so much more effective than, like I said, sitting there on a planet for really two or three hours or straight reading, okay? Any questions? Do y'all kind of agree with that? I'm going to say it's just transitioning to take the reading in smaller chunks. We literally call chunking it, okay? So if you have even an entire chapter or a portion of that chapter, take that into smaller bits and maybe even stop and quiz yourself on that section before you move on to the next section. Did I get the key topic of that paragraph even? And since we've talked about several things on here, I'm just going to go over a couple more things. We just talked about chunking and about taking breaks. If you'll see the second bullet point, after two or three of the sessions where you've studied for about one hour, you've taken the five or 10 minute break at the end of each hour, then take a longer 30 minute break. Walk the dog, do some exercise, phone a friend, just give your brain a rest, like I said. Just recommended that you study 10 to 12 hours a week. And the environment is important too because a lot of people think that they can multitask and have the TV on the background or be texting someone at the time. You're kind of trying to figure out how to read this paragraph and focus. But the research actually shows that most individuals do not multitask well. So if you dedicate that time and follow the SK3R method, I think you'll find that you'll use your time more efficiently and that you'll be more focused. Just because you have the phone numbers up there and people who are not here are going to wonder what that meant. Do you mind explaining that quickly? Because I'm going to use an example of that as well. Okay. Ms. Rudolph talked about chunking information and that concept came about a while back. And that's how people way back in the day came up with the number of digits to be in phone numbers because that research shows that that's the number, I think it's seven, that the brain retains the most of. So if you're trying to memorize a list of 12 chunk it out into seven and five. Does that make sense? So now you're going to have that long list of bones and that long list of muscles, the parts of the heart, the hormones. Okay. So literally try to go over seven, maximum seven or fewer at a time. Quiz yourself on those seven. Go to the next seven. Quiz yourself on the total list. Go to the next five or seven. Quiz yourself on the total list as you go through. Okay. And if you go back and do that little tiny quiz on the previous ones before you move on it will be that repetition and it will help it stick better. Okay. One thing that we wanted to get across in these study sessions is the idea of study groups. That's one reason why I had to do that little activity with the learning styles because you can see how talking about something, doing something physical with it, you started your list of writing, you started your picture, but you were also talking about it while you did that. You're going to see that it's those pieces that you'll probably remember better and you won't have to study as much. Especially your negative feedback that you were well happy with. Okay. So I think it will be a lot better for you now. So people aren't enthusiastic about study groups or study partners, but a lot of good things about it are you've got the accountability to each other. Okay. You try to know that information and you've got yourself on a timeline as well. If you're meeting once or twice a week, you know that by then I've got to know so and so and it helps to try to keep you on track. Some things about study groups are trying to get together on your schedules, but we have the Doodle Mail, Google Doodle, so you can get on there and talk with each other if you had three, four or more in your group and you can get together and say, okay, we really could meet at Panera or, well, you see a ton of people at Panera studying. All the medical students, it seems like, are sitting around there studying together. So there's a reason for that. It's because it works. Okay. So try to get some time in there if you can. Try to find a study buddy or a group. The optimal number for a study group is supposed to be six. Okay. But that's not really feasible sometimes. So see if you can try it out and see if it'll work with you. When we do our second session, we often do a practice study group as well in our second session. So keep that in mind and hopefully you'll use some of those study type things. We also will have your instructors, okay, or other instructors that are not yours, if they're not available, are here and available for you to talk things out of it as well. In your study group, you need to identify, like, the moderator, facilitator. That's the person who's gonna keep the train on the track. So if you get together and everybody's talking all this social stuff and what they do and what they're gonna do in the Super Bowl and the Panthers and all that, which is all well and good. That person, that moderator and facilitator, they need to get the group back on track and say, look, we just have an hour. We need to focus and we need to get started. So a good idea to eliminate some of that also is to send each other questions ahead of time by way of email or like an agenda so that you'll have something to follow in your study group. Any questions or you wanna add something to that that has helped you with study groups before and all? They're highly recommended for this class. This class, especially this class. I think you all should have this handout called Get Organized. It's a fun, fake little thing that you can do and then add your store up and it'll tell you if you're using your term wisely, if you need a little tune up or if you just need a major adjustment in how you use your time. So let's just take a few minutes and do this and then we'll talk about it. Let's go over this a little bit and if you feel comfortable raising your hand or sharing with the class, that's great. If you don't, that's okay too, but how many of you wanna share that you're between 65 and 80 and you're doing a great job at managing your time? Good. So do you feel like since you're using your time wisely that you have set aside time to study and you're using some of the study skills we talked about? Uh, yeah. How many of you need a little tune up? Okay. Yeah. Just real quick, what did you share or what do you think that you could do differently after today that will make your time more efficient? For me, putting it on this, putting it on paper will make a big difference. That's great. With my time management, it will be accountable for this is what I'm doing and that's what I'm doing. Great. What time? I like sticking to this and trying not to be needed, but at the same time using the difference techniques instead of what I used to do when I was younger, that's not working as much anymore. Fantastic. Okay. Thanks for sharing. And if you're 16 to 49, then hopefully you can adjust what you're doing and do something differently and implement some of the things you've learned today. Okay. And the second way into that, both of you mentioned using the weekly schedule. Mm-hmm. That's what we're talking about now. Go ahead. Okay. What we'd like for you to do is actually use this and I think some of you have already identified the importance of that significance of it. But if you'll take this and formulate your action plan, as we call it, according to the smart goals, and briefly I'm going to tell you what the smart goals are, SMARD is acronym and it stands for Specific, Measurable, Achievable, Results, Focus, and Time Bank. And just real quickly, what you want to do when you formulate your action plan on this weekly schedule, put down specifically what you want to accomplish, whether it is reading an entire chapter or specific number of pages or to become more familiar with identifying parts on the model in the lab. Whatever you want to accomplish that we can make sure that is specific. Also make sure that your goals are measurable. Again, that goes back to, I think, specific measure will tie go hand in hand. You know, doesn't that how much you want to get done or how much you want to accomplish? Make sure they're realistic and achievable. So if you set aside two hours on Monday night, you probably can't expect to read four chapters and comprehend that material in two hours. So you want to make sure that true goal is achievable. Be results focused. Have measurable outcomes that we've talked about. And last but not least, have a time balance that you're setting aside specific, specific chunks of time to study, to review, to rewrite notes, to do the kinesthetic pieces, to be in the study room, all that good kind of stuff. And to add to that, these be specific, measurable and realistic time balance. Don't just put in here study for an hour. What we're suggesting is for the first 20 minutes, I'm going to do SQ3R. I'm going to scan and make up my questions. And if I have time to read a small chunk, I'm going to do that. And then the next 20 or 30 minutes, maybe I'm going to make a few flashcards on the terms that I know I'm going to get stuck on. Not all of them maybe, but some of those. So be very specific when you're putting your study tools down here as well. If you're going to sort hormones for a while, or you're going to make a game out of your flashcards, some of the students made a second set of just the words and had like a concentration game or a matching kind of game that she did as well. So add in, when you go to that barklearn.com, they're going to have several ideas. Your handouts have those ideas on them as well. But be specific when you're writing down and don't just say I'm going to study or I'm going to read for an hour. As specific as you can be, it's going to get you that accountability as well and that time management stuff. Is this just for anatomy or is this for all the classes? Oh, you can, this is across the board. Yeah. Yeah. We were just trying to use examples from anatomy when we talked about things in here, but this will cover any of your classes really. And the other thing I want to add to what Ms. Rudolph just said is that I think it will help you not only stay focused, but I think it will keep you from getting too bored. Like if you just say I'm going to read like who wants to do that for more than an hour, right? But if you're going to say specific things like the examples she gave, then you know you're going to make a read for a while, but then you're going to get up and like put post-it notes on a mirror or something. You're going to get up and move. So if you change it up, mix it up, do all different kinds of things, I don't think you get bored as easily. And then I like to put up other fun stuff. Research has shown that Baroque music is a good background music to have on when you study. And if you've never heard Baroque music, it is really different. I think it was mainly popular in the 1800s. But just go to this website or Google Baroque Music and just check it out for yourself. We're not advocating that, but again, it's just something fun to check out. Also some people say that different aroma therapies help them focus. And specifically what it's going to say is peppermint. And a lot of people might have their own little study things that they do. And I can't read this, but I'll tell you a couple of them. Some people will chew the same type of gum when they're studying and then chew that gum when they take a test. Let's see. What's the other one? Coffee. Coffee. Coffee. Coffee. Coffee. Coffee. Coffee. Well, yeast gummy bears as a reward system might be her cheek chocolate kisses but whatever works for you. You know, I just do whatever to help you focus and stay on your study goal. So if you come, whether you come to the next session or not, your homework is to lay out your action plan. Okay, so put in your class times, put in your work times, put in times you know you need that are permanent. And then you go ahead and fill in times that you have be realistic and be very specific about how you're going to study. The other thing was to go to barklearn.com and try to get some new study tools to help you through this class but also shorten your study time. Make it effective that you're using your study time wisely. Any other questions or comments? We have an evaluation page. If you don't mind jotting some things down letting us have that back we really need those back from you as well. No, all of these are yours except the evaluation sheet. Thank you.