D389 - Learning Strategies in Higher
Education Exam Questions With Correct
Answers
Benefits |of |LinkedIn |- |CORRECT |ANSWER✔✔-Can |share |professional |information |about |
yourself |(good |for |job |search). |Good |for |networking. |Share |information |instantaneously |with |
large |groups.
Goals |are |more |obtainable |when: |- |CORRECT |ANSWER✔✔-You |are |much |more |likely |to |
achieve |your |goals |if |you |take |the |time |to |specify |what |needs |to |be |done |in |defined |steps |
with |deadlines. |Goal |achievement |is |also |much |more |likely |when |there |is |another |person |in |
your |life |who |knows |about |your |identified |goals, |steps, |and |deadlines.
What |is |SMART |an |acronym |for? |- |CORRECT |ANSWER✔✔-SMART |is |an |acronym |for |specific, |
measurable, |achievable, |relevant, |and |time-bound
What |does |Specific |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Specific: |the |goal |includes |
a |clear, |specific |statement |of |what |you |want |to |achieve |or |accomplish.
What |does |Measurable |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Measurable: |the |goal |
statement |includes |a |means |of |measurement |for |the |achievement |of |the |goal.
What |does |Achievable |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Achievable: |the |goal |is |
challenging |but |also |something |that |can |be |achieved |as |defined.
What |does |Relevant |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Relevant: |the |specific |
goal |relates |directly |to |your |plans; |it |should |also |be |realistic |to |achieve.
,What |does |Time-bound |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Time-bound: |the |goal
|statement |includes |when |the |goal |should |be |accomplished |and, |if |possible, |milestones.
time |management |tips |- |CORRECT |ANSWER✔✔-1 |.Be |mindful |of |your |motives |for |being |a |
student.
2. |Practice |consistent, |restorative |sleep |habits.
3. |Monitor |"gathering |points" |(spaces, |physical |or |virtual, |where |things |that |need |to |be |done |
gather) |to |effectively |keep |track |of |learning |and |to-do |activities.
4. |Listen |as |though |you |will |be |teaching |what |you |are |hearing.
5. |Process |all |you |have |done |and |learned |at |the |end |of |each |day.
Procrastination |- |CORRECT |ANSWER✔✔-unnecessarily |delaying |the |start |of |an |activity
techniques |to |avoid |procrastination |- |CORRECT |ANSWER✔✔-1. |Compare |when |you |
procrastinate |and |when |you |do |not |so |you |can |identify |patterns.
2. |Evaluate |the |patterns |you |find |and |identify |the |reasons |for |your |procrastination.
challenges |often |faced |by |health |professionals |- |CORRECT |ANSWER✔✔-stress-related |
challenges, |ineffective |mindset, |and |inefficient |communication
How |to |overcome |blocks |that |create |time |management |challenges |- |CORRECT |ANSWER✔✔-1
|.Manage |stress |by |developing |the |habit |of |positive |thinking.
2. |Develop |a |mindset |of |self-empowerment, |high |expectations, |and |an |upbeat |outlook.
3. |Take |steps |to |overcome |self-doubt.
4. |Communicate |with |your |support |systems |to |seek |and |accept |help
,When |planning |your |day, |what |should |you |acknowledge? |- |CORRECT |ANSWER✔✔-that |school |
is |your |priority
How |should |you |study |on |long |days? |- |CORRECT |ANSWER✔✔-30-minute |power |sessions |are |a
|perfect |amount |of |time |to |build |in |on |days |you |work. |If |you |know |you |are |still |up |and |alert |
after |your |shift, |put |in |30 |minutes |at |the |office |or |in |a |quiet |location |before |heading |home, |
and |then |put |in |a |30-minute |session |when |you |wake |up. |That |becomes |a |great |study |day |for |
those |long |12-hour |shifts.
How |should |you |study |on |days |off |- |CORRECT |ANSWER✔✔-use |the |Pomodoro |technique |with |
a |tapering |approach |to |study |and |break |time |on |days |off
Tapering |Approach |- |CORRECT |ANSWER✔✔-If |I |set |aside |4 |hours |to |study, |start |with |a |full |
hour |and |take |a |10-minute |break. |Then |study |for |50 |minutes |and |that |a |10-minute |break. |
Next |do |a |45-minute |session |with |a |5-minute |break. |Finish |with |two |30-minute |sessions.
Tips |for |setting |up |a |study |space |- |CORRECT |ANSWER✔✔-1. |free |of |distraction
2. |relatively |quiet
3. |adequate |lighting
4. |Enough |room |for |resources
5. |Be |comfortable |and |ergonomic
6.Good |computer |screen |visibility
7. |Decorate |for |success |(motivational |posters)
When |should |goal |setting |be |done |- |CORRECT |ANSWER✔✔-goal |setting |should |be |done |after |
you |have |started |your |term
mindset |- |CORRECT |ANSWER✔✔-a |way |of |thinking; |perspective |on |a |topic
, WGU |Academic |Coaching |Center |- |CORRECT |ANSWER✔✔-The |Academic |Coaching |Center |
offers |a |wide |variety |of |support |services |to |students, |including |guidance |on |technology, |
commonly |used |software, |study |and |time |management |techniques, |and |more. |The |Academic |
Coaching |Center |is |your |first |stop |for |help |with |completing |your |goals, |improving |your |study |
skills, |and |relieving |academic |stress.
WGU |Writing |Studio |- |CORRECT |ANSWER✔✔-The |Writing |Studio |offers |support |through |online
|events, |subject-specific |articles |by |the |Academic |Coaching |Center |team, |and |one-on-one |
support |by |telephone |or |recorded |feedback.
Guidelines |for |Live |Support |- |CORRECT |ANSWER✔✔-The |WGU |Academic |Coaching |Center |is |
available |to |students |for |support |regarding |study |techniques, |time |management, |class |
scheduling, |technology, |software, |stress |management, |and |life |balance. |The |Academic |
Coaching |Center |provides |support |through |calls, |chats, |emails, |and |appointments.
How |can |you |keep |yourself |accountable |for |your |goal? |- |CORRECT |ANSWER✔✔-Share |your |
goal |with |someone |you |trust.
What |should |you |do |at |the |end |of |each |study |or |tutoring |session? |- |CORRECT |ANSWER✔✔-
Process |notes |and |actions |from |the |session |and |decide |what |to |do |with |them |and |when.
A |student |is |feeling |stressed |about |getting |everything |done; |she |has |multiple |assignments |due
|in |two |days, |works |full |time, |and |cares |for |her |two |children.What |should |this |student |do |to |
manage |her |stress? |- |CORRECT |ANSWER✔✔-She |should |put |aside |her |emotional |thinking |and |
keep |to |her |study |schedule.
A |student |is |struggling |in |his |history |class. |An |evaluator |provided |numerous |comments |about |
the |structure |and |organization |of |a |paper |the |student |recently |turned |in.What |should |this |
student |do? |- |CORRECT |ANSWER✔✔-He |should |schedule |an |appointment |with |the |Academic |
Coaching |Center.
5 |Note |Taking |Methods |- |CORRECT |ANSWER✔✔-1. |The |Cornell |Method
Education Exam Questions With Correct
Answers
Benefits |of |LinkedIn |- |CORRECT |ANSWER✔✔-Can |share |professional |information |about |
yourself |(good |for |job |search). |Good |for |networking. |Share |information |instantaneously |with |
large |groups.
Goals |are |more |obtainable |when: |- |CORRECT |ANSWER✔✔-You |are |much |more |likely |to |
achieve |your |goals |if |you |take |the |time |to |specify |what |needs |to |be |done |in |defined |steps |
with |deadlines. |Goal |achievement |is |also |much |more |likely |when |there |is |another |person |in |
your |life |who |knows |about |your |identified |goals, |steps, |and |deadlines.
What |is |SMART |an |acronym |for? |- |CORRECT |ANSWER✔✔-SMART |is |an |acronym |for |specific, |
measurable, |achievable, |relevant, |and |time-bound
What |does |Specific |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Specific: |the |goal |includes |
a |clear, |specific |statement |of |what |you |want |to |achieve |or |accomplish.
What |does |Measurable |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Measurable: |the |goal |
statement |includes |a |means |of |measurement |for |the |achievement |of |the |goal.
What |does |Achievable |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Achievable: |the |goal |is |
challenging |but |also |something |that |can |be |achieved |as |defined.
What |does |Relevant |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Relevant: |the |specific |
goal |relates |directly |to |your |plans; |it |should |also |be |realistic |to |achieve.
,What |does |Time-bound |mean |in |SMART |goals? |- |CORRECT |ANSWER✔✔-Time-bound: |the |goal
|statement |includes |when |the |goal |should |be |accomplished |and, |if |possible, |milestones.
time |management |tips |- |CORRECT |ANSWER✔✔-1 |.Be |mindful |of |your |motives |for |being |a |
student.
2. |Practice |consistent, |restorative |sleep |habits.
3. |Monitor |"gathering |points" |(spaces, |physical |or |virtual, |where |things |that |need |to |be |done |
gather) |to |effectively |keep |track |of |learning |and |to-do |activities.
4. |Listen |as |though |you |will |be |teaching |what |you |are |hearing.
5. |Process |all |you |have |done |and |learned |at |the |end |of |each |day.
Procrastination |- |CORRECT |ANSWER✔✔-unnecessarily |delaying |the |start |of |an |activity
techniques |to |avoid |procrastination |- |CORRECT |ANSWER✔✔-1. |Compare |when |you |
procrastinate |and |when |you |do |not |so |you |can |identify |patterns.
2. |Evaluate |the |patterns |you |find |and |identify |the |reasons |for |your |procrastination.
challenges |often |faced |by |health |professionals |- |CORRECT |ANSWER✔✔-stress-related |
challenges, |ineffective |mindset, |and |inefficient |communication
How |to |overcome |blocks |that |create |time |management |challenges |- |CORRECT |ANSWER✔✔-1
|.Manage |stress |by |developing |the |habit |of |positive |thinking.
2. |Develop |a |mindset |of |self-empowerment, |high |expectations, |and |an |upbeat |outlook.
3. |Take |steps |to |overcome |self-doubt.
4. |Communicate |with |your |support |systems |to |seek |and |accept |help
,When |planning |your |day, |what |should |you |acknowledge? |- |CORRECT |ANSWER✔✔-that |school |
is |your |priority
How |should |you |study |on |long |days? |- |CORRECT |ANSWER✔✔-30-minute |power |sessions |are |a
|perfect |amount |of |time |to |build |in |on |days |you |work. |If |you |know |you |are |still |up |and |alert |
after |your |shift, |put |in |30 |minutes |at |the |office |or |in |a |quiet |location |before |heading |home, |
and |then |put |in |a |30-minute |session |when |you |wake |up. |That |becomes |a |great |study |day |for |
those |long |12-hour |shifts.
How |should |you |study |on |days |off |- |CORRECT |ANSWER✔✔-use |the |Pomodoro |technique |with |
a |tapering |approach |to |study |and |break |time |on |days |off
Tapering |Approach |- |CORRECT |ANSWER✔✔-If |I |set |aside |4 |hours |to |study, |start |with |a |full |
hour |and |take |a |10-minute |break. |Then |study |for |50 |minutes |and |that |a |10-minute |break. |
Next |do |a |45-minute |session |with |a |5-minute |break. |Finish |with |two |30-minute |sessions.
Tips |for |setting |up |a |study |space |- |CORRECT |ANSWER✔✔-1. |free |of |distraction
2. |relatively |quiet
3. |adequate |lighting
4. |Enough |room |for |resources
5. |Be |comfortable |and |ergonomic
6.Good |computer |screen |visibility
7. |Decorate |for |success |(motivational |posters)
When |should |goal |setting |be |done |- |CORRECT |ANSWER✔✔-goal |setting |should |be |done |after |
you |have |started |your |term
mindset |- |CORRECT |ANSWER✔✔-a |way |of |thinking; |perspective |on |a |topic
, WGU |Academic |Coaching |Center |- |CORRECT |ANSWER✔✔-The |Academic |Coaching |Center |
offers |a |wide |variety |of |support |services |to |students, |including |guidance |on |technology, |
commonly |used |software, |study |and |time |management |techniques, |and |more. |The |Academic |
Coaching |Center |is |your |first |stop |for |help |with |completing |your |goals, |improving |your |study |
skills, |and |relieving |academic |stress.
WGU |Writing |Studio |- |CORRECT |ANSWER✔✔-The |Writing |Studio |offers |support |through |online
|events, |subject-specific |articles |by |the |Academic |Coaching |Center |team, |and |one-on-one |
support |by |telephone |or |recorded |feedback.
Guidelines |for |Live |Support |- |CORRECT |ANSWER✔✔-The |WGU |Academic |Coaching |Center |is |
available |to |students |for |support |regarding |study |techniques, |time |management, |class |
scheduling, |technology, |software, |stress |management, |and |life |balance. |The |Academic |
Coaching |Center |provides |support |through |calls, |chats, |emails, |and |appointments.
How |can |you |keep |yourself |accountable |for |your |goal? |- |CORRECT |ANSWER✔✔-Share |your |
goal |with |someone |you |trust.
What |should |you |do |at |the |end |of |each |study |or |tutoring |session? |- |CORRECT |ANSWER✔✔-
Process |notes |and |actions |from |the |session |and |decide |what |to |do |with |them |and |when.
A |student |is |feeling |stressed |about |getting |everything |done; |she |has |multiple |assignments |due
|in |two |days, |works |full |time, |and |cares |for |her |two |children.What |should |this |student |do |to |
manage |her |stress? |- |CORRECT |ANSWER✔✔-She |should |put |aside |her |emotional |thinking |and |
keep |to |her |study |schedule.
A |student |is |struggling |in |his |history |class. |An |evaluator |provided |numerous |comments |about |
the |structure |and |organization |of |a |paper |the |student |recently |turned |in.What |should |this |
student |do? |- |CORRECT |ANSWER✔✔-He |should |schedule |an |appointment |with |the |Academic |
Coaching |Center.
5 |Note |Taking |Methods |- |CORRECT |ANSWER✔✔-1. |The |Cornell |Method
