Adapted from: Ann Algier, Everything you need To know About Studying
A.    Introduction
Learning takes time. Extremely couple of individuals have photographic memories. Learning needs repetition- meaningful repetition. This is the reason active study techniques are so vitally important. The “recording disk” from the brain accepts new material much faster whether it “hears,” “sees,” “feels,” “tastes,” and detects motion (kinetic energy) In the course of input or recording time. Then too, the greater times around the studying circuit, the are more durable the impression. If you’ll be able to place abstract ideas into diagrammatic form, you’ll remember the concept.


B.    Mnemonics
Material that is hard to master could be organized by locating the key words in every point, noting the very first letter, and arranging the letters in to a sense or nonsense word (the sillier, the better). Examples:
1.    Exactly what are the qualities of the scientist? (mnemonic answer: PIPOC)
P erserverance
I ntelligence
P atience
O riginality
C uriosity
2.    Why did the U.S. enter Globe War I? (mnemonic answer: SPRENCZ)
S ubmarines, Germans lifted restrictions on usage of
P ropaganda, British control of
R ussians overthrew the tsar
E conomic ties of U.S. with Britain and France
N eutrality, German violations of U.S.
C ultural ties with Britain
Z immerman telegram

Note: in example 2, the student has devised a mnemonic according to key words. When you have a basic comprehension of every point, you ought to be able to write a whole essay from the mnemonic SPRENCZ. Example 1, nevertheless, represents the type of mnemonic a student could use to master a short set of items with an objective test. If you should memorize a long list of items such as the states within the union, alphabetize and learn in small “chunks.” You are able to Usually rely on the alphabet. Break up a listing, rearrange, put on a study card and master. Inside the example of learning the states within the union, it really is easier  to remember that we now have four states whose names start out with “A,” no “Bs,” 1 “D,” etc., then to attempt to memorize the list.
C.    Study Cards
In printing study cards, the student is making use of kinetic energy (energy in motion), therefore making the impression stronger around the brain, as well as the student can utilize the cards for overlearning. An additional reason behind having students make study cards is that they are convenient to transport and flip via for mastery. Reading the cards silently, however, is too passive. Go over the cards orally. A student will not master the cards by passively reading them. Studying requires the expenditure of one’s. The student must be actively engaged in producing the sounds, making use of muscles and burning energy to make the sound.

D.    Memory
1.    General points to think about
a.    The student need to focus his / her attention on whatever must be remembered. If you intend to bear in mind something, you most likely will.
b.    The student must be “sold” on the course. Why is this subject worth knowing? Correlative reading might boost the student’s interest. For instance, historical novels certainly are a marvelous method to understand history. The more the knowledge, the more a person’s eye.
c.    Profit the students classify and associate. Several authorities feel that you will master info quicker in the event you discover in sets of seven or fewer at the same time.
d.    Have the students overlearn through repetition.

2.    Association can be a answer to memory:
a.    You keep in mind approximately ten percent of that which you read.
b.    You bear in mind approximately 20 percent of what you hear.
c.    You keep in mind approximately 30 percent of that which you see.
d.    You bear in mind approximately fifty percent of everything you hear and see together.
e.    You keep in mind approximately 70 percent of what you say (in the event you believe when you are saying it).
f.    You remember approximately 90 percent of what you do.


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