This post is a summary of three articles. The first with the incomplete title above, was published http://ideas.time.com/2013/01/09/highlighting-is-a-waste-of-time-the-best-and-worst-learning-techniques/.The second with the title of, "How to study in six simple steps." It was published at http://www.dummies.com/how-to/content/how-to-study-in-six-simple-steps.html. The third with the title of, "12 steps for effective studying." It was published at http://academic.cuesta.edu/acasupp/as/203.HTM
In a world as fast-changing and full of information as our own, every one of us, from schoolchildren to college students to working adults, needs to know how to learn well. Yet evidence suggests that most of us do not use the learning techniques that science has proved most effective. Worse, research finds that learning strategies we commonly employ, like rereading and highlighting, are among the least effective. In a report released on January by the Association for Psychological Science, the authors, led by Kent State University, professor John Dunlosky, closely examine 10 learning tactics and rate each from high to low utility on the basis of the evidence they have amassed. Here is a quick guide to their conclusions: Highlighting and underlining led the list of ineffective learning strategies. Although they are common practices, studies show they offer no benefits beyond simply reading the text. Nearly as bad is the practice of rereading, a common exercise that is much less effective than some of the better techniques you can use. Lastly, summarizing, or writing down the main points contained in a text, can be helpful for those who are skilled at it, but again, there are better ways to spend your study time. The learning strategies with the most evidence to support them are not well known outside the psychological lab. Take distributed practice, for example. This tactic involves spreading your study sessions, rather than engaging in one marathon. Cramming information at the last minute may allow you to get through that test or meeting, but the material will quickly disappear from memory. It is more effective to dip into the material at intervals over time. The second learning strategy that is highly recommended by the authors of the report is practice tests. Research shows that the mere act of calling information to mind strengthens that knowledge and aids in future retrieval. There is one familiar approach that captures the benefits of tests: using flash cards. And now flash cards can be presented in digital forms, via apps like, Quizlet, StudyBlue, FlashCardMachine, etc. Both distributed practice, and practice tests were rated as having "high utility" by the authors. The remainder of the techniques evaluated by Dunlosky fell into the middle ground, not useless, but not especially effective either. These include mental imagery, elaborative interrogation, self-explanation, mixing up different types of problems and lastly the keyword mnemonic. Much better, say the authors, is to spread out your learning and get busy with practice tests and flash cards.
Make room mentally and physically, for studying. Usually you are studying for something specific, such as an exam. Think of how you make yourself comfortable when you do something you really enjoy, like watching a favorite movie. If you are in a good space physically, you can improve your mental space. Make the place your own and somewhere you enjoy. Adjust your pace accordingly, but if you study at a slow pace, you will need to set aside more time for the tasks. Remember that breaks are just important as active study (10 minutes for 30 minutes of study). In any sequence, people remember the first and the last things best. Whatever you try to remember, you will find yourself recalling the beginning and the end, with less clear memories of the middle. You can not change this, it is how our brains work, use this fact to your advantage by organizing your study. It is always good to have a plan. When study, break your biggest goal into smaller tasks. It is best if each of these tasks consists of a single topic. Often, you will discover one or two key elements that stand out and get fixed in your mind. Mind map is a rough diagram that you can make to visually outline information. You can create a mind map by starting with the primary phrase of a topic in the center, with related, lesser categories branching out from it. Your categories can consist of anything you think is important, they can be ideas, terms or tasks to complete, whatever you need to organize the information.
Plan a definite time for studying every day. Studying every day, even for a short period of time, keeps you from falling behind. Know the purpose of and understand each assignment before leaving class. If you understand what to do and how to do it, your study time will be shortened. Predicting the amount of time you need. By keeping track of the actual time you spend on your assignments, you are more likely to concentrate and less likely to become bored. The habit of frequent review also results in less time needed for studying prior to a major exam. Study for 30 to 40 minutes and then take a break. Taking breaks refreshs your mind so you can concentrate better, finish faster, and retain more. Distribute your review in half-hour segments over a period of days. If you do not adopt a structured study schedule, you will not master required course material and you will set yourself up to fail. Learning is accumulative. New ideas must be incorporated with previous material from lectures, readings, and any other assignments such as labs. You have to continuously make the connection in your mind from new material to previously learned material. Putting it all together is easier if you schedule time daily to read, to think, to write, to reflect, and to review. Improved learning is the best approach to studying and effectively using your time. Not having enough time to study means you lack organization, so by managing your time, you have control over your life and a chance to do more of what you want to do.
