littel bit of background on this post.
hi, my goal with this post is to share and collect as many tested methods of learning. what i will post here is only things i have tried and tested myself. no articals/pseudo tips for learning.
for example i wont post these types of tips:
3.go over the materials
4.get plenty of sleep
as they are too general and lets be honest… if things ware that easy every body will get a phd by age 14.
i encourage you to test all of these by yourself by:
1.going to khan academy
2. going to a section you know ABSOLUTELY NOTHING ABOUT
3.use said method.
4. do a test given by the site.
if you want to add something to the post please suggest it in the comments. i will try it and see if it works for a lot of instances.
method number 1:
- flash cards -
WAIT! don’t go! i know i said i wont involve any “common” tips for study. but this one is miss communicated in both its effectiveness and application. so PLEASE stay with me.
what are flash cards?
they are small cards, in which you draw/doddle/explain/humanize understandings of abstract concepts and ideas by asking a canonical question to the concept.
see how some of them have words on them? thats bad. but nobody’s perfect.
as the cards have 2 sides, here is an explanation on how to create each part
side A (Answer) :
this is a “condensed” explanation of what you understand, here you write the thing you want to remember/learn/rehearse/pop in to your brain when asking the question on side Q.
this is the canonical question to side A. on this side you set “triggers” that will lead you to the Answer, DO NOT USE WORDS HERE. please! this is a huge point. you are not a computer trying to look up in a dictionary the meaning of words. you are an abstract thinker that needs dots and lines to connect between different ideas.
here is an example:
say we want to remember that dogs can bark, and the bark is an expression of 5 different options.
4.hangry (see 1 and 3)
so we have some very “dry” fact we want to remember. the first thing we do is ask ourselfs what is the most obvious connection between the meaning, and the already known information
for example, we all (i hope) know what a dog is. so we dont need to remember that, we all already know that dogs bark.
so here we have an already known fact we can use to “anchor” the A side to.
now, what is the unknown part? or what is the new information we need to add ON TOP of the old one.
i think we all aggre that is the 5 different option for what a bark means.
so now that we identified what we need to know. lets form a canonical question…
we do that by
- reverse the order of actions
- look for inconsistency
- convert the new knowledge into expressive form.
- draw (COLORS! SO MANY COLORS!)
the expressions of anger, attention, hungry, hangry, and annoyed, are displayed with a bark by dogs.
barks are different between dogs. and we are mostly unable to distinguish between types of barks.
5 different dogs, make 5 different bark sounds, each with its own color/meaning
on the Q side:
a drawing of 5 dogs barking, each with its own color, maybe the first letter or two of the expressive word we want to remember.
on the A side:
5 words(the expressed) with corresponding colors to the dogs with the letters from Q side.
video guide by college geek
method number 2:
make up your own language/symbols.
now this special, as i don’t see a lot of people do this and i always ask myself why.
lets say you are given some material from a story to remember(i deliberately chose a story/literature because the idea is very obvious when used with math/science subjects).
lets say little red riding hood. now we have A LOT of “dry” information there to remember right? add to that all of the different spins modern films put on it… the task seems impossible.
before i show you an example, lets consider what language/symbols usually mean.
we have verbs, actions and the like.
nouns, category, specificity, value, so on…
and the rest.
now i am going to break an old myth probably, but math is actually a language too.
1 + 1= 2
1 is a noun(value/constant) + is a verb and = is specificity.
this fundamental understanding of language, can help you create mini-languages for our little problem.
now for the example:
lets see what NOUNS/CONSTANTS we have in the story…
now we can put them in a category! infact we already have one! ACTORS! but… this is a “dry” category. sense “actors” isn’t helping us understand/remember anything about these constants.
so how about we make up a symbol to represent these 4 elements. how about a square with 4 parts to it, each with the first letter of the actor? so:
next we get the actions or VERBS:
these is actually easier then it seems.
all we need is a symbolic representation of an action, so shoot could be a small bullet, and the pointy edge will be the shoted, and the outer will be the shooter.
so h => w
will be hunter shoot wolf.
talk could be @. for the “at” abbreviation.
so w @ r, w < g, r @ g(w), h => w, !w!, g @h, r@ h.
will bascly be: wolf talked to riding hood, wolf ate grandma,riding hood talk to grandma(wolf), hunter shoot wolf, wolf RIP, grandma talk to hunter, riding hood talk to hunter.
as you can see, this simple abbreviations help a TON with condensing information and actions.
just be creative
this is VERY useful for creating a small cheat sheet for a story. lets say for a test with open material?
(think about this as ‘memefing’ the story)
method number 3:
look for the source
let me ask you a question… do you think your teacher/lecturer/professor REALLY remembers everything by heart?
if you are naive as i was… you probably think yes. its there job right?
im sorry, but no. often i find teacher/professors just reusing a slightly altered explanation/question from a textbook/previous tests.
and lets be honest… who can blame them? they have a life too.
so here is what we are going to do… hopefully BEFORE the semester/school year/period of learning starts. its VERY VERY SIMPLE. but so underutilized its almost criminal.
go to the SCHOOL LIBRARIAN. and ASK him/her for books about your subject you are going to learn. mention WHO you are learning from.
most probably, they will SHINE WITH A SMILE OF A MILLION SUNS!. that is because librarians uselly know where to direct you according to your course. MOST OFTEN BETTER THEN THE TEACHER. this effect is a result of the librarians stay, where teachers come and go. more so, when your teacher needs to form tests/prepare for a new semester, they consult with the library for materials to build it in a cohesive and linear way. after all, math is VARY linear in the difficulty curve. and literature must be available for students to do their homework.
moreover, the librarian holds the key to some books that are less heard about. or maybe unknown to most students. usually due to lack of copies or relevance to most courses. but the REAL gem here is the ability to get recommendations from the librarian that are bascly TAILOR MADE for your course AND teacher! (!!!). that means you will encounter books that cover the ALL semester WORD BY WORD from what the teacher says. giving you a PRICELESS edge while making your flashcards.
hopefully these arent common knowlage and i actually helped some of you.
definition - “methods of learning”: a technique or series of functions that have been proven to result in a more then average effectiveness across numerous fields requiring academic understanding.
in short, how you study.