Dynamic Memory 100% Success in Exams

1

KNOW YOURSELF

AS A LEARNER

Just as there are differences in personality, there are differences in the ways we learn and use information. Some people are quiet and tend to be reflective in the way they process information. Others are take charge kinds of people who need to put information to immediate use to solve problems.

Just as we have different preferences and ways of learning, we also change and adjust our learning strategies based on our own development and on the different learning situations in which we find ourselves. By understanding ourselves and becoming more aware of these differences, we become more capable of adjusting to new situations throughout our life as learners.

Self-knowing includes the following aspects of understanding our ‘learning’:

Knowing our learning style and how we learn best in different learning situations.

Our recognition of differences in learning tasks and our ability to match the appropriate learning strategy to the task.

Our ability to monitor whether we are understanding and learning in a given situation or during the performance or a task.

When we know that we do not understand, recognizing the problem and identifying a different strategy that will be more appropriate to the learning situation.

1. Knowing our learning style and how we learn best in different learning situations. By gaining an awareness of your learning style, you can choose the learning strategies that work best for you. For example,

If you are a visual/right-brained or holistic learner, you might use mapping, drawings, and colour-coding as note-taking strategies to make information visual and to capture the main ideas or big picture.

If you are an auditory learner, you can tape record lectures and ask questions during the lecture to get more information in an auditory format.

If you are ‘left-brained’ and a detail/step-by-step learner, you will want to use an outline or Cornell note-taking system that puts the information in a linear format.

You should also consider environmental factors like time of the day, temperature, level of sound and size of groupings in which you learn best. Then try to schedule your classes and study sessions around your preferences.

2. Our recognition of differences in learning tasks and our ability to match the appropriate learning strategy to the task. For example, there are different types of reading tasks and different strategies that are appropriate while reading these materials.

When you read literature, you identify the theme and how the author expands on that theme through the use of story, characters, setting, action, etc.

When you read a science textbook, you read for important details: critical concepts, definitions of important terms, examples or applications, etc.

When read math word problems, you identify the problem and then determine which processes and calculations will give you the solution to a problem.

When you come to a new kind of task or problem, you go through the following steps:

Identify what kind of task it is by scanning you for a similar task.

Once you have found a match to the new task or problem, determine the strategies you used to complete the original task.

Apply the same strategies to the new task.

3. How we monitor whether we are understanding and learning in a given situation or task. As we apply learning strategies to tasks, we should continuously check the effectiveness of the process by evaluating our progress in completing the task; and the outcome or understanding by asking ourselves the following questions:

What is this about? (Can I put this information in my own words? Explain it to someone else?)

Does the answer (or outcome) make sense?

How am I doing?

When I am unable to answer the questions above, I might ask:

What could I do to make this process more effective?

What other strategies might work more effectively?

To check comprehension and understanding at higher levels of cognition, you might want to refer to the site on cognitive structures.

4. When we know that we do not understand, recognizing the problem and identifying a different strategy that will be more appropriate to the learning situation. If we are unable to explain our new learning, or complete a practice problem applying this learning, we may need to find another strategy that will work more effectively. For instance, if you are unable to understand a passage after reading it, you may need to read it again, slowly. Look up words you do not know.

SELF DISCIPLINE

Self-discipline provides the opportunity to improve your performance and your thinking. It is important to practice self-discipline in order to accomplish your goals. Don’t think of self-discipline as deprivation; think of it as a way to improve your life.

Learn how to schedule your priorities. Set small tasks at different times of the day. Do the tasks at the scheduled time. This will allow you to stay focused on your priorities. It is a good idea to keep a list of what you have done. You can refer to this list when you want to chart your progress, or if you are getting discouraged.

Even though it may sound boring, you need to develop a routine. Stay with that routine. Practice the action at the scheduled time of day. Once you have a routine, things start to become a habit. Time management is another route to follow. Break down tasks into smaller segments, so you will see accomplish each day.

It helps to schedule your day, your week and your month. It helps to have a to-do list for top priority items. Decide which items are most important and work on the most important ones first. Once you decide on a task, keep at it until the task becomes a habit.

Don’t let yourself get discouraged if you do not succeed. Take them slowly. Give yourself positive feedback even if you don’t get something accomplished.

It will help if you have a friend or mentor to guide you and give you tips. If you have another person to talk to about your efforts, you will get feedback as to how they are perceived.

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2

TIME MANAGEMENT

Student’s success depends on effective time management. Time management is a skill that can be learned. First, you need to understand how your time is spent. Keep a record of every day, documenting how much time is spent in class, studying, visiting friends and family, working and eating. Take a look at the list to see where your time is spent.

Once you know how your time is spent, start a daily or weekly planner. Put down your classes, appointments, meetings, work schedule, assignments’ due dates and other activities. Check the planner every day so you will know what needs to be done that day. A daily ‘to-do’ list may assist you in knowing what needs to be done immediately. This list will help you keep your assignments in an order of priority. It is a good idea to keep a monthly or annual calendar so that you can plan for a longer period. Get a copy of your school calendar and mark the important dates and holidays, so you will know when to expect tests and other assignments, which are due.

In order to use your time wisely, put your assignments in an order of priority with the most difficult one first. If you do the most difficult task at the beginning, the other tasks will be easier. Make it sure to schedule time for the study. Make sure that you schedule enough time for studying but not too long that studying becomes boring. Start studying in a distraction free environment - and don’t switch on television or leave your cell phone on. It is a good idea to study for shorter periods of time so that you don’t feel exhausted.

Also schedule time for tests, papers, and speeches. These larger assignments may need to be broken down into smaller bits and pieces. Be sure to go through your lecture notes within a twenty-four hour to keep the material fresh in your mind. Try to review your notes and any reading just before the class so that the material remains fresh in your mind.

Once you become aware of how you use your time, you will be able to manage it and do well in your studies.

For most students the greatest challenge is adjusting to college life and succeeding in managing their time effectively. This is especially true for community college students who often work long hours. Adult students deal with the additional responsibilities of child care and other family responsibilities.

CONSIDER YOUR GOALS

While evaluating your schedule, or how are you spending your time, you also need to consider your goals and priorities. What is most important in your life —your family, friends, school, hobbies, or other activities? As you look at how you spend your time, ask yourself; if this matches your priorities.

Even though attending class and completing assignments is a top priority for most students, many find that they are not allotting enough time for their studies. On an average, students should spend about 2 hours on study for each hour of class time in a week. For example, if you are carrying 12 assignments in a semester, you should allot 24 hours in a week for studying (this includes time for reading, writing papers, preparing projects, and for preparation for the tests).

If you are finding it difficult to find the time you need to study, or that there are conflicts among the various demands on your time, you may need to give greater attention to your goals. By getting clear on your goals, it will be easier to decide how to spend your time. You’ll find that you can more easily put off other things and set aside the time you need for studies, if you know how it will help you to achieve your educational or career goals. Ask yourself:

Why are you in school/college?

What are your educational goals?

What are your career goals?

If you aren’t clear on your goals, you may want to visit the Career Centre. In the Career Centre, you can take various assessment tests and interact with computer programs that will help you to determine your career aptitudes and interests. There are also a number of resources you can use to know about different careers. You can choose to attend a class on Career Decision Making or one of several workshops on Career Decision Making. You may also seek an appointment with the Career Counselor to evaluate your needs and to determine what courses you should take to reach your goals.

You may also consult a good student consultant who can help you to manage other issues that may be causing problems to you.

USING TIME WISELY

You might have all the time in the world, but if you don’t use it wisely, it won’t help you to meet your goals. Procrastination is a problem for many students. The tips may help you deal with this issue:

Clear your schedule—Don’t over stretch yourself: Recognize that your obligations and resulting stress are as important as other people’s needs. Set limits if you get interrupted or reschedule your work time to accommodate others. Omit or reschedule some for other obligations. You want to give full attention to your studies without feeling guilty about what you’re NOT doing.

Get motivated: Create a work area that is free from distractions and commit to staying there for at least one to two hours. If you get side-tracked, remind yourself how this activity will help you meet your goals.

Prioritize: What has to be done first? When is it due? What is worth more in terms of your grade? What is worth more in terms of your personal, educational, or career goals?

Make sure you understand the task: Ask questions. Get help if you need it.

Break down the task into chunks: Estimate how much time you’ll need to complete the task. Don’t try to do it all at one time. Break it down so that it’s do-able and not so overwhelming. Stay up-to-date on assignments to help avoid overload.

It doesn’t have to be perfect: Some people are so afraid that they won’t perform perfectly; they won’t do anything at all. Make sure you appreciate the expectations of your instructor. Then evaluate how important the task is and what level of performance is acceptable to you. Then just do it!

When you really hate it, try to make it as enjoyable as possible: Work on this task first, while you have more energy. Reward yourself when you complete certain aspects of the task. Study with a friend.

TIME SCHEDULING

Being successful at the university level will probably require a more careful and effective utilization of time than the student has ever achieved before. He is typically scheduled for fifteen or more hours of classroom work per week, in addition, he is expected to average about two hours of preparation for each hour in the classroom. This means that he has at least a forty-five hour work week and is consequently-involved in a full-time occupation! Many students find that this full-time job must be supplemented by other part-time jobs and/or family and social responsibilities which add a great deal of scarcity of time. A common student’s complain, therefore, is that there is just not enough time to go around.

The job of being a student, like most other jobs, can be carried out either efficiently or inefficiently. The way we use time (or waste it) is largely a matter of habit patterns. One of the best techniques for developing more efficient habits of time use is to prepare a time schedule. Research psychologist and efficiency experts can produce impressive statistics demonstrating the efficiency of a well-organized time schedule. The work habits of people who