When one considers learning and study, one should always keep in mind that there are three aspects that are of importance:
STUDY SKILLS:
The ability of any learner to study successfully depends to a great extent on his fundamental study skills, i.e. his ability to concentrate, to perceive correctly and accurately, as well as the ability to remember what has been perceived.
Study skills should not be confused with study techniques and study methods. The difference between these can be explained by using the game of soccer as example. In order to be a soccer player, a person FIRST has to master the fundamental soccer skills, e.g. passing, heading, and dribbling the ball. Only after that can he be taught techniques and methods. In the same way, in order to be a good student, a learner FIRST has to master the fundamental study skills.
Mnemonics training is often done without keeping this sequential fashion of learning in mind. A mnemonic is a specific reconstruction of target content intended to tie new information more closely to the learner's existing knowledge base and, therefore, facilitate retrieval. There are a variety of mnemonic techniques, including keywords, pegwords, acronyms, loci methods, spelling mnemonics, phonetic mnemonics, number-sound mnemonics, and Japanese "Yodai" methods. An example of an acronym is to remember the word HOMES to recall the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior. The purpose of number-sound mnemonics is to recall strings of numbers, such as telephone numbers, addresses, locker combinations or historical dates. To use them, learners must first learn the number-sound relationships: 0=s; 1=t; 2=n; 3=m; 4=r; 5=l; 6=sh, ch, or soft g, 7=k, hard c, or hard g; 8=f or v; and 9=p. To remember the date 1439, for example, the learner uses the associated consonant sounds, t, r, m and p, and will insert vowels to create a meaningful word or words. In this case, the word "tramp" can be used.
There are, however, at least two problems in improving memory by means of mnemonic instruction. The first problem is -- as already stated -- that it overlooks the sequential fashion of learning. Mnemonics instruction is, to a large extent, instruction in memory techniques, which should be taught only AFTER the skill of memory has been learned. It can be compared to a person being taught soccer tactics, such as the "wall pass," while he has not yet adequately mastered the skill of passing the ball. As stated in 'Knowabout Soccer', "No matter how good your passing technique, if the quality of your passing is poor, your technique will not be effective." The 物理補習推薦 second problem is that by teaching memory crutches only, the result is, as stated by Scruggs and Mastropieri, "on more complex applications, generalization attempts [are] less successful." If the SKILL of memory is taught, however, the learner can apply it in any situation.
STUDY TECHNIQUES:
There are three learning techniques that can be employed to make study more successful.
1. Association: This is probably the most important and most effective of all the learning techniques, of which mnemonics is probably the most commonly used association technique.
2. Thinking in pictures: One is able to remember much better what has been seen in the mind's eye than what has been thought in abstract terms. Therefore, one should always consciously try to think in terms of pictures.
3. Reduce frequency of brain waves: The brain usually vibrates at 20 cycles per second or higher. Dr. Georgi Lozanov was probably the first who discovered that, if the frequency of the brain waves is reduced, more effective study becomes possible. He found that playing slow Baroque music could reduce the frequency of brain waves. José Silva was probably the first who discovered a method to reduce the frequency of brain waves at will.
STUDY METHODS:
Most learners have the bad habit of only studying the day before a test or exam. There are two serious disadvantages attached to this method of study:
1. There is never any regular practice of study skills.
2. It has been found that within 24 hours -- on an average -- one forgets up to 80% of what one has learned. If, however, the study material is reviewed after 24 hours, it takes 7 days before 80% is forgotten again, and if another review is done at this point, then it takes 30 days to forget 80% again.
Research has shown that, if the correct pattern or review of studied material is followed, memory consolidation is enhanced significantly, and the overall time spent in learning is slashed dramatically. The following pattern of initial study and subsequent review will certainly deliver excellent results:
1. Set up a timetable that is divided in study periods of 30 minutes each. On the first day on which this new timetable will be implemented, take the first study period to learn some study material thoroughly. It must be brief enough so that it can be absorbed in only about 15 minutes. Once the full study program is in operation, as you will soon realize when you read further, one only has about 15 minutes in each study period of 30 minutes in which to study and absorb new material. The rest of the time is spent on reviewing previously learned material. The piece of work must be summarized and thoroughly studied in these 30 minutes. Take a rest of 5 minutes at the end of the study period.
2. Review after 5 minutes. Take 3 minutes of the next study period to review the study material of the previous study period, before new material is again summarized and thoroughly studied.
3. Review after 24 hours. Take 3 minutes to review the material that was studied the previous day. Then take 3 minutes to review the work that was studied 5 minutes ago, before again studying and summarizing new material.
4. Review after 7 days. Take 3 minutes to review the work that was reviewed 7 days ago, before reviewing the work that was studied the day before, and then reviewing the work that was studied 5 minutes ago.
5. Review after 30 days. Take 3 minutes to review the work that was already reviewed 30 days ago, before reviewing the work of 7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.
6. Review after 120 days. Take 3 minutes to review the work that was studied 120 days ago, then the work that was studied 30 days ago, before reviewing the work of 7 days ago, then that of 24 hours ago, and then that of 5 minutes ago.
High school can be a busy time for every student, but for athletes, that business can be tenfold. Learning how to balance sports, academics, social lives and downtime takes serious dedication and time management skills. To help maximize your time, try these tips to learn how to manage high school sports and academics.
• Schedule your week in advance. Set aside realistic times to study, practice, train, and meet other obligations, and stick to the schedule as much as possible.
• Use the same place to study each day. This will make it a regular part of your schedule and soon will be second nature.
• Be flexible when you can. Remember that life happens, so while sticking to your schedule is important, there are times when you will have to switch things up.
• Don't forget about downtime. If you are constantly running, working, studying and practicing, you may start to feel burned out. Even if you're just setting aside 30 minutes each evening to read for pleasure, make sure your schedule includes some time to relax and unwind.
• If you find an area where you are struggling, don't ignore it. If a certain subject is giving you trouble, seek out a tutor to help with your studies before your grades start to slide. If a certain skill on the field is giving you trouble, schedule some extra time each day to work on it.
• Remember to have fun! Be a good student and a hard-working athlete, but also take time to enjoy yourself.
• Sticking to the same routine may at first seem mundane, but by doing so, you'll find that completing everything on time and on schedule will come more and more easily.
• Set high expectations for yourself, but don't be too hard on yourself either. Remember that occasionally, we all drop the ball.
• Experiment with study and practice schedules & styles until you find the time management techniques that work best for you. Many schools may have counselors on hand who have specific training in time management. Use these resources!