The Scientific Results Of Different Strategies Of Studying

In a math classroom, the teacher cannot neglect the need for providing a print rich environment. “Word walls are a technique that many classroom teachers use to help students become fluent with the language of mathematics. It is vital that vocabulary be taught as part of a lesson and not be taught as a separate activity” (Draper, 2012). Draper acknowledges the fact that words in mathematics may be confusing for students to study as “words and phrases that mean one thing in the world of mathematics mean another in every day context. For example, the word “similar” means “alike” in everyday usage, whereas in mathematics similar has to have proportionality” (Draper, 2012). Fites (2002) argues that the way a math problem is written drastically will effect a student’s performance, not just in reading the problem, but in solving the math equation as well. There is where the misinterpreting of different word meanings in math comes into play. Fites continues with the importance of understanding vocabulary not just in reading but for math as well with the correlation between improved vocabularies in math yields improvement on verbal problem solving

Students who have mixed types of problems than students who had the same type of problems but different questions achieved higher scores on a test. By varying study material, students learn to apply a strategy to a certain type of problem while a different strategy to another problem. This provides proof that the traditional studying methods of studying the same skill repeatedly are not the best method for studying. In addition, college students had to study a list of 40 vocabulary words. College students who studied in two different rooms and another set of college students had to study in the same room for the period the college students studied in different rooms.

In particular, although the study appears to chiefly criticize as ‘overlearning’ setups featuring highly homogeneous exposures (e.g. word lists, math problems, and the like), still these might have some crucial heterogeneity to them that renders even such seemingly unrewarding schemes effective in enabling the learners to gain an appreciation for repetitive as well as systematic patterns. In other words, this may cultivate a more holistic perception of the otherwise unfamiliar content (which domain need not be treated in gestalt or similar terms), with overlaps as well as dissimilarities being inferred and likely discerned or retrieved over the long haul. This mode of overlearning would render the

To correctly determine the benefits of overlearning, there are more studies measuring using meaningful periods of time. One study found that testing a week after a study session had noticeable gains however those gains were nowhere to be found after four weeks. Other studies show that there are only declining overlearning benefits. Overlearning can increase performance for a short amount of time but the benefits disappear over

I believe Math is learned by doing the problems and doing the homework. The problems help you learn the formulas you need to know, to help with problem solving. I have learned from my own personal experience that you must keep up with the Instructor: attend class, read the text and do homework every day. Falling a day behind puts you at a disadvantage. Falling a week behind puts you in deep trouble.

This student’s preferred learning strategy compared to the learning strategy provided by V.A.R.K. is almost identical. The learning strategies that have been used throughout her education have always netted good results, which is evident by her grades. In the past other students have commented about her learning style and the amount of time spent on note taking, outlines, and writing out note cards, but she has perfected this process for her learning style.

The first two chapters of “What the Best College Students Do” cover several topics. Throughout the chapters, the lives and experiences of different college students are explored. A reoccurring theme in the book is the concept of learning styles. Essentially, the three learning styles are memorization, comprehension, and strategy. According to the author, comprehension is the most effective style of learning. While everyone will possess one of these three learning styles, it is not impossible for someone to adjust to another style. Additionally, the author elaborates on academic ideas such as independence, grades, and outside influences.

This presentation will discuss key factors that impact planning personal study, such as strengths and weaknesses. Also, this presentation will include how to access and locate resources in the Learning Centre.

After taking the class Personal Dimensions of education, I’ve come to understand, there is not one set way to learn. Learning is the act of processing then applying information that we absorb from our surroundings. This means we are in a constant state of learning with everything we do. This class introduced me to the concept of the four learning patterns and how we use them. The Learning Connection Inventory Survey assessed our leaning tendencies how we use each pattern. Sequence responsible for order, planning and organization, Precision responsible for accuracy, detail, and information; Technical Reasoning responsible for problem solving, relevance and autonomy; and Confluence responsible for ideas uniqueness, and risk taking. We use these patterns to different degrees and or combinations. Each pattern is give a value three ranges of use; use first (25-35) as needed (18-24) an avoid (7-17). With purposeful effort we can tailor the way we use a particular pattern. In week one I defined learning as “when information is stored in your brain as fact vice suggestion.” I believe now that the brain storing information is just the inevitable end to the learning process.

Personal learning styles are highly complex and unique to specific individuals. It is often difficult to pinpoint an exact learning style. Though there are different categories, we often fine tune them to our own abilities. By examining our traits and tendencies we create a clearer understanding of how we process and learn information. With careful review, I have developed a specific analysis of my learning characteristics, including an evaluation of skill levels. Based on what I have recently learned and know from experience, I have also devised a structured plan for improvement of time management and study skills.

Though the use of note-taking and rereading is most notably known as the best study technique amongst college students, we see that other ways of retaining information can be more beneficial than that of writing notes and reading them over before exams. The article at hand tests the idea of a 3R method which is the use of reading, recalling, and reviewing information instead of traditional study methods. The usage of the 3R strategy in studying is seen as more effective than traditional note-taking, due to the 3R strategy being able to increase the chances of recalling information

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.

When teaching mathematical concepts it is important to look at the big ideas that will follow in order to prevent misconceptions and slower transformation

A range of different and useful topics have been discussed since the start of Pathways to lifelong learning, some of which I found to be of particular help. The college expectations which we learned towards the beginning of the course was especially helpful to learning how to become a critical thinker, something that was not very touched upon throughout my time in high school. I now use Bloom’s Taxonomy when beginning to prepare for an important paper or presentation. In addition to the first chapter, I had also found great help in the second chapter on the skills needed to succeed in school. In the past, I used rehearsal as my main strategy to memorize for any upcoming tests or exams, however that often resulted in either retrieval failure or ineffective encoding. I now use chunking and elaboration as my main strategies to studying as I find it most effective when studying and retrieving information, especially when I am needing to memorize and learn a big amount of material.

This happens because students are not realizing the importance of review, thereby succumbing to cramming and studying a lot longer than needed. The best way to not forget our facts is to keep the memory fresh regularly. We do so by implementing study habits and incorporating different techniques in order to retain learned material. One way to accomplish this is to know when the next exam is, and from there we spread out how much time we will commit to study leading up to the exam. Nate Kornell, an associate professor of cognitive psychology, stated that “learners would profit from taking advantage of the spacing effect, both in classrooms and during unsupervised learning… because spacing does not take more time than massing, it simply involves a different distribution of time” (Kornell). Spacing involves wisely planning out our time earlier before the day of the exam. An example includes the strategy of looking over notes after class and studying for half an hour each day, which is better than having to actually start studying the day before the exam for hours. Distributing time to study is key, because we avoid the problem of overworking and agitating ourselves by studying all of the information. In addition, we allow the information to be stored long-term, which is advantageous for retrieving information when we need it. Most of all, testing ourselves regularly is another crucial practice that can reduce cramming. Scientist Sean Kang’s