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    cheat sheet learning system

    Uploaded by

    Catalin Chirila

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    cheat sheet learning system

    Uploaded by

    Catalin Chirila
    4 views4 pages

    Copyright

    © © All Rights Reserved

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    PDF, TXT or read online from Scribd

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    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    4 views4 pages

    cheat sheet learning system

    Uploaded by

    Catalin Chirila

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 4

    Priming

    Do you gain a big-picture understanding of a new topic before


    learning the details?

    Do you spend time to briefly look through the topic before classes,
    lectures, or long study sessions?

    Do you think of how the main ideas of a topic might relate to each
    other before learning about each idea more deeply?

    Do you look for how ideas, facts, and concepts may influence each
    other?

    Reference
    Do you write and store detailed information that needs to be
    referred back to later (e.g. facts and figures, statistics, etc.)
    in a different way than conceptual information?
    Do you use substantial non-linear note-taking to represent
    relationships between concepts when learning conceptual
    information?
    Do you write many notes that you do not read again?

    Encoding
    Do you constantly relate new information to a big-picture
    understanding of importance or relevance?

    Do you look for ways to make new information more


    relevant, intuitive, and simple to understand?
    Do you actively try and find ways to organise information
    that reduces the need for rote memorisation?
    Do you actively group and rearrange information so that it is
    more organised?

    Do you try to create analogies for new ideas that are initially
    complicated to understand or remember?

    Do you regularly pause when consuming new information so


    that you can make the information you've already consumed
    more intuitive and organised, to prevent yourself from being
    overloaded by the stream of new, unorganised information?

    Do you use note-taking to help visually organise your


    thoughts so that your mental effort can be used to explore
    how concepts are related to each other, group and organise
    information, simplify and make new information more
    intuitive, and connect information to the big picture?
    Do you spend a significant amount of time writing notes that
    do not help you to...

    Connect information to the big picture

    Make new information simpler and more intuitive

    Group and rearrange ideas

    Create analogies

    Exploring how ideas are related to each other


    Retrieval
    Do you use and apply knowledge you have learned from
    memory within the first week of learning it?

    Do you test your knowledge (in any form, deliberately or


    opportunistically) to identify gaps in your knowledge?

    Do you reinforce your learning for isolated facts with a different


    method (e.g. flashcards and spaced repetition) than for
    conceptual learning?

    Interleaving
    Do you shuffle problems from different chapters? ( no block
    practice )
    Do you try to fill gaps in knowledge by approaching the
    information from a different perspective or looking for new
    connections and relationships compared to the first time?
    Do you recall and apply your knowledge from memory in
    multiple ways (e.g. answering diverse types of
    problems/questions or applying your knowledge in diverse
    contexts).
    Overlearning
    Do you use techniques that involve repetitive recall from
    memory to increase the consistency and speed of your recall
    accuracy? These techniques often rely on high volumes such
    as doing a large number of quizzes, practice questions or
    flashcards (if necessary and relevant).

    Do you spend time to actively look for ways your knowledge


    may be tested that may be beyond your expected scope, to
    look for weaknesses and improve mastery of core material?

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