Learning how to learn ACTIVE LEARNING AND EFFECTIVE NOTE MAKING Groundhog Day lessons Groundhog Day: a film where Bill Murray relives the same day over and over again Groundhog lesson: where a teacher teaches the same topic over and over again Why: students have failed to learn how to learn
Have we done this before Sir? Why do goldfish never get bored in a bowl They cannot remember We humans can but Sights, sounds, sensations exist in short term memory for 30 seconds Memory: our ability to learn something, then store it, retain it and recall it when needed Without a conscious effort
we will forget How to acquire memories Your memory is like a wheat field Memories brain pathway Long term memory is made by creating synaptic pathways connecting neurons in the brain Memory is a path of brain cells We remember by re-treading that path So you want to remember? Creating academic
memories requires activity There are three simple steps to better remember things 1. 2. 3. Active listening in the first place to create a path Effective note taking to create beaten down pathway Revisit past learning by rereading class notes, regularly ie at least fortnightly
Passive v Active listening Learning first requires listening What happens if your mind is switched off in the classroom Active listening requires 1. 2. Silence: to allow the other person to speak and be heard. Concentration: bringing all your mind to hear and understand what the other
person is really saying Active listening is made easier by adopting effective note making tactics. What did I just say Passive note taking Traditional note taking Copying words off the board is passive and almost pointless class PowerPoints can be downloaded
Most people can copy and think about something completely different at the same time Far better to opt for active note making Cornell method ( adapted) 2 Questions and keywords Cornell method: widely used in Ivy League colleges Divide a page into three areas 1 Notes: key points made in lesson
3 Summary of key points Notes area Topic Key points in this area. Use Headings Short sharp simple phrases Abbreviations and symbols Date
In the notes area add a topic and date for reference key ideas made during a lesson Notes Have headings Are clear and concise Add underlining and colour after a lesson for emphasis Experiment with colour and underlining Use colour for emphasis eg Underlining adds emphasis
red for a disadvantage or weakness green for an advantage or strength strengths and weaknesses strengths and weaknesses strengths and weaknesses Add keywords, points to follow up and notes for further reading here Questions and keywords area Use the left-hand column to record: Key words and their definition Questions raised by the talk, for follow-up
Notes from research undertaken after the lesson Summary area After class, use the bottom column to write a brief summary of the notes on the page Taking quicker notes: use symbols > Change in
Greater than < Leads to Less than Decrea
se Sum or total Increase % percentage Therefore Good
x Becaus e Bad Taking quick notes: use abbreviations Common abbreviations Cf: compare Eg: for example Min: minimum Max: maximum Etc: and so forth Specialist abbreviations
BoE: Bank of England PED: Price elasticity of demand DD: demand SS: supply EMP: equilibrium market price Govt: government Cet par: all other things being equal So what Creating long-term memories is a process Step one: active listening and note making during lessons step two: additional notes and
annotations after lessons Step three: persistent and consistent rereading of notes Standing homework: add extra notes add colour and underlining create a summary Reread last lessons notes before class He read notes taken in all lessons at least fortnightly
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