Studying Technique Examples
Active Recall/ Self Testing
Active recall involves retrieving information from memory without relying on reading or re-reading course material but instead utilizing strategies such as flashcards, practice quizzes, or attempting to explain the material to someone else. The focus with active recall is on retrieving information from memory, which strengthens neural connections and improves memory retention
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Flashcards - you can use index cards or small squares of paper to write a fact, information, diagram on one side and then write a question, prompt or diagram on the other side. For example: Side 1: "What is the balanced chemical equation for the reaction between hydrogen gas and oxygen gas to form water?" Side 2: 2H2 + O2→ 2H2O. You could alternate how you choose to respond, whether you decide to determine what the response is telling you (Side 2 first and provide info yourself from Side 1 or vice versa)
If you prefer digital flashcards, you can explore options such as Flashcards World, Quizlet, or Remnote
- Self-Testing/Practice Quizzes - If your instructor provides students with an old quiz or a practice test, instead of simply reading it over to see what may be on your quiz or exam, complete the practice quiz or test and then see how well you did. You may also consider utilizing online resources for practice questions or quizzes; however, you should always consult your professor first before utilizing any practice quizzes or test from online to ensure that the professor approves of your use of that resource. You should always ensure that you are following Academic Integrity expectations set by WPI as well as ensuring that you abide by the expectations set by your professor. We do not encourage the use of unauthorized resources or promote cheating.
- Explain to Someone Else- Explaining the material to someone else to help with retrieving the information from memory. This can be especially useful for preparing for essay questions or exams about complex processes.
- For example: if you are studying reduction/oxidation reactions, try explaining them to a friend. Provide some examples of common redox reactions such as rusting of iron or the functioning of batteries, or explain why they are important in biological processes. Reflecting on a concept this way can often help retention of the information.
- Generate Own Questions from Notes- Similar to flashcards but with this method you use your notes from class to generate your own exam questions (and answers). You then complete your own exam and then assess your knowledge when reviewing against the answers
- Talk it Out - Talking about the information out loud can help with memory retention and making connections.
Summarizing
Summarizing is a popular technique that can be used when learning a large amount of information. When summarizing, you condense and rephrase information in your own words to enhance understanding and retention. Write summaries of key concepts or create outlines of lecture notes.
- Identify Key Points- when reviewing lecture notes, textbook information, or other materials, look to identify the main ideas, concepts, and details that are important
- Paraphrase and Rewrite- instead of copying or writing down exact information from the above sources, rephrase the information in your own words. This helps reinforce understanding and retention
- Use Visual Aids - enhance summarizing by incorporating visual aids (see graphic organizers below) such as diagrams, charts, or bullet points to visually organize the information
- Focus on Understanding - aim for balance between understanding and memorization by focusing on the meaning behind the information rather than solely on repetition
- Review and Refine- after creating a summary, review it and refine as needed. This may involve adding additional information, clarifying unclear points, or restructuring for clarity.
Graphic Organizers
Graphic organizers are visual tools used to help organize information as the method helps with connecting new information to what we already know which allows for us to see how concepts relate to each other and how concepts connect to a bigger picture. They are effective for synthesizing, analyzing, and understanding complex concepts by visually illustrating relationships between ideas.
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Concept Maps- represent relationships and connections between concepts or ideas. Multiple hubs and chunks can be created that connect information using lines and arrows and can be free forming. Concept maps help organize information and understand the connections between different concepts.
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Mind Maps - are similar to concept maps; mind maps also start with a central idea, typically a single concept. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas. They are often used when brainstorming as they are useful for visually organizing your thoughts.
- Venn Diagrams- use overlapping circles to illustrate similarities and differences between two or more concepts. They are useful for comparing and contrasting information, identifying commonalities, and highlighting unique characteristics.
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Flowcharts:- use geometric shapes connected by arrows to illustrate the sequence of steps in a process (i.e. if yes then --> if no then -->). They are helpful for understanding procedural tasks, decision-making processes, and problem-solving strategies.
- Timeline Charts- show chronological sequences of events or processes in a linear format. They help learners visualize the order and duration of events, understand historical contexts, and track progress over time.
- Graphic Organizers for Text Structure- graphic organizers can be used for text structure as well, such as using story maps or cause-and-effect diagrams to help analyze the structure of texts, identify key elements (e.g., characters, plot points), and understand how information is organized within a text.
Chunking
"Chunking" involves breaking down complex information into smaller, more manageable parts, groups, or "chunks." Chunking can help improve the efficiency of short-term memory.
A simple example of this would be remembering a number: 312645867. You could divide the numbers into chunks such as: 312-645-867, which can help with remembering the numbers versus trying to remember all the digits at once.
Another example would be applying the chunking technique when studying Newtons Laws in physics. Try breaking down the concept and studying each law individually first. Then integrate them to form a holistic understanding of how Newtons Laws explain the motion of objects. This approach helps in clarifying the fundamental principles of Newtonian mechanics and their applications in solving various problems related to motion and forces.
Mnemonic Devices
Mnemonics are memory aids that help recall information more easily. They often involve creating connections, patterns, or phrases that relate to the information being memorized.
Acronyms- are created by taking the initial letters of a group of words to help us remember longer words or steps in a sequence, or to create shorten word such as NASA. You may remember PEMDAS as a way to remember the order of operations in Math: P- Parentheses, E- Exponents, M- Multiplication, D- Division, A- Addition, and S- Subtraction.
Acrostics- are created by taking the first letter of each word in a phrase or list, to create a sentence or message to help with remembering. My Very Excellent Mother Just Served Us Nine Pizzas was used to remember the order of planets in the solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto.
Both acronyms and acrostics are effective memory aids that could be useful when studying to help encode information into memory.
Pre-Testing/ Pre-questioning
This technique involves attempting to answer questions about a topic before learning more in depth about the topic.
Even if you do not know much about the topic, you can make an educated guess to answer questions before learning more. This helps activate related knowledge or concepts you might already know. It also makes it easier to integrate new information with what you already know.
- Create or Find Pre-Questions- use the textbook, online resources (that are acceptable and approved by your professor), or create your own questions about the topic you are about to study.
- Attempt to Answer- try to answer the questions to the best of your ability without looking up the answers, even if you are entirely unsure of the answer.
- Review and Learn- after attempting the questions, read the material, attend the lecture, or review your notes. Pay attention to information related to the questions you tried to answer.
- Feedback- check your answers after learning the material. Clarify why certain answers were correct or incorrect.
- Regular Practice- incorporate pre-testing into your regular study routine for different subjects to reinforce learning.
Pre-testing leverages several cognitive processes that make learning more efficient and effective. It preps your brain for learning material, enhances your engagement, and helps you build a stronger memory of the material.
Recall and Review
Recall and Review can be considered another type of self-testing where you try summarizing the chapter or your notes after reading, recalling the big ideas from memory (closed notes/book and other resources). Then, you can review your notes and/or the lecture notes and recognize the information you were able to recall and the information you may have missed.
Retrieving information from memory is highly effective in helping to remember information.
Study Groups
Study groups can be effective for collaborative learning, providing diverse perspectives, help with motivation, and support. This can be a great opportunuty to connect with other students in the course. You can look to create a study group amongst other peers in your class, or with a group of friends taking the same course.
To be effective, the group should be prepared beforehand, contribute actively during the study session, and stay focused on specific goals, such as understanding complex topics or solving practice problems. Assigning roles to everyone involved and setting clear objectives ensure organized and productive sessions. You also want to be careful to minimize distractions within the group and going too far off topic, especially if folks focus too much on their frustrations on the course content.
You also want to make sure that the study group abides by any policies set forth by the professor, especially when it comes to collaboration expectations. If a professor specifies that students should be completing coursework and assignments independently, you should ensure that you abide by this policy.
By sharing resources (when appropriate and aligned with the University's Academic Integrity policy) and reviewing material together, study groups enhance understanding and retention, making them a valuable studying technique for students across various subjects.