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  • A large part of the rationale for study is to ensure that the things that you have learned

  • are transferred from your short term to your long term memory.

  • A wonderful tool to achieve this is a diary or a calendar.

  • Now, it really doesn'­t matter whether you make your own

  • or use your phone or your computer or purchase a cheap diary or a cheap calendar,

  • the main thing is that you are able to keep track of your study and revision.

  • G'­day, and welcome to Crystal Clear Mathematics where it IS easier than you think!

  • I'­m your host, Graeme Henderson.

  • So often I'­ve had students say to me that they understood the work when they studied it

  • but two or three weeks later, when they came to do the test,

  • they had forgotten it.

  • This doesn'­t mean that they were bad students!

  • What it does mean is that they had not learned how to transfer their understanding

  • from their short term to their long term memory.

  • Now, wouldn'­t it be lovely if your final mathematics exam for high school

  • consisted of questions like 2 + 3 and naming basic shapes?

  • You wouldn'­t study for this. You wouldn'­t need to cram the night before

  • to get all this information into your short term memory.

  • The reason being, that it'­s already in your long term memory

  • for you to recall at any time you wish.

  • What I'­m suggesting is that it would be lovely to have things like trigonometry, algebra,

  • statistics, calculus already in your long term memory

  • so that you could recall those things almost as easily as you can recall 2 + 3.

  • Now, there'­s no real secret about how to achieve this.

  • I am sure your teachers and parents have said it to you, over and over again,

  • the secret is practice ... repetition! Well, the problem is that

  • not all repetition is beneficialand repetition can be quite boring.

  • Unfortunately, another typical scenario is that students will cram before an exam

  • only to forget that information within hours or days of completing the exam.

  • Of course, the next time an exam comes, they repeat the entire process again,

  • having to relearn and re-practice the same material and do it over and over

  • and over and over again throughout out their school career.

  • How much nicer it would be if they could learn that material

  • properly the first time!

  • Finally, I have an efficiency question for you.

  • If you had a choice between learning something in twenty minutes

  • and learning something to the same level in an hour, which would you choose?

  • Now, youre not stupid!

  • Of course, youre going to choose the twenty minutes - and so would I.

  • I'­d much rather learn something in twenty minutes

  • and spent forty minutes doing something else that I'­d rather like to do.

  • So, we need an efficient strategy to ensure that we learn something well

  • the very first time, that it will stay in our long term memory

  • so that we can use it whenever we wish.

  • We would also like our practice to take less time - that is, be more efficient -

  • and, if possible, be more interesting as well!

  • So, how do we achieve all this?

  • Well, what I'­m about to share with you is not the complete solution

  • (I will be sharing more about how to study in later videos),

  • but memory researchers consistently talk about two facets of good learning.

  • Doing a lot of work at one time is called massed practice.

  • It'­s a wonderful way of learning quickly but lessons can be forgotten quickly as well.

  • Spreading your work out over a long period of time is called distributed practice.

  • And this is a wonderful way for getting the things you need to know

  • to stay in your long term memory.

  • Good learning requires both massed practice and distributed practice.

  • I am sure you'­d like to benefit from all this research

  • and learn how to learn efficiently. And here's how!

  • Every time you finish some mathematics homework or study I want you to ask three questions.

  • The first two questions are designed to ensure that youve done sufficient massed practice.

  • Question number one: "Do I understand this sufficiently well?"

  • Before information or skills can be stored in your long term memory,

  • you must understand them.

  • This sounds so obvious and so simple,

  • but so many students stop working before theyve achieved understanding -

  • or they do their homework with distractions

  • so they don'­t concentrate on developing understanding in the first place.

  • Remember, the aim of your homework is not just to get it done and satisfy the teacher.

  • The aim of your homework is to gain under- standing and speed and mastery of your work.

  • Your homework needs to be done with focus to achieve these goals.

  • The second question is, "Can I solve these problems quickly enough?"

  • It is also vital that you develop speed when solving problems.

  • Almost every test given in school is timed. That means that you race against the clock.

  • I'­ve watched students do very, very good work

  • but take 5 minutes to solve a 2 minute problem during their tests.

  • Now, if your answer to either of these two questions is "No"

  • then you need to do something about it within 24 hours.

  • You may spend some more time revising those questions on the night,

  • or you may choose to chat with your teacher or some tutor the following day

  • to get some further instruction, or plan to do some further questions

  • the following night.

  • For some particularly difficult topics you may have to do all three.

  • If your speed and understanding are good, however, then your homework has achieved

  • its purpose, and you have successfully engaged in massed practice.

  • Now, in order not to waste all this effort and have to relearn the material

  • all over again at some later date, you must ask the third question.

  • And that is,

  • "How long do I think I can go before I risk forgetting this work?"

  • This is a rather subjective question but you are the best judge

  • of how long you are likely to remember something.

  • You will remember some topics more easily than other students and, sometimes,

  • you'll struggle with topics that other students will appear to find easy.

  • So, while your textbook and your workbook are still open,

  • place a note in your diary or calendar on the appropriate date

  • to do a certain number of questions from that exercise.

  • Be careful to note the page number and exercise number

  • and even recommend to yourself how many questions you should do.

  • Now, when that date arrives, of course, and you check your diary,

  • itll remind you to do those exercises.

  • When you come to do them, one of two things will happen.

  • You will remember how to do them - or you won'­t.

  • Now, if you don'­t, youll have to go through the process

  • of relearning the skill all over again.

  • In itself, it'­s a good exercise, but it is time consuming

  • and we wish to avoid that.

  • If youve timed your entry well,

  • youll be able to do the questions quickly and efficiently.

  • And, after youve completed that revision, you ask the same three questions over again:

  • Do I understand the work? Can I do it rapidly enough? and

  • How long before I'­m likely to forget it?

  • and make another note in your diary to revise it further down the track.

  • This is the process of getting information from your short term to your long term memory

  • and you should find that the time period between your revisions

  • will get longer and longer and longer.

  • Now, let'­s give an example.

  • Suppose, at school, youve just learned to find the volumes of cones and cylinders

  • and your teacher has given you ten questions to do for homework.

  • You go home, and you complete the homework.

  • If you feel that your understanding is not good enough at that stage,

  • you really should try to find a few more questions to do.

  • Or, if youre really confused, chat with your teacher or a tutor the next day

  • and do some further questions the following night.

  • If you do understood the work and youre happy with your working speed,

  • then ask yourself how long you think you can go before you forget the work.

  • Now, let'­s say youre confident youll remember it for a week,

  • but youre not quite so sure that, if you had to do a test in three weeks,

  • you would remember what to do.

  • Then, in your diary, you should put a note, perhaps two weeks from now,

  • to do a certain number of questions.

  • If youre quite confident, you might only want

  • to do two or three questions, or four.

  • If youre not so sure, you might want to do six or eight or ten of them.

  • But that'­s what you put in your diary.

  • Two weeks later, when you open your diary, youll see the note and be reminded

  • to do this exercise.

  • Now, two possible things will happen.

  • Either you will remember how to do the work - or you won'­t.

  • If you do, of course, youll be able to do the exercise

  • or the questions very, very quickly.

  • If you don'­t, then you have to go through a relearning process which is valuable

  • but it'­s time consuming and we'­d rather avoid that.

  • Either way, when youve finished those exercises,

  • you ask the same three review questions: Do I understand it well enough?

  • Am I working rapidly enough? and How long before I think I'­m likely to forget?

  • Now, this time, you might feel that you can go a month before revising your work.

  • So, a month from now, in your diary, you write a note to revise the work again

  • with the same page number and exercise number and a suggested number of questions.

  • Each time you repeat this process, of course, this time period will lengthen.

  • My experience is that, within two to five of those cycles,

  • youll be remembering the material for at least six months.

  • And this is a sure sign that that material, that understanding,

  • is now being stored in long term memory!

  • And it means, of course, that you no longer have to cram before exams.

  • So, now you have all four of those items in place for your sound study system

  • you will have your goal sheet, your time table, your study graph

  • and your diary (or your calendar).

  • Learn to use those four things well and you should have a strong study system in place.

  • Now, there are other things for us to discuss, but those four things form the foundation

  • for anything else that I'­m going to share.

  • In the next video I'­ll explain how your memory works

  • and how to cooperate with your memory when studying.

  • This is Graeme Henderson looking forward to helping you study efficiently.

  • Please subscribe to this channel, or like or comment on this video.

  • I am particularly interested in receiving feedback from you

  • about how your four-part study system is working for you.

  • Thank you and best wishes.

A large part of the rationale for study is to ensure that the things that you have learned

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勉強の仕方~04~勉強法4/4~日記(長期記憶のお手伝い) (How to Study ~ 04 ~ Study System 4/4 ~ Diary (Helping Your Long Term Memory))

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