Name: 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))
Uploaded: 2021-01-14T04:50:53.000Z
Duration: 12 min 21 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

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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!

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,

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

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 beneficial – and 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

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?

Of course, you'­re 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

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

and, if possible, be more interesting as well!

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

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 you'­ve 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,

but so many students stop working before they'­ve 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

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.

"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,

it'­ll remind you to do those exercises.

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