By Fred Orr
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Sample text
Be wary about recopying large sections of notes. Writing is a very time-consuming process and you are likely to gain more from several readings of the notes in the same time it would take to rewrite a section or two. If your mind recalls easily geometric designs, try to arrange your concepts to be learned as pyramids, squares, circular patterns or any other shape which will facilitate your recall. Recalling one element of the design is then likely to suggest the next part. Acronyms are handy. Make a word out of the first letters of the items to be learned.
And, looking at the end of the academic year, can you organise a thorough revision of all topics so that you enter the examination room with confidence? These questions might sound demanding, but that is exactly what studying at upper secondary and tertiary levels is all about. These are but a few of the critical skills which many students and, indeed teachers, assume are present. However, are these skills developed and used to best advantage? Many years spent counselling secondary and tertiary students have shown me that the rudiments of the skills are there, but they certainly need to be developed further.
Remembering what you read, especially if the material is difficult, is hard work. Your mind will have to be thinking, questioning, associating and generally processing the information as you proceed. Sounds exhausting, doesn't it? While remembering what you read should not necessarily be exhausting, you should, however, be prepared to work. The chapter on reading skills describes the SQ3R technique: survey, question, read, recite, recall. The surveying and questioning are done as a warm-up before you actually start reading the material.