Swamy

CHM 1046

How to Improve your Learning and Study abilities

The life work of several cognitive psychologists and neuroscientists has been gathered to create these
tips, which will help you become a better learner for life

1) Focus your attention on the materials you are studying

Attention is king.
The brain works best when it is focused on only one task.
Trying to multitask hurts learning, increasing errors and adding time on task. Study after
study has shown that the human brain was not built for multi-tasking and we are not doing
ourselves any favors by not concentrating on the task at hand by distracting ourselves with
other tasks at the same time.

2) Dont cram for exams. Cramming is hollow because very little information ever makes it into
long-term memory. The key is practice over time. Research has shown time and again that
students who study regularly do far better than those who cram, especially in the long run. For
example instead of studying in a six hour marathon break it up in two 3 hour sessions or three 2
hour session or even six 1 hour sessions.
But remember Practice does not necessarily make perfect practice makes permanent
(especially if you are making the same mistake over and over again. So get feedback study with
a classmate, ask questions of LAs and the instructor in class, go to CHEMPAL sessions and TA
office hours.

3) Structure and Organize the information. Research has found that information is organized
in memory in related clusters. So you need to group similar concepts and terms together, or
make an outline of your notes and textbook readings to help group related concepts. Link new
concepts you learn to concepts you already know and try to create relationships between
concepts.

4) Mnemonic devices can help. Create or find a device that connects a new concept with
something you already know whether it is a song or a poem or simply an acronym. There is
plenty of these things out there on YouTube already but you can also make up your own.

5) Alternate different kinds of problems instead of practicing the same kind of problem
over and over again. Successful problem solving involves three aspects first, identifying the
problem, second finding an appropriate solution and third correctly applying that solution. If
you know you are working on a particular concept, you are gaining less from it than if you were
working on questions that are randomized.

6) Elaborate and rehearse information. These include reflection, mapping of information,

creating images, annotating assigned readings, writing and rewriting notes, summarizing and
paraphrasing.

7) Answering test style questions improves the likelihood that you can recall and apply the
material in the right context later on, especially compared to more passive strategies like re-
reading, re-writing notes, memorizing or highlighting. So take the connect quizzes, Learnsmart
assignments, extra credit test database questions posted before the exam and the practice
exams seriously. Use these in a way where you are likely to get the most out of them.

8) Relate new information to prior knowledge. Make a conscious effort to connect the new
information to knowledge you already have, especially by using familiar patterns like similarity
and difference, cause and effect, comparison and contrast. Connecting new information to prior
knowledge increases the likelihood of understanding and recalling it (for example connecting
converting grams to moles to dimensional analysis will help you understand that better).

Uma Swamy, Department of Chemistry and Biochemistry, Florida International University

Swamy

CHM 1046

9) Goal setting: If you target grade is an A in the course, you must realize that you must treat
every assignment as if it will affect your final grade. Keep your eye on your final goal and focus
on getting the most out of each assignment by doing it sincerely and interweaving the
information learned in that assignment to your existing knowledge. Ask yourself how this
material might appear on the exam and try to write some questions yourself.

10) Visualize concepts.

Images are easy for our brain to recall and understand. So try to visualize important
information.

11) Teach new concepts to another person. A powerful type of learning happens when students
teach each other because it requires preparation on part of the student teaching the other.
Additionally, the fact of telling and showing others strengthens understanding and recall.

12) Pay extra attention to information in the middle of class. Research shows that it is easier to
recall information presented at the beginning or end of class than in the middle. Stay focused
through out the entire class period. So if you find your attention wandering in the middle of class,
take some notes, or write down how to solve the problem you are working on in words.

13) Eat meals on time and get proper rest. The mind works the best when it is well rested and the
brain works the best when it has lots of glucose.

14) Vary your study routine. Adding an element of novelty to study sessions can increase the
effectiveness of your efforts to learn and improve long-term recall. Change your study routine
occasionally try a different spot to study, try a different time of the day to study, if you study
alone try studying with a buddy etc.

15) Exercise regularly. The ideal time for learning to take place is once exercise is completed
(not before or during exercise). During aerobic activity blood flows away from the pre-frontal
cortex but returns immediately once exercise is completed making it ideal for learning.
* Exercise increases the production of three very important neurochemicals involved in
learning serotonin, dopamine and norepinephrine. In addition to helping enhance our
patience and self-control, these chemicals help us be alert, motivated, focused, attentive, and
have a positive attitude.
* Exercise stimulates the production of new synapses.
* Exercise stimulates higher levels of neurogenesis (development and growth of new nerve
cells) in the hippocampus, an area that controls learning and memory.
* Exercise increases the production of BDNF (Brain Derived neurotropic factor) a protein
that acts as a fertilizer for brain cells, keeping them functioning and growing. It also spurs
the growth of new neurons and synapses.

The one who does the work does the learning Terry Doyle

References
Learner Centered Teaching Putting the Research On Learning Into Practice, Terry Doyle, 2011, Stylus
Publishing
Minds Online Teaching Effectively with Technology, Michelle D. Miller, 2014, Harvard University Press

Uma Swamy, Department of Chemistry and Biochemistry, Florida International University