How to learn? Best methods.

Becoming is a process…

References

Growth mindset (Dweck, 2006)

references

Also, SEL helps us learn better. First, the teachers doing SEL, then the kids, then any program teachers want to teach the kids can be done better.

Learning, best methods.

  • Discipline, keep doing what you do when no one is looking (Eric, 1996),
  • set study goals study with purpose and set the time you need to accomplish tasks,
  • improve concentration with mini-breaks, minimize distraction, manage your time, set goals, make priorities, say no, make to-do list and schedules. Before study check your daily routine and how much time each task cost, and plan, daily, weekly, monthly to-do lists.
  • Forget learning styles, work in more ways,
  • determine distinctiveness, unique concepts, and similarities in concepts,
  • make meaningful connections visually, don’t memorize isolated facts,
  • make questions about the text when reading,
  • make a summary in your own words after reading,
  • teach what you have learned,
  • repeat the information,
  • enhance your wellness,
  • read critically,
  • evaluate sources,
  • cite sources.

References

How to be an effective learner, evidence-based…

  • to use memory improvement basics (improve focus, structure study, and avoid cram sessions),
  • learning new skills (to gain gray matter (You need to keep practicing to keep the grey matter)) (Dranganski, 2004,),
  • learn in more ways(This will pull up more bits of data collected) (Willis, N.D.)(Krasnova, 2015),
  • teach what you learned to someone else,
  • use relational learning and previous learning to understand the new information to learn better, gain practical experience,
  • lookup things instead of trying to recall things you forgot, and then recall(Warriner, 2008),
  • know how you learn best, Gardner's multiple IQ, Jung learning style dimensions, VARK learning styles, and Kolb learning styles can help with that, test more to gain a better long term memory(Chan, 2006),
  • stop multi-tasking (Rubinstein, 2001).

References

  1. Draganski B, Gaser C, Busch V, Schuierer G, Bogdahn U, May A. Neuroplasticity: changes in grey matter induced by training. Nature. 2004;427(6972):311–2. doi:10.1038/427311a
  2. Krasnova TN, Samokhodskaya LM, Ivanitsky LV, et al. [Impact of interleukin-10 and interleukin-28 gene polymorphisms on the development and course of lupus nephritis]. Ter Arkh. 2015;87(6):40–44. doi:10.1080/00094056.2007.10522940
  3. Warriner AB, Humphreys KR. Learning to fail: reoccurring tip-of-the-tongue states. Q J Exp Psychol (Hove). 2008;61(4):535–42. doi:10.1080/17470210701728867
  4. Chan JC, Mcdermott KB, Roediger HL. Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material. J Exp Psychol Gen. 2006;135(4):553–71. doi:10.1037/0096–3445.135.4.553
  5. Rubinstein JS, Meyer DE, Evans JE. Executive control of cognitive processes in task switching. J Exp Psychol Hum Percept Perform. 2001;27(4):763–97. doi:10.1037//0096–1523.27.4.763
  • Kirschner, P. Stop propagating the learning styles myth. Computers & Education. 2017. 106:166–171. doi:10.1016/j.compedu.2016.12.006
  • May, K., Elder, A. Efficient, helpful, or distracting? A literature review of media multitasking in relation to academic performance. International Journal of Educational Technology in Higher Education. 2018.15(13) doi:
  • Mazza, S., Gerbier, E., G, MP., Kasikci, Z., Joenig, O., Toppino, T., Magnin, M. Relearn Faster and Retain Longer: Along With Practice, Sleep Makes Perfect. Psychological Science. 2016. doi:10.1177/0956797616659930
  • Mueller, P., Oppenheimer, D. The Pen Is Mightier Than the Keyboard: Advantages of Longhand Over Laptop Note Taking. Psychological Science. 2014. doi:10.1177/0956797614524581
  • Chan, J.C., McDermott, K.B., & Roediger, H.L. Retrieval-induced facilitation. Journal of Experimental Psychology: General. 2007;135(4):553–571.
  • Rubinstein, Joshua S.; Meyer, David E.; Evans, Jeffrey E. Journal of Experimental Psychology: Human Perception and Performance. 27(4), 763–797.
  • Willis, J. Brain-based teaching strategies for improving students’ memory, learning, and test-taking success.(Review of Research). Childhood Education. 2008;83(5):31–316.

Conclusion

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