The difference between study skills, study techniques and study methods

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When one considers learning and studying, one should always keep in mind that there are three aspects that are important:

STUDY SKILLS:

The ability of any student to study successfully depends to a large extent on his fundamental study skills, that is, his ability to concentrate, to perceive correctly and accurately, as well as the ability to remember what he has perceived.

Study skills should not be confused with study techniques and study methods. The difference between these can be explained using the game of soccer as an example. To be a soccer player, a person FIRST has to master the fundamental soccer skills, for example, passing, heading, and dribbling the ball. Only after that can he be taught techniques and methods. In the same way, to be a good student, a student FIRST has to master fundamental study skills.

Mnemonic training is often done without taking into account this sequential way of learning. A mnemonic is a specific reconstruction of the target content intended to tie new information more closely to the learner’s existing knowledge base and therefore facilitate retrieval. There are a variety of mnemonic techniques, including keywords, pegwords, acronyms, loci methods, spelling mnemonics, phonetic mnemonics, number and sound mnemonics, and Japanese “Yodai” methods. An example of an acronym is remembering the word HOMES to remember the names of the Great Lakes: Huron, Ontario, Michigan, Erie, and Superior. The purpose of the number sound mnemonic is to remember strings of numbers, such as phone numbers, addresses, locker combinations, or historical dates. To use them, students must first learn the number-sound relationships: 0=s; 1=t; 2=n; 3=meter; 4=r; 5=1; 6=sh, ch or soft g, 7=k, c hard or g hard; 8=fov; and 9=p. To recall the date 1439, for example, the student uses the associated consonant sounds, t, r, myp, and will insert vowels to create a meaningful word or words. In this case, the word “vagrant” can be used.

There are, however, at least two problems with improving memory through mnemonic instruction. The first problem is, as already stated, that it misses the sequential form of learning. Mnemonic instruction is largely instruction in memory techniques, which should be taught only AFTER the memory skill has been learned. It can be compared to a person who is taught football tactics, such as the “wall pass”, while not yet properly mastering the skill of passing the ball. As stated in ‘Knoabout Soccer’, “No matter how good your passing technique is, if your passing quality is bad, your technique will not be effective.” The second problem is that by teaching memory on crutches alone, the result is, as Scruggs and Mastropieri state, “in more complex applications, generalization attempts [are] However, if the memory SKILL is taught, the student can apply it in any situation.

TECHNICAL STUDY:

There are three learning techniques that can be employed to make studying more successful.

1. Association: This is probably the most important and effective of all learning techniques, of which mnemonics is probably the most widely used association technique.

2. Thinking in images: one is able to remember much better what has been seen in the mind’s eye than what has been thought of in abstract terms. Therefore, one should always consciously try to think in terms of images.

3. Reduce the frequency of brain waves: the brain usually vibrates at 20 cycles per second or more. Dr. Georgi Lozanov was probably the first to discover that lowering the frequency of brain waves makes a more effective study possible. He discovered that playing slow baroque music could reduce the frequency of brain waves. José Silva was probably the first to discover a method to reduce the frequency of brain waves at will.

STUDY METHODS:

Most students have a bad habit of studying only the day before a test or exam. There are two serious disadvantages associated with this study method:

1. There is never regular practice of study skills.

2. It has been found that within 24 hours, on average, one forgets up to 80% of what they have learned. However, if the study material is reviewed after 24 hours, it takes 7 days before the 80% is forgotten again, and if another review is done at this point, it takes 30 days for the 80% to be forgotten again. %.

Research has shown that by following the correct pattern or review of studied material, memory consolidation is significantly improved and the total time spent learning is drastically reduced. The following pattern of initial study and subsequent review will certainly yield excellent results:

1. Establish a schedule that is divided into study periods of 30 minutes each. On the first day this new schedule will be implemented, take the first study period to thoroughly learn some study materials. It should be brief enough so that it can be absorbed in only about 15 minutes. Once the full study program is up and running, as you’ll soon realize as you read on, you only have about 15 minutes in each 30-minute study period to study and absorb new material. The rest of the time is spent reviewing previously learned material. The work should be summarized and thoroughly studied in these 30 minutes. Take a 5 minute break at the end of the study period.

2. Check after 5 minutes. Take 3 minutes of the next study period to review the study material from the previous study period, before summarizing and fully studying the new material.

3. Review after 24 hours. Take 3 minutes to review the material that was studied the day before. Then take 3 minutes to review the work that was studied 5 minutes ago, before going back to studying and summarizing new material.

4. Review after 7 days. Take 3 minutes to review the work that was reviewed 7 days ago, before reviewing the work that was studied the day before, and then reviewing the work that was studied 5 minutes ago.

5. Review after 30 days. Take 3 minutes to review work that was already reviewed 30 days ago, before reviewing work from 7 days ago, then work from 24 hours ago, and then work from 5 minutes ago.

6. Review after 120 days. Take 3 minutes to review the work that was studied 120 days ago, then the work that was studied 30 days ago, before reviewing the work that was 7 days ago, then the work that was 24 hours ago, and then the work that was 5 minutes ago.

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