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1/10/2015 Coursera https://class.coursera.org/learning003/wiki/view?page=10Rules 1/3 × Share Your Achievement With a Unique Certificate URL Get Started Help Home 10 Rules of Good and Bad Studying Week 1 Week 2 Week 3 Week 4 Summaries for Italian students Per gli studenti Italiani Summaries for French students Pour les étudiants français 10 Rules of Good and Bad Studying These rules form a synthesis of some of the main ideas of the course. What are your classmates saying about these rules? Check it out in the "10 Rules of Studying" Forum 10 Rules of Good Studying Excerpted from A Mind for Numbers: How to Excel in Math and Science (Even if You Flunked Algebra), by Barbara Oakley, Penguin, July, 2014 1. Use recall. After you read a page, look away and recall the main ideas. Highlight very little, and never highlight anything you haven’t put in your mind first by recalling. Try recalling main ideas when you are walking to class or in a different room from where you originally learned it. An ability to recall —to generate the ideas from inside yourself—is one of the key indicators of good learning. 2. Test yourself. On everything. All the time. Flash cards are your friend. 3. Chunk your problems. Chunking is understanding and practicing with a problem solution so that it can all come to mind in a flash. After you solve a problem, rehearse it. Make sure you can solve it cold—every step. Pretend it’s a song and learn to play it over and over again in your mind, so the information combines into one smooth chunk you can pull up whenever you want. 4. Space your repetition. Spread out your learning in any subject a little every day, just like an athlete. Your brain is like a muscle—it can handle only a limited amount of exercise on one subject at a time. 5. Alternate different problemsolving techniques during your practice. Never practice too long at any one session using only one problemsolving technique—after a while, you are just mimicking what you did on the previous problem. Mix it up and work on different types of problems. This teaches you both how and when to use a technique. (Books generally are not set up this way, so you’ll need to do this on your own.) After every assignment and test, go over your errors, make sure you understand why you made them, and then rework your solutions. To study most effectively, handwrite (don’t type) a problem on one side of a flash card and the solution on the other. (Handwriting builds stronger neural structures in memory than typing.) You might also photograph the card if you want to load it into a study app on your smartphone. Quiz yourself randomly on

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  • 1/10/2015 Coursera

    https://class.coursera.org/learning003/wiki/view?page=10Rules 1/3

    ShareYourAchievementWithaUniqueCertificateURL GetStarted

    Help

    Home 10RulesofGoodandBadStudying Week1 Week2 Week3

    Week4 SummariesforItalianstudentsPerglistudentiItaliani

    SummariesforFrenchstudentsPourlestudiantsfranais

    10RulesofGoodandBadStudying

    Theserulesformasynthesisofsomeofthemainideasofthecourse.Whatareyourclassmatessayingabouttheserules?Checkitoutinthe

    "10RulesofStudying"Forum

    10RulesofGoodStudyingExcerptedfromAMindforNumbers:HowtoExcelinMathandScience(EvenifYouFlunked

    Algebra),byBarbaraOakley,Penguin,July,2014

    1.Userecall.Afteryoureadapage,lookawayandrecallthemainideas.Highlightverylittle,andneverhighlightanythingyouhaventputinyourmindfirstbyrecalling.Tryrecallingmainideaswhenyouarewalkingtoclassorinadifferentroomfromwhereyouoriginallylearnedit.Anabilitytorecalltogeneratetheideasfrominsideyourselfisoneofthekeyindicatorsofgoodlearning.

    2.Testyourself.Oneverything.Allthetime.Flashcardsareyourfriend.

    3.Chunkyourproblems.Chunkingisunderstandingandpracticingwithaproblemsolutionsothatitcanallcometomindinaflash.Afteryousolveaproblem,rehearseit.Makesureyoucansolveitcoldeverystep.Pretenditsasongandlearntoplayitoverandoveragaininyourmind,sotheinformationcombinesintoonesmoothchunkyoucanpullupwheneveryouwant.

    4.Spaceyourrepetition.Spreadoutyourlearninginanysubjectalittleeveryday,justlikeanathlete.Yourbrainislikeamuscleitcanhandleonlyalimitedamountofexerciseononesubjectatatime.

    5.Alternatedifferentproblemsolvingtechniquesduringyourpractice.Neverpracticetoolongatanyonesessionusingonlyoneproblemsolvingtechniqueafterawhile,youarejustmimickingwhatyoudidonthepreviousproblem.Mixitupandworkondifferenttypesofproblems.Thisteachesyoubothhowandwhentouseatechnique.(Booksgenerallyarenotsetupthisway,soyoullneedtodothisonyourown.)Aftereveryassignmentandtest,gooveryourerrors,makesureyouunderstandwhyyoumadethem,andthenreworkyoursolutions.Tostudymosteffectively,handwrite(donttype)aproblemononesideofaflashcardandthesolutionontheother.(Handwritingbuildsstrongerneuralstructuresinmemorythantyping.)Youmightalsophotographthecardifyouwanttoloaditintoastudyapponyoursmartphone.Quizyourselfrandomlyon

  • 1/10/2015 Coursera

    https://class.coursera.org/learning003/wiki/view?page=10Rules 2/3

    differenttypesofproblems.Anotherwaytodothisistorandomlyflipthroughyourbook,pickoutaproblem,andseewhetheryoucansolveitcold.

    6.Takebreaks.Itiscommontobeunabletosolveproblemsorfigureoutconceptsinmathorsciencethefirsttimeyouencounterthem.Thisiswhyalittlestudyeverydayismuchbetterthanalotofstudyingallatonce.Whenyougetfrustratedwithamathorscienceproblem,takeabreaksothatanotherpartofyourmindcantakeoverandworkinthebackground.

    7.Useexplanatoryquestioningandsimpleanalogies.Wheneveryouarestrugglingwithaconcept,thinktoyourself,HowcanIexplainthissothatatenyearoldcouldunderstandit?Usingananalogyreallyhelps,likesayingthattheflowofelectricityisliketheflowofwater.Dontjustthinkyourexplanationsayitoutloudorputitinwriting.Theadditionaleffortofspeakingandwritingallowsyoutomoredeeplyencode(thatis,convertintoneuralmemorystructures)whatyouarelearning.

    8.Focus.Turnoffallinterruptingbeepsandalarmsonyourphoneandcomputer,andthenturnonatimerfortwentyfiveminutes.Focusintentlyforthosetwentyfiveminutesandtrytoworkasdiligentlyasyoucan.Afterthetimergoesoff,giveyourselfasmall,funreward.Afewofthesesessionsinadaycanreallymoveyourstudiesforward.Trytosetuptimesandplaceswherestudyingnotglancingatyourcomputerorphoneisjustsomethingyounaturallydo.

    9.Eatyourfrogsfirst.Dothehardestthingearliestintheday,whenyouarefresh.

    10.Makeamentalcontrast.Imaginewhereyouvecomefromandcontrastthatwiththedreamofwhereyourstudieswilltakeyou.Postapictureorwordsinyourworkspacetoremindyouofyourdream.Lookatthatwhenyoufindyourmotivationlagging.Thisworkwillpayoffbothforyouandthoseyoulove!

    TenRulesofBadStudyingExcerptedfromAMindforNumbers:HowtoExcelinMathandScience(EvenifYouFlunked

    Algebra),byBarbaraOakley,Penguin,July,2014

    Avoidthesetechniquestheycanwasteyourtimeevenwhiletheyfoolyouintothinkingyourelearning!

    1.Passiverereadingsittingpassivelyandrunningyoureyesbackoverapage.Unlessyoucanprovethatthematerialismovingintoyourbrainbyrecallingthemainideaswithoutlookingatthepage,rereadingisawasteoftime.

    2.Lettinghighlightsoverwhelmyou.Highlightingyourtextcanfoolyourmindintothinkingyouareputtingsomethinginyourbrain,whenallyourereallydoingismovingyourhand.Alittlehighlightinghereandthereisokaysometimesitcanbehelpfulinflaggingimportantpoints.Butifyouareusinghighlightingasamemorytool,makesurethatwhatyoumarkisalsogoingintoyourbrain.

    3.Merelyglancingataproblemssolutionandthinkingyouknowhowtodoit.Thisisoneoftheworsterrorsstudentsmakewhilestudying.Youneedtobeabletosolveaproblemstepby

  • 1/10/2015 Coursera

    https://class.coursera.org/learning003/wiki/view?page=10Rules 3/3

    CreatedSat26Apr20147:24AMPDT

    LastModifiedTue6Jan201510:39AMPST

    step,withoutlookingatthesolution.

    4.Waitinguntilthelastminutetostudy.Wouldyoucramatthelastminuteifyouwerepracticingforatrackmeet?Yourbrainislikeamuscleitcanhandleonlyalimitedamountofexerciseononesubjectatatime.

    5.Repeatedlysolvingproblemsofthesametypethatyoualreadyknowhowtosolve.Ifyoujustsitaroundsolvingsimilarproblemsduringyourpractice,yourenotactuallypreparingforatestitslikepreparingforabigbasketballgamebyjustpracticingyourdribbling.

    6.Lettingstudysessionswithfriendsturnintochatsessions.Checkingyourproblemsolvingwithfriends,andquizzingoneanotheronwhatyouknow,canmakelearningmoreenjoyable,exposeflawsinyourthinking,anddeepenyourlearning.Butifyourjointstudysessionsturntofunbeforetheworkisdone,yourewastingyourtimeandshouldfindanotherstudygroup.

    7.Neglectingtoreadthetextbookbeforeyoustartworkingproblems.Wouldyoudiveintoapoolbeforeyouknewhowtoswim?Thetextbookisyourswimminginstructoritguidesyoutowardtheanswers.Youwillflounderandwasteyourtimeifyoudontbothertoreadit.Beforeyoubegintoread,however,takeaquickglanceoverthechapterorsectiontogetasenseofwhatitsabout.

    8.Notcheckingwithyourinstructorsorclassmatestoclearuppointsofconfusion.Professorsareusedtoloststudentscominginforguidanceitsourjobtohelpyou.Thestudentsweworryaboutaretheoneswhodontcomein.Dontbeoneofthosestudents.

    9.Thinkingyoucanlearndeeplywhenyouarebeingconstantlydistracted.Everytinypulltowardaninstantmessageorconversationmeansyouhavelessbrainpowertodevotetolearning.Everytugofinterruptedattentionpullsouttinyneuralrootsbeforetheycangrow.

    10.Notgettingenoughsleep.Yourbrainpiecestogetherproblemsolvingtechniqueswhenyousleep,anditalsopracticesandrepeatswhateveryouputinmindbeforeyougotosleep.Prolongedfatigueallowstoxinstobuildupinthebrainthatdisrupttheneuralconnectionsyouneedtothinkquicklyandwell.Ifyoudontgetagoodsleepbeforeatest,NOTHINGELSEYOUHAVEDONEWILLMATTER.


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