1. Pretests prior to class

Proactively identify concepts being covered in class the upcoming week using the syllabus, textbook, past papers, and any other pre-class notes given. Search for a few practice problems associated with the concept (no longer than 20 minutes worth), and quiz yourself.

You are meant to set many of these wrone as you are trying to benefit from the hypercorrection effect. This effect refers to the tendency to remember and learn from corrections more effectively than if you were to answer the questions right initially.

As you sit in lecture, you will subconsciously be undergoing the correction process identifying gaps in knowledge or understanding. This will keep you more alert throughout class, enabling you to pick up on subtle yet important links between concepts.

You want to know why those high performing students seem to grasp the lecture information way quicker than you do? It's because it's not their first time actively engaging with the material. Don't let it be your first time either.

2. In-class “notes” (the right way)

Stop simply rewriting everything the professor says. It is so ineffective and ultimately a big waste of your time. Instead, write questions.

 

Don't overthink this and just start with basic questions that clarify fundamental concepts or definitions. You can simply take the title of a slide and change it into a

“What is...” question.

 

17

Prepared exclusively for minh-khanh.vu@hotmail.com Transaction: JUN4177

Image 37

For example, I was learning about electronic filters used in medical devices during my Bio Measurements lecture. One slide had a title that read “Use of Operational Amplifiers”, so my question became, “What is an operational amplifier?”.

 

Once you become more familiar with the process, you should aim to reduce the number of questions and increase the quality of each one. Start asking yourself,

“How could this information be tested on an exam?”

 

This frame of thinking will allow you to take an additional step into the mind of the teacher, enabling deeper learning.

 

Here are some potential prompts to implement for your classes:

 

• How does this information relate to what we've previously learned?

• Can you provide an example that illustrates this concept?

• What are the potential real-world applications?

• Can you explain the steps/process involved in this phenomenon?

• What are the main factors that influence this outcome?

You shouldn't concern yourself with perfecting these questions now. Just jot down their basic form and move onto identifying the next question immediately. It's more important that you don't miss out on any of the information, which can easily happen if you're spending additional time fixing the wording. Make the questions legible and move on.

 

*Pro tip: Always utilize leCture objeCtiveS w/ieri available as these are free questions that the teaCher is directly,qivin,q to you. "l'hese are usually included in the be,qinnin,q of yresentution.v, hut mc›.vt stuclents tencl tc o verlo‹ k them. Tuke u sect›ncI t‹ iincIer.vtuncl the scope now, so that you are able to better ignore the Content that does not matter later. 1’his is really important for those that huve the type of teachers thot like to rtiinhle (I've hucl my fuir shure).

 

 

 

 

 

 

18

 

Prepared exclusively for minh-khanh.vu@hotmail.com Transaction: JUN4177

3. Immediate review of class material

Once class is over, you now have the perfect revision guide to further implement active recall. Go through all your questions from class and do your best to answer them as in-depth as possible.

 

For example, if the question vras, ”What is hydrocephalus?” you would start by answering with the definition but follow up with anything else that you can remember.

“Hydrocephalufi in the ncciiin elation a] ceiitr al cerehi-a pi”nnl fluid within the vei›ti-icier o] the ñr'aifi |siniple 4c/iN itioiij.

 

This can exert clcmgero ii.s ainnunts of yre.ssure on the s0 rrouiiding hrain tissue, potentially fendiNy to Heath ancl coiilcl re•quire on operation for drniNo,qe. ln some cuses shunts nre red uired to be• uble• to return to u ii ormul liJ'e |nclditiunul inJormot it›ii fro n! f’H€O J)J. “

 

The goal here is to struggle. It's not necessarily about getting every question correct, but rather working through the retrieval practice to stimulate your brain and optimize for long-term learning.

 

Next, color code the questions based on your understanding. Leave the question in black if you answered correctly with sufficient detail. Otherwise, change the question to blue if you answered partially or to purple if you couldn't answer at all.

You can also make the text a darker shade of blue or purple the less you understand the information!

This is also the time to reformat or rewrite your questions altogether in a manner most effective for future revisions since you were concerned with simply recording their basic form during class.

*Pro tiy: try not tc› write out all your un.vwers fr› these questi‹ ns us this cun unitCCeSsarily takC u y a JorpC GI7I OH 11t OJ’time. Instea d, just go through the pEOCCSS OJ’

answerin,q these questions verbally. You could even record your ans wers with your yhone to listen to your re.s yon.se.s while comrii utiny between cla.vses c›r duriny your down time for further revision.

I have found writing the answers to each of the questions was riot worth it hecause 1

could always just revisit the lecture slides and be able to J“ind a thorough answer by lookin,q at the nei,qhborinq inJ’ormation.

 

With that being said, there were certain cases when taking a snapshot of a grayli or dra win,q it OU I WGS 11CCCSSRrJ OS a CuC, CSpCcially J'or extremely detailed processes.

However, 1 woulcl olways utilize o to,q,qle ter yost-it (clependiny on if it was u digital or physical notetukiiiy system) to cover up the cue so that 1 coulcl initially utteriiyt to reCall freely during J'uture revision sessions.

 

19

Image 38