Active learning

Consider renaming or reforming information in ways which help you remember it. For example, you can create a mnemonic. These are memory aids created to retrieve or retain information. They are often funny or personal in nature.

Example of a creative mnemonic:
The 12 pairs of cranial nerves are quite difficult to memorise, so many students devise creative solutions to remember this list. People often use the first letter of each word in a list to create memorable mnemonics.

Use this for tables, lists, theories or systems:

• Turn a list into a table.
• Turn a paragraph into a list of bullet points.
• Draw a flow chart to track the stages in a process.
• Construct a mind map to visualise the relationships between pieces of information.
• Use columns to compare and contrast information

• Write summaries to consolidate understanding.
• Make a glossary: explain a term’s meaning, how it arises in situations; draw pictures to explain it; give examples of its use; and note down ideas it relates to.
• Sketch pictures or diagrams to visualise what is happening to help with problem solving.

• Make a study group; work with your peers to solve problems.
• Share and test your ideas and knowledge with other students. The act of explaining a technique or approach to a problem is an active learning strategy.
• Explain what you know to a friend or someone who doesn't know the content. Use diagrams and notes the first time, then try it on someone else from memory. Encourage the listener to ask questions.

This is useful for material that you need to know in sequence.

• Make separate copies of parts formulae or an equation or a set of procedures.
• Write out different steps on each copy, and during different study sessions, try to re-write that section or step.
• You could also incorporate movement:  write out all the steps on big pieces of paper and as you move from one piece of paper to the next, shout out the step as you are moving. Then, remove pieces of paper, and try to recall the information before you can move on.

• Try to learn what you have been taught from a different visual perspective. For example, if you have been studying the structure of the muscles of the right leg, try drawing them in the left leg. The point is to draw, recreate or imagine the image or concept from a different perspective.

• Look up the topic on the Internet to make links with course content. You may find research, pictures or even an interactive page that approaches the same material in a new way.

• Use past exam papers; look at how similar questions may have been asked in different ways in the past. Try to answer the questions without notes. This will help you work out your strengths and weaknesses in the subject.

• Put key terms, vocab, hard-to-remember equations on sticky notes and put them up around your home in places you often go; e.g. the fridge, the bathroom.

We all learn and process information differently. There is no perfect way to study. Instead, it’s helpful to apply a range of learning approaches and reflect on how these approaches help you to engage with your studies.

Visual approaches:

• Create diagrams and mind maps
• Turn diagrams or mind maps into jigsaws and piece them together again

Verbal approaches:

• Use mnemonics
• Teach the topic to others
• Record yourself explaining the topic and listen to it

Global approaches:

• Use a ‘big picture’ summary or mind map based on lecture notes, concepts and theories
• Use real-world examples to understand concepts

Reflective approaches:

• Stop and periodically review new work
• Write summaries
• Create possible questions about new information

Sequential approaches:

• Go through problems methodically, step-by-step

Kinesthetic approaches:

• Apply hands-on activities with objects that can be manipulated, for example, make or use flashcards, charts, graphs, posters, models, concept maps
• Incorporate dance
• Make clapping chants to help you remember
• Make a video about the topic