If you frequently read our blog posts, you are familiar with effective learning strategies. We already have a lot of resources, but this guide explains each strategy briefly. So, we hope this works for you if you want a single reference or share a starter blog with a colleague. Learn about the most powerful learning strategies.
7 Powerful Learning Strategies
Inspired by these strategies, students talk more freely, think extra creatively, and finally get more involved in the learning process. These active learning strategies help build awareness of facts instead of memorizing them, giving students the confidence to implement learning to different issues and contexts and achieve greater learning autonomy.
- Mnemonic keyword
This strategy is used especially when learning unfamiliar phrases or foreign languages. It consists of the use of a keyword to represent a new term. Research does not support this strategies’ effectiveness.
2. Highlighting
Despite its popularity, the performance after reading and reading according to the latest reports is not superior to performance upon reading only.
3. Re-reading
Re-reading also seems to help with knowledge, but not with understanding, a very popular technique. It enhances students’ ability to remember anything as old, but it does not improve their learning for this issue.
4. PRACTICE SPACED
Too many students expect it to be studied until the night before a test. Likewise, teachers frequently wait until the day before the test. If sufficient students score well, they seem to have learned the material. However, some days later, most of the information disappeared from the minds of students. For ongoing learning, the study must take place over time in smaller chunks. Teachers help students implement this strategy by trying to help them create a study calendar to plan how they can examine pieces of content and examine small pieces of class every day. Plan to also include current concepts as well as previously learned materials in both cases: This is known as spiraling by many teachers.
5. PRACTICE RETRIEVAL
Many people believe that studying re-reads notes, textbooks, and other materials. But the information just in front of us does not force us to retrieve it from memory, but it allows us to get into thinking we know something. Remembering information without materials helps us learn it much more efficiently.
6. INTERLEAVING
Common knowledge informs us to practice a skill repeatedly. While repeating is vital, research says that we will start learning that skill more effectively if we combine our practice with other skills. This is called interleaving.
6. DUAL CODING
When data is communicated to us, there is often a visual accompaniment: an image, a chart, or a graphic organizer. When students study, they should take care of these pictures and link them to the text, explaining in their own words what they mean. Students can then create their visual effects of the concepts they learn. This process strengthens the ideas in the brain by two different paths and facilitates their later recovery.