Strategies for Learning
One aspect of the work of the Learning Support Department is to give individuals the strategies which enable them to be efficient learners.
In 2006-7 we worked on spreading some of the useful ideas that help dyslexic pupils so that others can benefit. In January 2006 we arranged an In-service training day for staff on Learning Strategies and Learning Styles and we began the Autumn Term by using questionnaires with some year groups to help pupils discover their preferred Learning Style.
The emotional component of learning
Attitude of mind is crucial to learning. Strategies help us to avoid feeling overwhelmed. We cannot learn when we are stressed at the last minute. We have to be patient and apply ourselves; we have to believe that we can learn. When we are basically confident we will have the sticking power to keep going.
The following suggestions that help dyslexic pupils might be of interest to pupils past and present and to parents.
How to improve your memory
Sources of many of the ideas below are the work of Dr Chris Singleton, University of Hull, and “How to Learn” Resource books published by “Learning Works”.
There are four components of memory: Understanding, Organisation, Strategies and Practice.
Understanding It helps to understand oneself and one’s approach to learning (metacognition). What do you remember most easily – what you have seen, what you have heard or what you have done? Can you use your preferred learning style by, for example, transferring material that you have heard into visual form? Do you understand something of how memory works e.g. that the memory is designed to be selective and that material that is in short term memory has to be regularly reviewed if it is to pass into long term memory? |
Organisation. |
Strategies |
Practice |
BUT revision must be active.Passive revision, such as re-reading is not effective. Process the information by note taking, selecting key words, underlining. Be efficient – use abbreviations, text messaging shortcuts. Be efficient by testing yourself and working only on what you need to learn. Get used to the exam format - practise questions and check your answers. Active revision strategies: |
|
for Visual Learners could be:
|
for Auditory Learners could be:
|
for Kinaesthetic Learners could be:
|
Parental help
|
Information that is understood is easier to remember. So, time spent understanding material is time well spent. Learning things that are not understood is not usually very productive. 
Information that is structured and well organised is easier to remember. Grouping information, processing it and transferring it to visual form helps memory. Use of Mind Maps, Spider Diagrams and Concept Webs help learning and recall because they provide structure. They are especially good for visual learners. They can be used for planning and note taking as well as for revising. Use of mind mapping software such as “Inspiration” can be helpful, because it can transfer a mind map to a linear plan. 
Strategies can promote understanding (e.g. concept grouping); can help organise (e.g. mind mapping); can simplify (e.g. mnemonics) and can provide triggers for recall (e.g. story construction). “Use your Memory” by Tony Buzan gives lots of suggestions. Computer programs such as “Mastering Memory” and “Memory Booster” give interactive practice in using memory strategies and research findings support their effectiveness. 
Information that is revisited regularly will be better remembered. Spaced practice over time is better than massed practice. Create resources e.g. key word cards which can provide quick “top-ups” 
Create and memorise diagrams; highlight key words in colour; use visualisation – in the mind’s eye; create illustrated revision cards and posters. Use colour for grouping e.g. pink for feminine nouns, blue for masculine nouns. 
Say it aloud, explain it to someone else; use rhymes and singing, talk into a tape and listen to t. .jpg)
Write out key words, remember practical activities and what you learnt from them; make revision cards, questions one side, answers the other. Test yourself – put what you know in one pile and what you need to work on in another. 
Perhaps the most important role of parents in education is to share enthusiasm and to show that learning about the world is fascinating. They also need to recognise that their children are great learners – they all have the ability to learn, even if they don’t always do it in conventional ways.This page is: Edinburgh Academy / curriculum / learningsupport / current.htm
