Effective doctrine. The best learning techniques of English

Most teachers care about the results of their students. There is no doubt that teachers affect how well their children learn at school. However, if you explore thousands of research on this topic, it is obvious that some learning strategies have a much greater influence than others. What is effective learning? What are his methods, means, shapes and techniques?

Clear objectives lesson

Strategies to ensure effective learning on the basis of actual data include the following items:

• Goals. It is crucial that, in your opinion, should learn students during each lesson. The clear objectives of the lesson help you and your disciples focus on each aspect of your lesson, on what is most important.
• Show and tell. As a rule, you must begin your lessons from a kind of show, presentation and story. Simply put, the story includes the exchange of information or knowledge with your students. After you clearly reported that you want your wards to know and be able to tell by the end of the lesson, you must tell them what they need to know, and show them how to solve the tasks you want to They were able to decide. You do not want to spend your whole lesson that the children listen to you, so focus on your show and tell me what is most important.

Questions for testing understanding

Teachers usually spend a large number of academic times by asking questions. Nevertheless, the few teachers use questions to verify understanding in the lesson. But you should always check the understanding before switching to the next part of your lesson. Such effective as the answer at the board, and "Tell a Friend" will help check the understanding before moving from the show to the next part of the lesson.

A lot of practice

Practice helps students keep knowledge and skills that they have acquired, and also gives you another opportunity to check the understanding of the material studied. Your students should practice what they learned during your speech, which, in turn, should reflect the purpose of the lesson. Practice is not meaningless employment in the lesson. An effective form of teaching includes solving certain tasks that have already been previously modeled. Pupils assimilate information better when their teacher makes them practicing the same things for a certain period of time.

Using effective learning tools

This includes memory cards, block diagrams and venna charts. You can use them to help students summarize what they learned and understand the relationship between aspects of what you taught them. The discussion of the graphic summary is a good way to complete your show and a preliminary story. You can contact him again at the end of the lesson.

Feedback

This is a "champions breakfast", and it is used by the best teachers of the whole world. Simply put, feedback includes an idea of \u200b\u200bhow students fulfilled a specific task together by methods that will help them improve the result. Unlike praise, which focuses on a student, and not on the task, feedback gives a tangible understanding of what they did well, where they are and how they can improve their results.

Flexibility

This is another effective learning method. Be flexible with respect to how much time is required for training. The idea that, taking into account the sufficient number of time, each student can learn effectively, not so revolutionary, as it seems. This lies at the basis of how we teach martial arts, swimming and dancing.

When you master the skill of learning, you differentiate yourself otherwise. You keep your learning goals are the same, but change the time you give every child to succeed. As part of the restrictions of the crowded curriculum, it can be easier to say than to do, nevertheless, we can all do it to some extent.

Group work

The most effective teaching methods include group work. This method is not new, and it can be seen in each class. However, productive group work is rare. Working in groups, students, as a rule, rely on a person who seems the most competent and capable of solving the task. Psychologists call this phenomenon with social idleness.

To increase productivity of groups, it is necessary to choose the tasks that they are prescribed, and individual roles that each member of the group play. One should only ask the groups to perform tasks that can successfully fulfill all members of the group. You must also make sure that each member of the group carries personal responsibility in one step in the task.

Training strategies

Effective learning systems include various strategies. It is important not only to teach content, but also how to use the relevant strategies. When teaching children, reading needs to teach them how to memorize unknown words, as well as strategies that will deepen their understanding. When teaching mathematics, you must teach their strategies to solve problems. There are strategies underlying the effective implementation of many tasks that you ask for students to perform at school. And you need to tell students about these strategies, show them how to use them, and give them oriented practice before asking to use them on their own.

Education of MetaManity

Many teachers believe that they encourage students to use a metha application when they simply ask for students to use such effective learning strategies as the establishment of ties when reading or self-verbalization when solving problems. Encouraging to use strategies is important, but this is not a metamentation.

MetAncution includes reflections on your versions, your choice and your results, and it has an even greater impact on the results than the training strategies themselves. Pupils may think about how effective the form of training they would choose after reflections on their success or its absence, before you continue or change the selected strategy. When using a metaporation, it is important to think about what strategies need to be used before choosing one of them.

Conditions of a highly efficient educational process

During the educational process, efficient training conditions must be created.

• Think about the relationship between the teacher and the student. This interaction has a big impact on training, as well as on the climate in the classroom. It is important to create a cool environment that "constantly requires more", while confirming the self-esteem of students. Success must be attributed to effort, not the ability.
• An important role is played by behavior management. It would seem that it is not as important as the knowledge of the subject and training in the classroom, but the behavior is a powerful factor contributing to the success of the teacher. But the class management is, including how well the teacher uses the lesson time, coordinates the resources of the class and manages the behavior, it is noted as an extremely important condition for effective learning.
• Right relations with colleagues and parents. The professional behavior of the teacher, including support for colleagues and communicating with parents, also has a moderate impact on the effective process of learning students.

What can be done by teachers to improve their skills?

What do teachers need for professional growth? Watch out for your successful colleagues, just sit and watch, as dear and devotional employees practice their craft. Teaching can be an insulating profession, if we allow him to be such, and getting into the classes of other people destroys these walls and helps teachers grow in this process. Use technologies to see others in action. You will not only be able to select specific advice to improve your skills - work organization, improve your homework efficiency, etc., but you can also establish connections with colleagues that would otherwise be unavailable.

There is one effective learning tool - an open question at the end of the test, where students could comment on how well the teacher helped them explore the material. Exit the framework of the curriculum is the habit of the best teachers. Do not forget to extend your topic and try to seek how to seek ways to bring new information into your practice.

Effective learning organization: Methods and mechanisms

To survive and flourish, you need to be organized and disciplined. Effective teaching children of senior school age and university students is carried out using three teaching approaches:

1. Lectures. They are organized for whole class and determine the content and volume of the material being taught. They do not necessarily teach everything that you need to know, but provide the basis for further study through other forms of training (practical work, control) and through independent reading. It is important to visit and interact with the information provided. You need to be ready to make notes from the main points and determine which areas of the lecture are less clear in order to consider them later. Most of the lecturers provide some form of dispensing material. Disposable materials are not intended to replace lectures, but are provided to give you a "respite" for closer interaction with the lecture.

2. Practice. Practical work, as a rule, serves to illustrate the theme from lectures and transmitting skills necessary to apply these concepts in practical or experimental form. All practical work should be approached with a positive attitude and strive to learn from examples or experiments.

3. Supervisia is small group training classes that are a unique opportunity to study. This is a good chance to clarify any tangled moments from lectures or practical classes and a good way to assess understanding and progress.

Characteristics of highly efficient class

There is a kind of criteria for measuring how productively you use effective learning tools. So, we list the characteristics of a highly efficient learning environment:

1. Pupils ask good questions.

This is not a very good result, but it is very important for the entire learning process. The role of curiosity was studied (and, perhaps, was not sufficiently studied and underestimated). Many teachers make students ask questions at the beginning of the lesson, often to no avail. Clichés issues that reflect an insufficient understanding of the content may prevent further mastering skills. But the fact remains a fact - if children cannot ask questions, even in elementary school, there is something wrong here. Often, good questions may be more important than answers.

2. Ideas come from various sources.

Ideas for lessons, reading, tests and projects should proceed from various sources. If all of them occur from the narrow roofing resources, you risk being stuck in one direction. It can be well, and not very. Alternative? Consider such sources as professional and cultural mentors, a community, experts on a certain issue outside the formation and even students themselves.

3. Use various models and techniques for effective learning.

Training based on requests, based on projects, direct training, mutual, school training, electronic, mobile, inverted class - the possibilities are endless. Most likely, none of them is incredible enough to satisfy each element of the content, curriculum and diversity of students in your class. A characteristic feature of a highly efficient classroom is a variety that also has a side effect of improving your long-term ability as a teacher.

4. Training is personalized for various criteria.

Personalized training is likely - this is the future of education, but at the moment the burden of routing students almost completely lies on the shoulders of the class teacher. This makes personalization and even consistent differentiation of the problem. One of the answers is personalization of learning. Adjusting the tempo, entry points and rigor, respectively, you will get more chances to discover what is really needed by students.

5. Success criteria are balanced and transparent.

Students should not guess what "success" looks like in a highly efficient class. It should also not be fully weighed in "participation", the results of the assessment, the attitude or other individual factors, and rather, is substantially melted into a holistic structure, which makes sense - not for you, your colleagues or expert book on your shelf, and for themselves Pupils.

6. Training habits are constantly simulated.

Cognitive, meticient and behavioral "good things" are constantly simulated. Curiosity, perseverance, flexibility, priority, creativity, cooperation, revision and even the classic mind habits - all these are excellent ideas for the beginning. Therefore, often the fact that students will learn from people around them are less direct didactic and more indirect and observant.

7. There are permanent opportunities for practice.

Old thinking is revised. Old errors are reflected further. Complex ideas are rethought with new angles. Dissolving concepts are opposed. New and efficient learning technologies are used.

It does not matter what, it is important - how

Characteristics of efficient training are divided into three groups: game and study, active learning, creation and critical thinking.

• Game and study. Children naturally play and explore everything in order to satisfy their innate curiosity. They manipulate the environment, check it and make their own conclusions without any hidden intention. They react with the attitude of unforeseenness to what happens as a result of their experiments. The nature of their learning is always practical, and children are authors who form experience. They use their knowledge and understanding of the world and bring it to their research. Using their imagination and creative abilities, they improve their understanding and investigate their interests. When children play and explore when they feel the motivation to do it, they also, naturally, more willingly go to risk and try new experience.
• Active learning. Training efficiently when it is motivated. Then attention and concentration on experience and activity are at their peak level. When children are delighted with what they do, they become completely absorbed by the activities and are focused on its details. They will also be more inclined to stay quite motivated to try again if they fail, overcome difficulties and improve their work. They will do this to achieve their personal goals, and not just the goals of others what is needed to maintain their long-term success.
• Creation and critical thinking. Children understand the world when they can freely explore it when they use their existing knowledge to be creatively experimenting with the environment, solve problems and improve their experience. They check their own hypotheses, come up with their own ideas, how to transfer their experience further. Using what they already know, children associate various interdisciplinary concepts, and it helps them to predict, find sense, organize events and objects in a sequence or develop an understanding of the cause and effect. By organizing your experience in your own way, children learn to approach tasks, plan, change their plans and strategies.

In order for training to be effective, it is not important that the children find out, but how they learn, and this is what teachers must take into account when planning training conditions for their children.

So, you decided that you want to improve your English. The question is where to start? If you do not have any definite goals in learning English, then his study can become infinite. Take advantage of our advice that will help start learning English from the right place and do not get away from the distance in the study process.

Why do you want to learn English?

Each person has its own reasons in order to learn English. What are yours? Think about what knowledge of English you already possess and what you want to get as a result. Are you planning to work as an accountant in a foreign company? Start learning English terms. Are you planning a trip to London? Turn on some slang words adopted in London, your plan! Be specific. The definition of your motivation will help you focus on those areas that you want to improve and build a learning process more efficiently.

Long-term goals

If the reason for your learning is to simply "improve your English", it means that it's time to put specific goals and objectives. Determine which of the four language skills (conversation, listening, reading or writing) is the most important for your purposes or which of them you consider difficult to master. For example, if you want to talk to speakers with confidence, focus on spoken skills. This is an example of a long-term goal - the specific skills that you would like to master for a long time.

Short-term goals

It is also necessary to outline and short-term goals - specific goals that you want to achieve by the end of the week or month. For example, if you learned new English idioms, your goal for a week is to use these idioms in a conversation. Or, if you are interested in a specific topic, the study of 10 words of the dictionary on this topic every day for a week will become a suitable short-term goal for you.

Drive account

Get the magazine to record your goals and achieved results. At the beginning of each day, write down your short-term goals, and at the end of the day write down all the difficulties you had to face them. The fact that you will celebrate all the goals that you put in front of studying English will help you gain confidence in your abilities and see real progress in your knowledge.

How to learn more effective?

You certainly know which methods help you in learning and memorizing anything. Use these knowledge on the way to achieve your goals in increasing your English level. Try to build training in such a way that you are not bored, then learning will be more efficient. And remember, if English was boring, no one would like to talk on it!

We wish you success in learning English!

Sometimes students turn to a foreign language teacher with such a question. Before you give the answer and express your opinion, experts - linguists and methodists ask students to answer the next question:

What does the study of a foreign language mean for you?

I will give the answer of the student, who studies English online. She told that he was looking for group classes in the language school, but also wanted to engage in a teacher individually. As a result, she stopped on online activities Because it turned out to be comfortable, as it allows you to do from home and at any time. She also said that she began to study the language exclusively for themselves. She does not need to take exams or use it at work. Those. The study of English has become a kind of hobby, which diversified her life. She is engaged in one time a week to 45 minutes, but language classes give her pleasure, in addition, the sword of installation is not hanging above it: it is necessary! It does not feel the emotional tension in any lesson, nor after him. During the week, it repeats everything that was done in the virtual class, listens to the audio record, performs homework.

The opinion of the teacher.

Ask any teacher that he is saddened in working with students, and most will tell you that this is a kind of race, in which almost all students studying a foreign language come. Often it happens because they are forced to strictly follow a certain schedule installed by language school courses. In their advertisements, it is written that the courses are practiced an individual approach, and classes are held in small groups. But in many cases, being in the audience, students are focused on performing certain exercises, but not in the very language. But the study of language is also a study of culture, a new look at the world around. What is it expressed? In the choice of new books of English-speaking authors, new songs and performers, if you are interested in music, this is a viewing of new films in the original language, familiarity with foreign cuisine, familiarity with people from the countries studied. And these are only a few examples of how acquaintance with a foreign language through culture.

Studying a foreign language should occur in parallel with the opening of new cultural realities, a new language environment. A foreign language is not just a set of new words and rules, this is a new world that allows you to master the tongue. And it takes time that the study of the tongue takes place in this direction. And what if the student says:

I need to learn the language in a short time.

This situation is often found, and then many experts in the field of teaching techniques will give the following advice: in addition to lessons, make a language part of your daily life. If you like to dance, choose video with English-speaking performers. You can not only practicing in reading lyrics, but also to memorize them. If you are interested in cooking, sports, travel, drawing, etc., you can always find thematic publications on media sites and television programs in English.

What is the idea of \u200b\u200bthis approach? The answer is simple: if you are passionate about any item, you try to learn about it as much as possible. And when studying a foreign language, it is possible to receive information that interests you in another language.

Try to learn as much as possible about the country or countries in which they speak the language you are learning. For example, you may be interested in history, flora and fauna, monuments, cities, industry, education, tourism, etc. Also, it is important to communicate with the native speakers, and for this it is not necessary to leave the language under study, because it is possible to find native speakers in various language and professional forums. The most important thing is to be engaged in the language so that you are not bored, and that the process is not tedious.

The learning process cannot depend only on the teacher, which, of course, controls the process. Much depends on your attitude to the language and studying it. It is important to remember that in order to learn the language not enough to sign up for courses and attend classes. It is not enough to inspire that "I'm learning a language, because I will not have a future without language." You must admit that you are not engaged in language not in order to replenish the vocabulary and master the grammar of the language, you are engaged in tongue to integrate into another culture and become its carrier.

Here I will collect several practical advice (most of them are tested on personal experience), supported by scientific facts that will help make the learning process effective. You can apply both self-learning and learning anyone. If you learn somewhere, check how many of the listed items are really applied in the educational process - this will help you correctly assess the effectiveness of your educational process and change anything in it so that it satisfies your needs.

1. Strive for the information gets into long-term memory.
When new information gets to us through certain sensors, it is first loaded into instantaneous memory, in which the data may be, if the memory does not change, until the 1st minute. As an example, the phone number of the order of the pizza, which we remember only during the set time.

Further, if information represents any interest, it falls into short-term memory in which no more than a day can be. Here, an example is the preparation of a typical Russian student for the exam - per night he teaches the material, exams the exam and then forgets most of the subject. Some, therefore, as a positive moment of study at the university, they say that he teaches to assimilate a large amount of information in a short time. In fact, it is not what should strive for. In order for the information to use and build judgments on its basis and conclusions, it is necessary that it gets into long-term memory and covered with different neural connections (that is, it has been associated with other information learned earlier or later). By the way, the more such connections, the faster the brain finds the path to such information.

From this point implies that various tests and checks of students should not be carried out the day after the new material is submitted. It should not, also, prevent them about the preparing dough if you want to check for a long-term memory (i.e. do not want students to repeat the material in front of the test).

2. Try to find a value and meaning for new information.
When the brain receives new information, it makes a decision to maintain it or not in long-term memory, based on the number of existing neural connections that are related to this information. Under meaning This refers to previously learned information, under meaning - What can affect the person in the future. For example: Designer reads in LJ that Artemy Lebedev forbade smoking in his studio. Because The designer is not a smokers, but who knows who is like that, then there is a meaning in the new information, but there is no value. If the designer was a smokers, then there would be a meaning and meaning for him, and the information would have much more chances for hitting long-term memory.

3. The first one third of the lesson is the most effective for learning new knowledge.
Any occupation, be it lecture, a lesson or a seminar has the so-called prime launches and down tenas. In Prime-Time, any information is absorbed best, so it should not be checked at this time homework, ask questions, express false hypothesis, etc. - All information, even if it is wrong, will be learned. The best option for Prime Time is to give new information clearly. If necessary, all questions can be discussed later.

Prime Times come to the beginning and at the end of the classes and make up about 1/3 of the total occupation time. Moreover, the share of prime-half is inversely proportional to the duration of the classes - the most optimal period is considered to be a lesson in 20-30 minutes. The second Prime Time (at the end of the lesson) should sum up and make a review studied to consolidate the material.

In Down-Time, when the brain practically does not absorb the information, you should change the activity - to discuss the studied, exchange views, check your homework, etc.

4. Sleep is an important part of the learning learning process.
Regular and sufficient (no less than 7.5 hours) Sleep is required to assimize new information and its further processing. When we sleep, the brain continues to turn to the same sites and neurons that were used when he first received information. According to one of the assumptions, it becomes possible due to the disconnection (or lower sensitivity) of the corresponding sensors (the eyes are closed, the hearing is disabled, etc.). Working with these sections, the brain reorganizes them and strengthens neural connections. Thus, it is not only facilitated by access to new information, but also its processing occurs, there are new tasks solutions. In the experiments, the experiments were confirmed - people had any better remembered the new material of the previous day and more efficiently found solutions to new tasks.

5. Teach the new material only by necessity
Most accurately, I defined for myself this item in English: Learn on Demand (I do not know if anyone used such a term). It means that for the most efficient assimilation of the material, you need a practical task that you are interested in solving. Moreover, not something like "solve a square equation", which is usually offered at school, namely the task you need to solve you in the real world. At first glance, it may seem that such tasks can not be selected, because Some knowledge is too "low-level" (such as knowledge of the alphabet), but it is not really so. Just the lower level knowledge requires less important tasks and the presence of fantasy, only and everything.

If you are afraid that I miss the study on this principle, ask yourself: how much time would you spend on learning the material that you don't need now and the desire to learn which you do not have? And it is instead of deciding, albeit not a big, but quite a specific task and, thus, to motivate yourself to learn further.

6. Change the situation and stimulate the appearance of emotions.
The brain is more effective reacting to changes, so the new material is remembered successfully if something around changes. I can argue, most of you do not remember where it was and what was busy on September 10, 2001, but everyone perfectly remembers what he did on September 11 of the same year. Of course, an example should not be perceived literally, but even small positive changes in the situation where training is being trained, will help increase efficiency.

If this is an audience with a certain number of students - invite other lecturers or interesting personalities to spend all or part of the lecture, appear on lectures in shorts or striped swimsuit - I can argue that your students will remember this lecture until the end of life. Idea, I think clear.

If you study yourself (for example, you are reading a manual or a book) - Reaching your knowledge you need. Please put a pleasant song, eat a chocolate chocolate, pick up 20 times, call a friend and share your joy, look porn, pinch yourself for something - all this can play You are on hand.

In addition, control the natural conditions in the learning environment. Too high temperature, body dehydration and outsider noise very much weaken brain ability to perceive information. Moderate sunlight and oxygen, by contrast, add a brain of confidence.

7. Avoid whip and gingerbread.
Too many gingerbreads, like too big whip can completely reduce the ability of the brain anything to learn. Attempts to learn the material to pass the exam and not to get into the army - just an example of improper stimulation of the brain at the expense of some threat. In order for the learning process to be effective, teachers should use exams and tests not as a way to cut people (this is so far it turns out - in the worst of them, or anyway, or self-fix), but as a way to detect gaps and weaknesses and try to close them in future. It is especially important that the student understand the meaning of such checks, was not afraid to make mistakes and was preparing correctly for such events (in particular, without resorting to the use of short-term memory).

8. Use the way to get information that is most suitable for you.
Not all people are the same and not everyone prefer to receive information in the same way. Someone better assisted the material when he reads himself, someone better remembers speech, someone - schemes on the board and pictures. Determine what is most effective for you and try to resort into this method.

Remember that the lecture is one of the most inefficient ways of learning due to its average duration, monotony and, often, the only way to submit information (speech).

That "S IT Folks.

In fact, items could be much more. I now tried to list those that seemed to me the most important and practically applicable. In the comments, I will try to answer your questions (if there are), because Some knowledge and experience in the learning process I have.

It does not matter whether you study a new language, learn to cook, master the musical instrument or simply train the memory - in any case, it will be useful for you to learn how the brain absorbs new information.

Each person is unique, but in the learning process, we all show similar psycho-physiological trends. Understanding these patterns will help you to develop the most effective strategy for the acquisition of new knowledge.

Consider 6 basic principles of learning that everyone should know.

1. Visual information is absorbed best

50% of brain resources spent on visual perception. Think for a minute: exactly half of your brain activity occupies the vision and understanding of the seen, and only the remaining part goes to other receptors and the internal processes of the body.

However, vision is not only the most energy consumption of perception. Its influence on the rest of the senses is so large that it is sometimes able to significantly distort the meaning of the information received.

50% of the brain activity is used to handle visual information.
70% of the incoming information passes through visual receptors.
The decoding of the visual scene takes 100 ms (0.1 seconds).

An example of such an influence can be an experiment in which more fan of passionate fans of wine could not establish, which in front of it is a red or white wine. Before the start of tasting, the experimenters were mixed in white wine red pigment without taste and smell. As a result, everyone without exception, the subjects argued that they drink red wine - so strongly turned out to effect the appearance of the beverage on taste receptors.

Another amazing find was that the brain perceives the text as a set of images, so reading this paragraph now, in fact, you spend a lot of work on deciphering a set of "hieroglyphs", which are letters, into semantic units.

In this regard, it becomes clear why reading takes so much forces compared to watching illustrations.

In addition to static visual objects, we also pay special attention to everything that moves. That is, drawings and animation are the best satellites when teaching something, and all kinds of cards, images and charts can serve as a good help for successful learning new information.

2. First - the essence, then the details

In an effort to master the large amount of new information at once, you risk creating terrible mixture in your head. To avoid this, save the connection with the general picture: Having learned something new, go back and see how it can be correlated with what you already know - it will help you not be lost.

In fact, the human brain tends first to capture the general meaning of what is happening, and only then the details, so why not use this natural feature to benefit?

Having received a portion of knowledge, find them the place in the general system - it will significantly increase your chances of memorization. Also before studying anything to begin with, it may be useful to understand the general essence: knowledge of what the question is as a whole, serves as a nervous system with a support for perception of smaller details.

Imagine that your memory is a wardrobe with a bunch of shelves: every time adding a new thing in it, you think to what category it belongs. For example, you bought a black sweater and can put it on the shelf for black things, a shelf for sweaters or a "winter" shelf. Obviously, in reality you can not place one thing immediately in several places, but the hypothetically of these categories exist, and your neurons regularly do this work on the correlation of new incoming information from the already available.

Making graphs and recordings about the place of the subject of the subject in the general picture of knowledge, you will achieve a better learning of information.

3. Sleep significantly affects memory and learning ability

Studies have shown that if a healthy night sleep is followed by studying new information, it has a positive effect on consolidating knowledge. In the experiment on the formation of motor skills, participants who had 12 hours and the opportunity to sleep before the test, showed 20.5% of progress, while the other group whose development of a new skill and his check fell for one day with a difference of 4 hours, achieved improved by 3.9%.

However, the modern person does not always have the opportunity to fully sleep, and in such cases it helps a short daytime sleep. Experiment of the University of California ( THE UNIVERSITY OF CALIFORNIA) I found that the students who, after the completion of a complex task, were offered to sleep a bit, when performing a similar exercise after a dream, they coped much better than those who remained in a state of wakefulness between the two tests.

Sleep before learning a new material can also be very useful. Dr. Matthew Walker ( Dr. Matthew Walker), led by the study, argues that "Sleep prepares the brain to new knowledge and makes it look like a dry sponge, ready to absorb so much moisture as possible."

Examine any new skill or read about something before going to bed: when you set and try to remember what they learned before bedtime, you will be surprised how much I remembered.

4. Lack of sleep affects cognitive activity

Without a complete idea of \u200b\u200bthe nature of sleep and its appointment, sometimes we neglect this natural need, causing its drawback, or.

But despite the fact that the dream process itself is not fully studied, scientists have long been known, which leads its absence: high nervous voltage, increased caution, risk avoiding, support for old habits, as well as exposure to various diseases and physical injury, so As tired bodies lose their usual tone.

The lack of sleep affects both cognitive activity: the ability to absorb new information decreases by 40%. From this point of view, a good sleep and fresh head in the morning can bring much more benefit than the night vision over work or textbooks.

• irritability
• cognitive disorders
• dips in memory, forgetfulness
• amoral behavior
• unstained Zewnota
• hallucinations
• symptoms similar to ADHD (attention deficit syndrome and hyperactivity)
• slow motions
• fire shakes
• pain in muscles
• coordination violation
• violation of heart rhythm
• risk of heart disease
• risk of diabetes
• growth suppression
• obesity
• increased temperature

Harvard Medical School ( Harvard Medical School) I conducted a study in which it was revealed that the following training for 30 hours is most critical to consolidate new knowledge, and the lack of sleep during this period can be reduced to not all your efforts, even if after these 30 hours you are assessed.

Therefore, leave the night gatherings in the past: the most productive time for the knowledge of the new day, when you are cheerful and full of strength, and for the best memorization of information do not forget to sleep well enough.

5. Best of all, we remember the information when we learn others

When we have to explain to others that we ourselves just learned, our brain is much better absorbing information: we are more clearly organize it in our consciousness, and the memory retains the main provisions in more detail.

The group of participants in one experiment was said that they would undergo a test test just gained, while the second group was to prepare for explaining this information to others. As a result, the test passed all the tests, but those who thought they would have to teach someone, remembered the material much better than the rest.

The author of the study, Dr. John Uncomply ( Dr. John Nestojko.), says that the psychological attitude of students before and during training can have a great influence on the cognitive process. " To configure students on the desired mode, sometimes it is enough to give them a couple of simple instructions"He says.

Despite the fact that we do not always realize it, the need to transfer our knowledge to others makes us use more efficient methods: we highlight the most importantly, it is easier to establish links between different facts and attentively organize the information obtained.

6. The information is remembered better when it alternates with the other

"Block Practice" ( block Practice.) - a fairly common approach to learning, named so scientists of the University of California, Dick Schmidt ( Dick Schmidt.). This approach implies the study of the same things blocks, that is, through a multiple repetition of information or skill for a long time, such as, for example, a continuous reading of a history textbook or an extent of one feed in tennis.

Schmidt himself advocates a fundamentally different method based on alternating information in the learning process. The study of this approach in his psychological laboratory is engaged in his colleague, Bob Bjork (Bob Bjork), offering participants a picture of two different artistic styles, while some tests study work blocks, 6 paintings each, whereas others look through the paintings alternately.

As a result, the tests that the paintings were demonstrated by blocks, much worse was able to distinguish one style from another (30% of the correct answers) compared with those who watched the paintings of different styles in the afternoon (60%).

It is surprising that before the start of the experiment, about 70% of the participants stated that they find a block approach more efficient and what exactly he helps them in learning. As you can see, our everyday ideas about the cognitive process are often far from reality and need clarification.

Bjork believes that the principle of alternation works better, as it is based on the natural ability of the brain to recognize images and differences between them. As for the study of new information, the same principle helps notice new and relate it to the available data.

Such an approach can be applied when preparing for exams, when you are improving not every skill separately, but alternately: oral, written speech and understanding of the rumor when studying a foreign language, the right and left submission in tennis, etc.

As Bjork says, we all need to learn to learn. " Almost any work implies continuous training, and an understanding of how you can influence the effectiveness of this process will significantly increase your chances of success.».