Art and Science of Learning

Learning can be considered as encoding and storing information in long term memory from
which it can later be retrieved and used. A clear understanding of the encoding process,
types, it’s relation with emotion, thinking modes, sleep, exercise, food and environment is
essential for every learner.
The learner is subjected to cognitive load during the learning process. Learners do face
different types of challenges during the learning process, hence learners need to be educated
about the methods for overcoming the challenges, as well as methods for reducing their
cognitive load.
Besides the learner may unknowingly use both good and bad learning strategies. Hence
learners need to be educated to differentiate between good and bad learning strategies.
This session addresses the above mentioned needs of the learner by providing them with
simple, effective, efficient and powerful learning approaches based on the results of research
work by Cognitive Psychologists, Neuroscientists, Biologists and Academicians. This session
also help teachers to modify their class room approaches to ensure that learning happens in
their class rooms.

Good Learning Approaches

1. Collect the lecture plan for the forthcoming week from your subject teachers,
preferably on or before Friday (Day 1).

2. Prepare your study plan for the period Saturday (Day 2) to Friday (Day 8) on or
before Friday (Day 1). Use distributed practice and spaced repetition system to
design your study plan. (A copy of model study plan with retrieval chart is
enclosed).

3. Bring the required learning materials to your study table like text books, study
guides, e-learning materials, note-books for taking notes, calculator, pens/color
pens/pencils, sharpener and eraser. (color pens/pencils are needed for preparation
of mind maps)

4. Before Starting your Saturday (Day 2) work as per study plan switch off all
electronic devices such as cell phones, TVs, computers/laptops in your study
room. (Computers/laptops can be exempted for accessing e-learning materials.)

5. Implement your study plan with Pomodoro technique. Set the timer for x minutes
(x can vary from 25 to 45 minutes depending upon your choice and will power).
Start reading the material with unwavering focus. After reading one page, close
the material/book and try to retrieve the gist of the first page material from your
mind. If you are able to retrieve, note it down in your note-book. If you are unable
to retrieve the gist, reread the first page. Again try to retrieve the gist from your
mind and note it down. Repeat this procedure till the timer rings. Now close the

1
 material/book and set 5 minutes in timer for taking a break. After 5minutes rest,
set the timer for x minutes (x can vary from 25 to 45 minutes) resume reading the
remaining material. Proceed likewise to the end of your study plan. Whenever the
material is not clear note down the points for getting clarification with the teacher
during Days 4 -8.Please note Pomodoro technique is very effective in tackling
procrastination besides increasing your concentration.

6. Your preparation during Days 2 & 3, will enable you to effectively grasp the class
lectures during Days 4-8. Convert the notes you have taken into mind maps.

7. Retrieve the mind maps as per the retrieval chart you have decided in your study
plan. Your ability to recall the mind maps vividly is a very good indicator of your
effective learning. Retrieval leads to strong encoding and enables you to transfer
learnt concepts from your short term memory to long term memory.

8. Chunking in psychology is a process by which individual pieces of information

are bound together into a meaningful whole. Apply Chunking process as itreduces
your cognitive load besides its help in developing automaticity so that answers
come to your mind in a flash. Try to solve a given problem in multiple number of
ways, rather than through one single method given in the book or in the class.

9. Explain to others: If you want to understand well, explain it to others in simple

words.
10. Self -Test: Use test as a learning tool rather than as an evaluation tool. Self-test
enables you to identify the holes in your understanding and gives enough time for
taking corrective action. Prepare flash cards as much possible. Electronic Flash
cards from http://ankisrs.net/as well as a mobile App by name CRAM can also be
used
Bad Learning Approaches

The following approaches develop an illusion of competence development, and lead to waste
of time and effort invested in studies. Hence to be avoided.

1. Passive rereading leads to choking. This approach cannot support development of

strong neural structures and deals with the short term memory. Short term memory
has limitations in terms of capacity as well storage time.

2. Highlighting almost the entire text is another case of illusion of competence

development. Milk contains 85 % water and only 15% total solids. Likewise any page
of text will contain lot of filler material along with the main point. Unless the main
points in a page are identified, you may be fooling yourself.

3. Procrastinating studies to the night before the test date, assuming that learning is a fast
process amounts to fooling oneself. In fact learning is a slow process which demands
multiple retrievals to strengthen the neural structures.

4. Studying with superficial concentration simply consumes time and is very ineffective.

2
 5. Copying of assignment solutions: During copying process short term memory alone is
utilised. But when you develop the solution on your own you develop strong encoding
and transfer the underlying concepts to long term memory.

Also refer to the article,

Richard Felder, memo to students who are disappointed with their last test grade,
Journal of Chemical Engineering Education, 33(2), 136-137 (1999) retrieved
fromhttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/memo.pdf

References:

Richard M. Felder, Rebecca Brent, Teaching and Learning STEM – A Practical Guide
March 2016, Jossey Bass.

Barbara Oakley, A Mind for Numbers: How to Excel at Math and Science, 2014,
Tarcher/Penguin.

James M. Lang, Small Teaching, 2016, Jossey Bass

Peter C. Brown, Henry L. Roediger III, Mark A.McDaniel Make it Stick: The
Science of Successful Learning, 2014, Belknap, Harvard.

Joshua Foer, Moonwalking with Einstein: The Art and Science of Remembering
Everything, 2012, Penguin.Books

Tony Buzan, Mind Maps for Kids: Study Skills, 2004, Thorsons.

Steven Johnson, Where Good Ideas Come From: The Seven Patterns of Innovation,
2010, Penguin. Books
_____________________________________________________________________

Study Plan
Subject/Topic Date Time R1 R2 R.. R8
25 – 45 mins
Break 5 mins
25 – 45 mins
Break 5 mins
25 – 45 mins
Break 5 mins
25 – 45 mins
Break 15 mins
25 – 45 mins
Break 5 mins
25 – 45 mins
Break 5 mins

Rx stands for xth retrieval