The TAKE! Method:
- Pre-take: arrange a peaceful work environment, and the right mental environment. Work intensely ... then browse through your notes.
- In-take: work fast and skim your notes/textbook, or search intently to find new information.
- Re-take: close your book, put away your notes. Process, summarize what you read, for example, by mapping out the information (make a mind map).
- New take: Take a break ... eat something ... rest your eyes ... move your body.
The PQ4R method
Another known method of learning is the PQ4R method (Preview, Question, Read, Reflect, Recite, Review).
- Look through the textbook and skim through each section to get an overview of what it is about. For example, you can read the title, introduction, conclusion and summary. Here you can also decide if you need to spend more time on some sections than others.
- Make your own questions to the text. Please use questions like: What ?, What are the relationships ?, What are the conclusions, the consequences of anything? (What ?, When ?, How ?, Why?). This way your reading more targeted.
- Read the text carefully and try to answer your questions. Here you can also make your own tables, lists, schedules, summaries, mind maps over the previous week.
- Think and reflect on what you have read. Try to understand it and attach to your previous knowledge of the subject.
- Try to tell me what the text is about, for yourself. Try to answer your questions. Now you'll notice which parts of the text that you can well and which parts you need to read more times.
- Now you'll be able to tell yourself (and others) what the text is about. You'll also be able to answer all your questions.
These methods can of course also be used in studies of subjects in which much of the time devoted to calculations, such as mathematics. In räkneämnen's theory section to be read and understood, then the above methods are applied directly, but also when you work with exercises methods can be used. The key is to go back and think about your solutions, what have you done and why. Repeat by sketching the solution without making calculations.
An error that many people make during their studies is to count the number of tasks done and the number of hours worked, rather than think about what you really learned. Solving tasks in routine is usually futile, but as I said not uncommon. "I have solved ten tasks it took two hours then I have been studying properly today." It had probably given more if you solved a task and really thought about your solution. Try to see the context, to understand when you study, the same answer that hindsight does not mean that you understood. Thus; think about what you do, how you are doing and why!
Utilize your teacher (not exercise), ask about things you do not understand and the relationship you have trouble seeing. But all the teachers see through a student comes and asks, "just to get a solution." Consider yourself first, prepare yourself by really put yourself in the task you want help with. Most teachers are happy to help as long as they do not feel exploited.