The first step for a new learner is to formulate a set of goals. Goals allow students to continuously track their progress and adjust accordingly. It’s much easier to make small changes throughout the year than to make big changes during an exam. This allows students to reevaluate their academic performance and determine what they can achieve in a year. According to Bruce Lee, long-term stability is more important than short-term strength

This is how I’ve seen students go through different grades in a  year. They set goals, reach them early (often surprised but full of faith), set high expectations (and usually results). However, without first setting goals, students will not be able to effectively measure, track, or adjust their performance while learning. Their education becomes a bullet to the dark. In general, anything that provides a different perspective on a theory, idea, or problem is helpful in learning.

A good example of this is looking at the Earth in a single image. It gives you an idea of ​​what the Earth might look like, but you can’t get the full picture from different angles (and until you get several different perspectives). The same goes for using other associations and analogies. Students should make their notes carefully.

In my opinion, this is one of the most effective ways to study more abstract subjects like science or math. There are two effective ways to memorize information: repetition and transformation. The first option is very effective, but very tedious, especially when fetching from the same resource. Transformation, on the other hand, is not only very effective, but it can also make learning more enjoyable.

Research shows that students learn better through active interaction. However, this is a natural process and the friction of misunderstanding will always go away with enough exposure. The best analogy to think of for this stage is learning to drive (or riding a bike if you haven’t reached this stage yet). The learning cycle assumes that we all go through four stages of learning. Here are four steps to using this analogy.

Unconscious incompetence (this is when you are very incapable of doing something because you have never experienced it before). One of the main tasks of secondary and higher education is to lead students into the last two stages of the educational cycle. The problem is that many students learn new information within a few lessons at best. The problem arises when students get stuck in the incompetent stage.

Frustration can lead them to avoid topics entirely. Or worse, they begin to believe they are not smart enough and develop disgust (or even anxiety) about the subject. But we know that if students can get through the “disappointment” stage, they will grow in confidence and self-confidence. You must physically get in the car and start driving. Likewise, studying only the contents of the exam does not guarantee that you will do well in the exam.

Mastering the exam is an independent skill, just like essay writing and oral presentation. But oddly enough, I’ve found that many students don’t practice the skills they need to succeed. They are usually combined with open-ended questions such as what, where, when, why, and how. At this level, inspectors typically search for keywords. At a higher level, the question begins to contain discussion. Students should write the English notes in points to understand better.

 This usually requires more thought and structuring combined with your research, opinions, and case studies. The skills to conduct the exam require a separate article. However, one useful tip is to always think about yourself when answering questions. And while you practice, you always have a scoring system that allows the examiner to see exactly the keywords they are looking for.