Effective learning strategies for high school students

 The six most crucial cognitive techniques for successful learning in a classroom are listed in the following article by secondary trainee teacher Joseph Griffiths.

The science of learning has significantly improved our understanding of effective teaching and learning practices in light of online and/or home education. I'll go over six particular cognitive techniques that have gained widespread acceptance: spaced practice, interleaving, retrieval practice, elaboration, concrete instances, and dual coding. In order to provide context, I have drawn on (AQA) A-Level Sport Psychology.

1. SPACED PRACTICE

According to the theory of spaced practice, studying the same material a similar number of times over an extended period of time will increase long-term knowledge retention.

Instead of repeatedly studying these ideas the day of the exam, students can schedule time while studying personality aspects to review important ideas like the trait perspective, the social learning perspective, and the interactionist perspective.

The social learning technique on Wednesday, the trait perspective of personality on Monday, and the interactionist perspective on Friday can make up a normal study timetable.

2. INTERLEAVING

Instead of the more popular strategy of tackling many iterations of the same problem during a given study session, interleaving happens when various ideas are addressed in a sequential order.

The triadic paradigm, for instance, proposes that an attitude is composed of three elements: cognitive, affective, and behavioral. Students can go on to attitude formation and subsequently to modifying attitudes after studying each component for a brief period of time.

The following time, students can study the three in a different order and make note of any new connections that emerge.

3. RETRIEVAL PRACTICE

Even though it may seem counterintuitive given that our memories function as libraries of knowledge, retrieval—which occurs when we take a test—has been shown to boost memory over the course of a century of studies.

When studying the inverted-U theory, students might practice writing out that performance quality declines as arousal rises, reaching a peak at moderate arousal. After then, over-arousal causes a decline in performance quality.

4. ELABORATION

Linking new information to previously learned material is the process of elaboration. Students can improve the degree to which the ideas are organized in their thoughts by relating and integrating the information to be learned with existing concepts in memory.

Students can inquire about and explain physical anxiety, cognitive anxiety, competitive trait anxiety, and competitive state anxiety, for instance, while studying various types of anxiety.

5. CONCRETE EXAMPLES

The learning of important ideas and concepts can be enhanced by providing supporting information. It is possible to make the concepts easier to learn and recall by adding real examples to content that is more conceptual in nature.

Students studying theories of aggression, for instance, would picture a fort to illustrate the concept of impulse theory.

We are all naturally inclined to be violent as humans. We are born with a propensity to defend ourselves and, in sports, our area since it is genetically determined. As a result, physical examples can benefit from how much easier it is to remember a picture than a word.

6. DUAL CODING

The adage "a picture is worth a thousand words" is commonly used to describe how much more information can be communicated with a single artwork than with multiple paragraphs of text. Pictures are not only more effective at communicating information than words, but they are also easier for people to remember.

For instance, students can depict Zajonc's paradigm while learning about social facilitation and inhibition. According to Zajonc, there are four different kinds of 'others' who could attend the performance and fall into either the passive or engaged categories.

I can't wait to use the aforementioned six methods for learning effectively in the future.