Books and digital aids are common in the learning process. When books are owned by the school, you’ll not be able to use color coding as a learning strategy. However, that is against the purpose of learning: you do not go to school to make sure the teaching material looks unused, but to take in the subject matter! So feel free to ask for copies of the texts so that you can use them in a way that helps you. When going through a text, it may be helpful to highlight certain words or parts of the text using colors. …
Cognitive categories
Transitional Words
Transitional words give structure to a text, and clarify the reasons the author gives. These words indicate the connections in a text and clear them up. If you are aware of these words, you’ll have an easier time identifying the structure of the text, which will help you understand the logic. There are different categories: Summary: and, also, including, further, hence Equal: as, at the same time, equally important Options: or, neither, on the one hand Repetition: again, back to, in other words, which is, this means, repeats Opposition / change: but, moreover, on the other hand, instead of, anyway, …
Chunking
Your short-term memory has a limited capacity. It can hold information for up to 30-40 seconds. Young people, up to approx. 14 years old, can remember and process 3-7 different subjects at the same time. From the age of 14 onward, this increases to 5-9 simultaneous subjects in short-term memory. So… what can you do to remember more and better? You can create and use chunks, meaning blocks, so a chunk means a block of information that you remember and work with, as if it were a single element. Chunking occurs naturally. For example: the word “pythagoras” probably makes you …