Success Skills Education and Training Accelerated Learning

From the Handbook of Use: Methods of Remembrance (Accelerated Learning)

Here are a set of simple systems to strengthen memory techniques.

Simple Systems to Strengthen Memory Techniques and the Importance of Personal Goal-Setting:

The origin of the first system -IFR- goes back to ancient Greek studies, and this system is based on the fact that we must keep in mind improving memory performance, which requires a thoughtful and conscious decision, while the other system - SPECS - provides you and your students with the five simple remembrance tools.

  • Intent: We must have the will to remember information. It is very important that you define your personal goals and values.
  • File: You need different systems, such as any set of effective remembrance systems that will be explained after this paragraph.
  • Rehearse: You need to take a quick look at the information several times and frequently, and the tests that are spaced apart may also help.
Read also: 8 Tips to Strengthen Your Intuition and Benefit From It

Use memory SPECS:

SPECS stands for:

  • See it: People have a significant capacity for visual and spatial remembrance.
  • Personalize it: People remember personalized information that directly affects them.
  • Exaggerate it: People remember the unusual, extraordinary, and unique.
  • Connect it: Linking to other information known to people provides a quick mental connection and thus helps to remember.
  • Share it: Summarizing or teaching information to someone else instills the information in memory.
Read also: Employing Imagination in Accelerated Learning - Part 1

Let's take an example:

Let today's lesson be about arithmetic average, mode, and average value in mathematics to help learning. Class students will create a live reality diagram using students from six different levels.

You have to secure four students (two boys and two girls) from each level to get out of their classrooms in times of need. First, class students arrange the volunteer students in a long class according to the size of their shoes and record their position.

They then arrange them according to a horizontal axis, and each student has to stand behind the student with the same size shoes. Record how many students have the same size shoes.

This activity raises many questions about the measurement of the sample, the difference between boys and girls, and so on. Finally, class students make a visual representation of the shape of the emerging chart using a long rope. You can use curtain ropes or yardsticks (Yardstick) to divide the chart into subsections to represent its various sections.

This example has a lot of memory booster features:

  • Students see what is happening for themselves, i.e., the lesson's content.
  • The Information becomes personal, and students engage in its formation effectively.
  • The Information is exaggerated because the charts usually don't contain people!
  • The Information is connected because it prompts questions and comparisons.
  • Students participate in the experiment because they must explain it to others. They may place themselves on the chart to represent the arithmetic mean, mode, and mean value or discuss the sample's measurement.