Organizing for School

Executive Function Skill Building Fun – From the Archives

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readerSummer is a great time to help your kids strengthen their learning skills. The more they use them the less they will “lose” them.  Summer learning doesn’t have to be pages and pages in a workbook but with a little creativity you can have fun and learn at the same time.

Most schools now expect students to read at least one book over the summer. (Check your school’s website). Whether your child is just learning to read or reading to learn, finding books that interest them is the key. Don’t just send them to their rooms to read but show you are interested in what they are reading. Be curious and ask them about what they are reading, have them summarize, compare or simply talk about what they liked about the book (don’t just accept it was a good book). Reading increases vocabulary, critical thinking skills, problem solving skills, comprehension and increases their knowledge base. I think it is the number one skill for learning. If your child is a strong reader, then they can learn anything. The executive function skills are the other piece of the learning puzzle. These are the skills that enable your child to plan, organize, problem solve and follow through to completion.

In Massachusetts, the standardized testing is undergoing some changes. Schools realized that memorizing facts did not make better learners. Many did poorly on the PARCC test where they had to use their thinking skills to problem solve.   You may also hear reference to the “common core” which refers to specific grade level skills that students are expected to achieve at each grade level. The biggest difference is that rather than taking in large chunks of facts, students will be asked to think critically, problem solve and use those higher level thinking skills that they haven’t been using. You may also see more projects. The goal is to prepare students for college and career by developing those skills.

To help your child learn to learn you can develop reading, math and executive functioning skills while “playing” school, planning a vacation or a day trip (give them a budget and have them make a plan), grocery shopping, or making something in the kitchen (with supervision of course). One of my favorite activities was a competition with my Dad and my sister to list the 50 states in five minutes or less. We still talk about those nights at the dinner table racing to see who could list them the fastest. (Fourth grade is all about the states). We also tried the capitals, countries and the presidents (which I did not do well at). The ideas are unlimited.

For outdoor fun, try geocaching. Geocaching is finding hidden “treasures” that other people have hidden in local parks and recreation areas. Google it and you can get coordinates to use with a GPS (or smartphone) or written directions to use for a treasure hunt walk. Take along the digital camera and have the kids photograph plants, bugs and wildlife that they can identify once they get home. Play tourist in your own town, or head into Boston or south to Plymouth and make history come alive. Have your kids send postcards to their friends.

Using math, reading and executive functioning skills throughout the summer will help to strengthen your child’s skills but it will also show them how often we use those skills in the “real world” and not just in school. If you find your child struggling to plan, problem solve, remember, or follow through to completion, the summer is a great time to build those executive functioning skills. Contact us today!

I’d love to hear what you do to make learning fun over the summer on my Facebook page.

Effective Studying to Really Remember

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Effective study techniqueHere’s a strategy  written for your child. It is called SQR3. It’s an acronym that stands for Survey, Question, Read, Recall, and Review. They may have learned about it in the third grade but I can almost guarantee that they are no longer using it. This process guides your child to interact with the information instead of just passively reading it and expecting it to stick. Here are the five steps to really reading and remembering what you have read using SQR3 (Survey, Question, Read, Recall and Review).

  1. Survey means to look through the whole chapter that you need to read and check out all the pictures, graphs, subheadings, words in bold, and questions at the end of the chapter if there are any.
  2. Question – make up some questions as to what you think is going to be important. Why are you reading this, what is important about this chapter and what do you hope to learn from reading it? You can also turn the subheadings into questions to help.
  3. Read the first page and then stop.
  4. Recall – what did you read about? Try to remember as much detail as you can (no peeking). Saying it aloud helps your brain to remember.
  5. Review – now look at what you have just read and recalled. How well did you do? Did you get all your facts right? What did you miss? Reread it if necessary and try again before going on to the next page of text.

Continue with this process of read, recall, and review all the way through the chapter. Write down key facts in a graphic organizer or on index cards to help you study later. If you don’t like to write, then record your thoughts on a digital recorder and then listen to them until you can predict what comes next.

This is a great way to study for a test. Start on Monday doing the SQR3 and then Tuesday use your graphic organizer (GO), flashcards or notes to review. Wednesday do the SQR3 again (it should be much easier this time) and any notes from class. Thursday review everything (text, notes, GO, flashcards, chapter headings) and if possible have a family member ask you some key questions.

This process gets you more involved in the reading. You will not remember things if you are just passively looking at them. Sometimes when you read for a long period of time, you actually zone out a bit (especially if it is not your favorite subject). This process makes you an active learner. Active learners learn better.

What are the steps for SQR3?

Give it a try this week and especially for finals.

14 Things Your Kids Need to Know

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clrtestAs an Educational Consultant for Deaf and Hard of Hearing students I have the unique opportunity to observe different grade levels, schools and districts. Although I am observing the student’s ability to access the curriculum being presented I also look around to identify those with ADHD and watch how they are accessing the curriculum, communicating with their peers and maintaining their focus.

Here’s what I have noticed:

  • Students are asked to focus for anywhere from 45-90 minutes without breaks.
  • Many adults cannot focus for that long especially if they are only listening
  • Often they don’t know what is important to focus on – so they try to focus on all of it
  • Students either do not take any notes or try to write down everything that is said
  • They wait for the teacher to say things like, “This is important.”
  • They trust that they can remember the information
  • They do not try to put the details together to get the bigger picture and end up trying to memorize random facts that don’t go together
  • They do not realize that studying for a test begins in class
  • Students do not know how to study
  • Teachers are providing study guides that have “fill in the blank” answers and students think that if they memorize the sentences they will do well
  • Students do not look at their textbooks unless specifically told to
  • Often students only get a few days notice of upcoming tests or quizzes
  • Students are shocked at how poorly they do on tests that they think they prepared for.
  • 90% of my students think that 20 minutes is enough time to study for a test
  • Students are not given the chance to learn from their mistakes
  • Tests are collected after 2-3 minutes
  • If no one raises their hand with a question about the test, nothing will be reviewed
  • Students develop an “I can’t” attitude rather than an “I need to do more” attitude

So how can you help your son or daughter learn how to focus?

  • Those with ADHD tend to get bored quickly and when that happens the brain shuts down or switches to other off task thoughts. Teach your child how to get themselves back on track by using examples that happen at home. Using a non-judgmental tone you can point out when you see them go off topic before you are finished with it.  Ex. “I can see how you might have thought I was done talking about “x” but I really wanted to say two more things ….are you ready to listen to me again?” Then ask them to summarize what you were talking about. Be sure to give them time to share their thoughts without interruption as often their working memory can only hold onto the thought for a short amount of time.
  • ADHD brains also shut down when there is too much information to focus on. Skip the details and give them the bottom line first so they don’t miss it.
  • Allow them to fidget with things and don’t insist they make eye contact as often that is too much distraction for them especially if they are being reprimanded.
  • Ask them how they stay focused in school and offer suggestions like taking notes, doodling related drawings to the topic, counting how many times they get distracted and pull themselves back or fidgeting quietly with something inconspicuous

We’ll combine taking notes and studying together. Here are ways to help:

  • Most information for tests comes from class lecture and discussion. Students need to realize that taking notes about the key points can help tremendously when it comes time to study. From 6th grade and up, students should be taking some notes. If they are given a copy of the Powerpoint presentation they should add to it.
  • Looking ahead in the text book can often give clues as to what will be presented in class. If the brain already knows what to expect it is better able to make connections and tie new information to old.
  • Students can create a study guide by writing questions in the left margin about the topic in the notes. If they can answer those questions without looking at the notes, they probably know the information.
  • It takes 4-7 exposures to the information before it can be “learned” so students should review the information (by asking themselves questions) at least three times over several days.
  • Reviewing class notes after homework is done especially in their weakest subject is a great way to get extra exposure to the information. Or choose to write the questions in the margins the same day as notes were taken.
  • Study guides don’t always have all the necessary information on them. Students should reread their notes and check the text. Turning the statements on a study guide into a question will help them understand the information better.

The biggest mistake teachers are making is to be more concerned about their test questions getting out than in helping students learn the information. Collecting tests 3 minutes after students get them back is a major disservice to students. I have heard about only one town that allows students to take the test home, correct all incorrect answers and receive added points.  That motivates students to find the answers rather than just hearing them reviewed in class (which doesn’t seem to happen often unless someone asks a question). Help your student learn better by developing as Carol Dweck says a “growth mindset.”

  • Teach kids that their intelligence is not fixed, it is malleable. Push them to roll up their sleeves and try again. Avoid saying things like, “you’re so smart” as it implies that intelligence is fixed and sends a conflicting message to them when they fail.
  • Build resiliency. Focus on the positive.
  • Level the playing field by helping students learn to use the tools, strategies and technologies that work best for them and not necessarily what the teachers want
  • Bottom line – do whatever it takes to keep your child’s self-esteem intact. It’s how they feel about themselves that will determine how well he or she succeeds.

Summer Fun to Build Executive Function Skills

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blooms-taxonomy-2-150x150Summer’s here and the learning never stops! Sure no one wants to even think about school during July and August. I understand that. But if your son or daughter struggles in school with organization, planning or focusing long enough to get through homework, then you might want to build some of their executive function skills this summer while having some fun. Below are three executive function skills with some activities you can do to strengthen them. Once you start to see your child/teen improving you’ll want to be sure they “transfer” their learning to school and their life by asking questions such as: “How might a stronger memory help in school?” or “What a fun day. Your plan was organized and we had everything we needed. Can you think of any other ways that great planning might be helpful?” Don’t forget to mention whenever you use planning, or working memory strategies so that your son or daughter sees that those skills are used every day.

According to Bloom’s new hierarchy of skills the first step is the ability to remember. Working memory has been defined as being able to hold onto information long enough to use and/or manipulate it. For example, understanding the rules of a new game and being able to play it while keeping track of other players’ moves uses the working memory.

Here are some ideas to increase working memory skills during the summer:

  • Write it down! Use a planner, smartphone app (Google Calendar, Color note, Evernote, Remember the Milk, Hiveminder, etc.), or notepad to keep track of events, vacation, etc. so you don’t overburden your working memory.
  • Practice setting reminders in your phone for fun things because the summer is less structured.
  • Play the “I went to Grandma’s house and I brought my….” game that uses all the letters of the alphabet. Each person must repeat what was said before. I went to Grandma’s house and I brought my apple, blanket, cow, daffodil, etc.
  • Memorize license plates and repeat them backwards
  • Hold a family competition to name the 50 states, presidents or capitals.
  • Play card games or Memory type game
  • Bake cookies and keep two ingredients in your memory before looking again at the recipe.

planner-150x150Planning skills include the ability to organize your thoughts in a logical manner to accomplish a goal. It requires sequencing and figuring out the individual steps needed to get to completion. Students that struggle with story or essay writing, long term projects or even getting all their homework done may have a weak “planning” skill.

Here are some ideas to build “planning” during the summer:

  • As mentioned above, have your child/teen plan out their summer reading and math packet time on a calendar.
  • Plan a day trip and include all necessary details. Walk through it to check that everything important is included. Don’t forget museums, historic places, and parks.
  • Cook like they do on TV. Get out the ingredients and measure them all out first before beginning. Pick a new recipe and plan the shopping list and determine the cost before going.
  • Geocaching – pick where you want to go, what you need to bring with you, etc.
  • Pack for a day at the beach or camp – check before leaving that everything is included. Start with the end in mind.
  • Puzzles and brain teasers are fun. For the young ones “find the differences” activities involve creating a plan of where to look in an organized manner that you’ll need to show them. How will they put together a puzzle that doesn’t have any straight edges?
  • Discuss their video game strategies with them. Have them explain their approach. Better yet, play with them and discuss as you go.
  • Plan a scavenger hunt
  • Build a bird house or race car (Lowe’s sells kits for kids)

Time management starts by developing time awareness. Here are a few suggestions for activities that will get the family going and develop an understanding of time:

  • Time activities like emptying the dishwasher, setting the table, feeding the dog, reading 10 pages, etc. after your child/teen has estimated how long it will take.
  • Create an obstacle course and post the times to beat (give younger kids a few minute cushion).
  • Hold the family “Olympic games” and have everyone compete against themselves over the course of a few weeks.
  • How many baskets/goals can they get in one minute? Jump rope for one minute.
  • Start a monopoly game or “Life” and play for an hour each night until someone wins.

Have some fun and please share your activities on our FaceBook​ page. Check out our upcoming classes here.

Helping or Hurting? The Dilemma of Enabling vs. Empowering

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groupphotoWe all want our children to grow up to be responsible, successful members of society. Isn’t that what you want for your child? So we “help” them at every turn so that they can make it to school on time, complete their homework perfectly, and get good grades. But are you really helping or are you hurting them?

Let me explain. If your child or teen has ADHD/ADD then you know that they struggle with routines, focus and remembering what they need to do as well as, doing what they know they need to do. You may feel that if you don’t remind your teen then they would never get out the door in the morning or finish their homework. And you may be right. However, providing them with the information they need before they have had time to consider what comes next does not help them develop the necessary skills to become independent instead it makes them dependent.

Think about these questions:

  1. Are you helping your son or daughter create a routine to get out the door (with everything they need) or are you telling them what to do each day? (Ex. get your shoes on, did you brush your teeth, do you have your homework? And on and on.)
  2. Are you empathizing and really trying to understand what they are feeling or are you just trying to solve their problem by telling them what they “should” do?
  3. Are you checking their homework and making them correct it so that the teacher doesn’t know that they are struggling with it?
  4. Are you reminding them of everything they have to do so that they don’t have to remember on their own?
  5. Are you waking them up in the morning?

If you answered “yes” to even one of these questions, please keep reading because although you may think you are helping your children, in reality you are not. When you take away your child’s opportunity to problem solve by either telling them what they should do, or by doing it for them, not only do you handicap them from learning the skills but you are chipping away at their self-esteem and self-confidence and fostering their dependence rather than independence.

For those with ADHD, learning routines and habits can take a bit longer than it does for those without ADHD. So it is important to start building the skills early so that by the time they get to high school, you have done your job and your teen is pretty independent. You want to feel confident that they can make it on their own at college. On the other hand, if you wait until they are a senior to start “letting go” and just drop the support you have been providing all along, they may not have the skills they need to succeed in college.

So, how can you empower them instead?

  1. Work on one thing at a time. Together decide what it will be. Empower your teen to come up with their own solutions just be sure to include how they want you to “support” them in this new process.
  2. Instead of saying you “should”…..try asking questions that lead to your teen figuring out their own solutions. Ex. “What do you think you could do to figure that out?” “How can you prevent that from happening again?”
  3. Learn about Executive Function skills so that you and your teen can better pinpoint which skill is weak. Is it getting started on things (task initiation), remembering (working memory) or finishing things (task completion) etc.? Weaknesses can occur in several executive functions but often there are EFs that are strengths as well. What looks like several areas of weakness could be the same EF showing up in a different context. How can you use the strengths to help compensate for the weaknesses?
  4. Change comes from within but here are three questions to ask that can help. Can the environment be changed to better accommodate for the weakness? Can the task be broken down into more manageable steps so that it is not so overwhelming? Does there need to be a system or a routine created to assist in solving this?
  5. Lastly, consider whether or not you are too close to the situation to really be able to help, or if you are finding it difficult to remain nonjudgmental then it may be time to find an Executive function coach or counselor to work with your teen. An EF coach will work with your teen to identify those weak EFs and together they will develop a plan/strategy to strengthen them and the coach will hold your teen accountable for taking action on that plan and meeting the goals that are set.

Jodi Sleeper-Triplett said this in her book Empowering Youth with ADHD:

…empowerment is about much more than helping the young person with ADHD accomplish goals: It’s about helping the young person identify strengths and resources; practice thinking about how to solve problems and meet goals; build skills; develop a positive self-image; and ultimately, lay a foundation for long-term success in the days, months and years to come. (p35)

And who doesn’t want that for their teen?

Our new summer classes teach the Executive function thinking skills your teen needs to become more independent. Click here for more info.

Choices, Choices, Choices

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CEleanor-Roosevelt-In-the-long-runhoices….choices are all around us. We make choices consciously and unconsciously all day long. From the
moment we wake up we are making choices about, what to wear, what to eat, where to pick up coffee, which priority to work on at work. Not to mention the choices in the media, on FaceBook, at the grocery store, etc. We are literally bombarded by choices.

What if you could reduce the number of choices you have to make? You would free up working memory space that just might help you make a better decision about something that is important to you. When your working memory is full (it can only hold so much), it lets go of information. We have no control really of what it lets go of. This is also why teens often think they have studied enough, but end up not getting the grades they are capable of.

If we look at all the choices we have we can suffer from decision paralysis, or making the quickest or easiest decision but not necessarily the “best” or “most right” decision for ourselves. Have you ever made a decision/choice that you later regretted or wished you had thought about longer? Is your willpower being drained? Are you moving in the direction of your dreams or are your ever-changing choices getting in the way?

Then it is time to discover your “non-negotiables.” Non-negotiables are those choices/decisions you have made ahead of time and will stick to. You no longer have to even think about them. It is easiest, according to Darren Hardy of Success magazine to start with the things you won’t tolerate or do. Make the decision/choice now before you need it and you can focus on the more important choices. If you made a New Year’s Resolution this year to lose weight for example, and have already given up, then maybe it’s time for a non-negotiable choice of no cookies or 30 minutes of movement a day, or make bedtime a non-negotiable, or being late a non-negotiable. You get the idea, think of how it would change your life and eliminate the drain on your will power. Isn’t time you kept those promises you make to yourself?

Think about how having non-negotiable decisions made ahead of time could effect your teen. What if not completing homework was just non-negotiable? Or studying for at least an hour was “non-negotiable?” You get the idea….we could all benefit from having some non-negotiables before we are faced with another choice.

The Busyness of Back to School – Five Steps to Calm the “Crazy”

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Doing skill posterSo much to do, so little time…..I hope that is not what you are thinking as we reach the end of August. It is a busy month for sure and often the transition from summer to “school” can make the new situation seem even more challenging. Here are five things to think about to make this year more manageable, less stressful and not quite as “crazy” as last year.

  1. Each school year is a new start. Although each grade comes with its own challenges, it also comes with its own rewards. Major transitions are in first, fourth, six (or whatever grade your middle school starts at) and 9th grade. If it’s a new school, take time to tour it and find the bathrooms, locker, lunch room and office. Notice when your child is struggling – is it a lack of understanding, frustration, distraction or boredom? It’s a new start for you as well. Set yourself a goal of making this a calmer, more organized year and notice what is getting in the way. This year fix it so that tomorrow is better than today.
  2. Don’t overbook. Children need time to play and be outdoors and they can’t do that if they are overbooked and running from one activity to another. Make choices and remember homework should not be an afterthought. Don’t expect your child to have any energy left for homework if they are going all day long. They have a right to some “free” time too and need it to recharge, so make sure homework doesn’t use up all available time. Sleep 8+ hours is best. Remember your role in extra curricula activities, are you the pick up or drop off person? What does that mean for your schedule and for the family’s evening?
  3. Get organized! This is probably the most important thing you can do for yourself and your family. When the morning runs smoothly, the day goes better too. It’s important to have routines and habits that serve you and the family like a morning routine, an evening routine that includes getting ready for the next day, a regular shopping day or at least a meal plan so you know what is for dinner each night. Having a family meeting helps everyone know what is up for the week with extra curricula activities and/or appointments.
  4. Prepare for the week ahead. Everybody knows that having clean clothes makes getting dressed easier. Same goes for having a clean and organized backpack, it makes the homework go easier. Take the time to prepare what you can for the week ahead. Some ideas are laundry done, snacks and food choices, rooms picked up and backpacks organized. Use a planner whether it is digital or paper doesn’t matter but the pace of your life means you shouldn’t rely on your memory without some backup. Use the reminder app on your phone for really important things.
  5. Lastly, if your child has ADHD or Executive functioning challenges, then no amount of coaxing, rewarding, threatening or seizing of things they hold dear, is going to help them get their work done any faster or better. Imagine what it would be like if they understood what was getting in the way of their success and had some strategies that they could use to push through the homework. You have the power to make this year better for the entire family by helping them develop the strategies and understanding they need to be successful. We can help too.

Back to School Basics – My Five Essentials

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planner-150x150Just a quick reminder about some of the basics that  are important for students heading back to school.  It may not seem like much but it can make the difference between your child using or not using the systems and when that happens, not using it can mean not doing well. So here are my top five favorites:

  1. If you’ve been reading my blog for a while you have surely seen that I am passionate about planners. It doesn’t matter to me if your child has the greatest memory ever, if they don’t have it written down somewhere then for many of them, it just conveniently slips their mind. It can be electronic or paper as long as it is used. Most schools supply an agenda or planner but fail to help the students learn to use it effectively.  Deadlines need to be where they can be seen, not just written in on the day that they were given. That is one great advantage of using a smartphone app; it will remind you about that project that is due or that upcoming test if you set it to.
  2. Binders that open with one hand or rather one finger. Fill it with notebook paper (not those spiral notebooks that always get stuck) and plastic pocket divider tabs. Some schools require separate notebooks but it is really difficult to put four or five binders into a backpack. Your teen could probably use one and just clean it out each term. I would suggest a 1.5 or 2 inch binder. Label the dividers and leave an empty pocket divider in front for a quick stash.
  3. Homework space that is ergonomic to their size and well lit. I learned that not having your feet on the floor actually raises your blood pressure. The key is to make sure your child’s arms are bent at almost a 90⁰ angle when writing with feet flat on floor or on a stool. Light the workspace rather than the room. Overhead lights often cast shadows on the work area.
  4. Pens and pencils – the good kind. There is nothing more frustrating than trying to get one of those cheap pens to write when the teacher is spewing out the homework. Buy more than you think they will need and every week have them check to be sure they have two pens and two pencils in their backpack.
  5. Create a launch pad area near the door where the backpack will live as soon as it is filled up with the day’s completed homework. Other belongings that are needed for the next day should also be there. It is helpful for younger children to have a picture checklist of what they need or a “here’s what I look like when I am ready to go to school” picture showing everything needed. Putting all necessities in the launch pad the night before allows even walking “zombies” to show up at school prepared.

5 Key Study Skills for Teens

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planner-150x150With all the snow days of the past few weeks, it may be hard for students to remember the information they have previously learned. Here are some basics to pass along to your teen. A great place to start is to take some time to review class notes before heading back to school. Of course,

1. Chunk down the information into manageable pieces and create an outline or a mind map (web) with key concepts as you learn new information and as a review for previously learned material. The brain remembers color, shapes, placement, words and numbers in that order so anytime you can use those things to add to your mind map or notes you are helping your brain remember. Review by covering up a section and repeating. For you auditory learners, you can use a digital recorder or create an mp3 of your notes and play it back.if your teen’s test scores have recently been declining, you may want them to join our Study Skills 2.0 class on February 19, 2015 at 1pm. Register here: http://southshorelearninglab.com/classes/study-skills-2-0/ held at the South Shore Learning Lab, 683 Main Street, Norwell, Ma. (Next class during April vacation week)

2. Study in 30-45 minute blocks and take a 3-5 minute break to allow your brain to process the new information. Then continue.

3. Studying is not about rereading…interact somehow with the information. Ask yourself questions, group facts together, draw a timeline, etc.

4. Don’t cram, it doesn’t work. Space out your studying/reviewing over the week and do a short review of the topics covered each day and then continue on with your homework.

5. Keep good health habits of eating, sleeping and drinking plenty of water (the brain loves it) and also get some exercise – it stirs up the dopamine in your brain which helps it to think. Remember to relax and breathe. If you get stressed your body sends out cortisol the stress hormone and that can shut down your ability to think clearly.

Reviewing in small bites is more effective than cramming and easier to do too. Taking a few extra minutes each day can make a big (actually a HUGE) difference in your grades.

How to Remember

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The first and most important skill in learning is the ability to remember. If you can’t remember the information you certainly cannot use it for problem solving, creative thinking or critical thinking. The graphic on the left is a representation of the “revised” Bloom’s Taxonomy. The lower green section used to be called “knowledge” when this first came out in the 1950’s. It was revised in the 1990’s and all the nouns were changed to verbs to show that learning is more action oriented. It progresses from the bottom and most basic of skills (remembering) to the top showing the most advanced or higher level thinking skill of creating (called synthesis on the earlier version).

The ability to remember is dependent on a number of factors.  Have you ever forgotten why you entered a room or the name of a person you just met? It could have been due to attention, motivation, emotion or relevancy. These are the same things that affect your son or daughter’s ability to remember also.

FIRST:

  • Get ready to pay attention – this tells the brain to focus on the important and disregard the unimportant.
  • Make sure basic needs are met (food, water, sleep, safety, belonging, etc.)
  • Make sure emotions are in check (emotions control the brain’s ability to remember)
  • What motivates? (intrinsic vs extrinsic)
  • Make learning personal (connect it in a meaningful way to your or your child’s life)

THEN:

  • Manage the distractions – write down anything that interrupts your thinking and deal with it later
  • Visualize what you need to remember (often the crazier the easier to remember)
  • Use color, shape, placement, words and numbers to help the brain recall details (mindmaps)
  • Create mnemonics (riddles, acronyms, acrostics, loci, stories, etc.) for chunks of information
  • Take periodic, non-electronic breaks to allow the brain to process the new information
  • Use your learning style – it’s your preference for a reason
  • Take an interest – read ahead, research on your own, find other sources, make connections
  • Use your own words, rehearse, reflect and review to remember
  • Maintain a growth mindset – believe you can remember/learn anything. It’s effort not IQ.

Whether it is in the classroom, boardroom or living room, your ability to remember starts when you are first presented with new/different information – be ready.