Definition of Study Techniques

They are a series of strategies, procedures or methods, which are put into practice
to acquire learning, helping to facilitate the memorization and study process, to
improve academic performance. Learning can be related to the management of
theoretical content or the development of skills to master an activity.

It is essential to know that there is no single, miraculous study strategy. Each

person has to learn at their own pace and method. However, the studies carried
out in this area have made it possible to learn about different techniques, which,
when put into practice, considerably facilitate the apprehension of knowledge.

Visual Learning Concept.

Visual Learning is defined as a teaching-learning method that uses a set of diagrams or

graphs both to represent information and to work with ideas and concepts, which when
used help to think and learn more effectively.

Characterization of the most used graphic organizers (7):

• CONCEPT MAP (8-11)

Technique for organizing and representing information in visual form that includes
concepts and relationships that, when linked, create propositions. They are valuable for
building knowledge and developing higher-order thinking skills, as they allow you to
process, organize and prioritize new information, identify erroneous ideas and visualize
patterns and interrelationships between different concepts.

Example:
• MAP OF IDEAS (12)

Way of organizing information that allows establishing non-hierarchical relationships

between different ideas. They differ from Conceptual Maps because they do not include
linking words between concepts that allow propositions to be put together. They use
keywords, symbols, colors and graphs to form non-linear networks of ideas. Their
relationships are not hierarchical. Suitable for brainstorming, developing plans and
analyzing problems.

• GRID

Shows how categories of information relate to their subcategories. Helps learn how to
organize and prioritize information. They differ from Conceptual Maps because they do
not include linking words between concepts that allow propositions to be put together.
And the Maps of Ideas in which their relationships are hierarchical. They are used to
generate brainstorms, organize information and analyze content on a topic.

• CAUSE-EFFECT DIAGRAM

It makes it easier to expand the understanding of the problem, visualize reasons,

motives or main and secondary factors of it, identify possible solutions, make decisions
and organize action plans. The use of this Graphic Organizer (OG) is appropriate when
the learning objective seeks to think about both the real or potential causes of an
event or problem, as well as the causal relationships between two or more
phenomena.

Example:
• ORGANIZATION CHART

It constitutes a synopsis or outline of the organization of an entity, a company or a

task. When used for Visual Learning, it refers to a graphic organizer that allows you to
visually represent the hierarchical relationship (vertical and horizontal) between the
various components of a structure or a topic.

• TIMELINE

It allows you to order a sequence of events or milestones on a topic, in such a way

that the temporal relationship between them is clearly visualized. Timelines are
valuable for organizing information in which the period(s) in which events occur or
procedures are performed is relevant. Additionally, they are useful for building
knowledge on a particular topic.

• CYCLIC CHART

It is used to represent cyclical processes, that is, processes in which the same
sequence of events is repeated periodically.

Example:
• VENN DIAGRAM

It uses overlapping circles to represent sets of ideas that do or do not share common
properties. When two or more circles are superimposed, the area in which they
converge indicates the existence of a subset with common characteristics; In the
remaining area, specific to each set, the elements that belong only to it are located.
Useful when the learning objective is to understand relationships between concepts.

Example:
• MENTEFACT (13)

Mindfacts constitute highly schematized graphic forms, developed in order to represent

the internal structure of concepts, that is, they are representation tools typical of
conceptual thinking. They organize the propositions and preserve the knowledge thus
stored. They condense enormous information, resorting to simple diagrams or visual
molds.

Example:
• ANALOGY DIAGRAM

It helps reveal connections and parallels between ideas, concepts, procedures, etc. The
analogy between two systems or objects of study (formulas, concepts, phenomena) is
the similarity between components that in both systems have the same relationship,
but a different origin. Appropriate when trying to remember formulas, procedures or
systems of concepts that have a similar relationship.

Example:

SUMMARY
The summary is an abbreviation of information without losing its original meaning;
it consists of organizing the fundamental ideas, expressing them in a personal and
creative way.
There are two ways to summarize a text using the original phrases (textual) or
using your own phrases. Without distorting the original ideas (paraphrases) and in
any case the ideas in the summary are written following the order of their
appearance in the text, it is said that there is a text that cannot be reduced beyond
twenty percent and the length.
CHARACTERISTICS OF THE SUMMARY
  It must be approximately a quarter of the original
text in length
 The ideas must be completely integrated, linked and related.
 The most important thing about the topic should go to its particular aspects.
 The fundamental must go to the explanatory.
 Hyphens or asterisks may not appear in the summaries.
 The point followed is the means of link
 The task of summarizing is the union of all the main and secondary ideas.
 Facilitates understanding and helps enormously when reviewing lessons
STRATEGIES

 Have them read paragraph by paragraph

 Ask questions
 Underline the answers to the questions asked
 Transcribe the main ideas
 Write them, respecting the order of development of the ideas
 Respect the language, concepts of the author
 Write the summary in your own words
The Underline

What is underlining?
It is highlighting the essential phrases and key words of a text using a stroke (lines,
lines or other signs).

Why is it convenient to underline?

1.- Because we quickly come to understand the structure and organization of a
text.
2.- Helps focus attention.
3.- Promotes active study and interest in capturing the essentials of each
paragraph.
4.- The critical sense of reading is increased because we highlight the essential
from the secondary.
5.- Once underlined we can repair a lot of matter in a short time.
6.- It is an essential condition for preparing diagrams and summaries.
7.- Promotes assimilation and develops the capacity for analysis and synthesis.

Types of study techniques

It consists of the student knowing their own learning process, programming consists of memory
learning strategies , problem solving, choice and decision making and, ultimately, self-
regulation. This will cause the capacity and effectiveness of knowledge to expand
extraordinarily. There are different types of techniques, among the most common we have:
reading, underlining, summaries, visual schemes, etc.
There are various study techniques, the basic idea is to facilitate the student's retention of what
they study and productivity in the time studied; There are techniques that help retain
information, others divide study time. However, it is important to understand that there are
general study techniques that can be used by any student on any subject and there are other
specialized study techniques.
Keyword technique
The Keyword Technique which is a technique to learn, memorize and retain foreign words
when learning another language, the key is to relate the foreign word with a native word
through sound and then create a mental image relating the words. 3
Loci technique
It is a technique that serves retention focused on an exposition. This technique was developed
by the Greeks (Loci comes from Latin and means places). This technique was used by
speakers who memorized long speeches. It consists of making an analogy where each part of
the speech that you want to expose must "reside" in a location within a construction. 3
The phenomenon of coding specificity
It is a phenomenon which arises from researchers who suggest that the best way to remember
information occurs in an environment equal to or very similar to the one where we were when
we learned it. This way of studying for exams is used and it is a specialized technique for
passing said tests. 3 However, whether it is a specialized or general technique, they all share
essential characteristics that help the study.

Important factors for a strategy [ edit ]

 Reading and contextual analysis of the topic.
 Personal resources.
 Interest.
 Work objectives.
 Content characteristics.
 Time.
 Place.
 Materials.
 Adaptation to demand.
 Planning.
 Regulation.
 Assessment.
 Review.
 Copy the topic into a notebook
 Analyze
Cognitive skills and study techniques that can help the student
have better development and performance [ edit ]
A work technique is associated with a prior learning strategy that takes into account different
intervening factors; The aim is to obtain strategic, effective and appropriate action. There is no
perfect study technique; A technique is a specific tool and, before applying it, you need to
identify the cognitive skill to develop.

Techniques that lead to knowledge

Types of observation and techniques to apply:

 Self-observation (subject and object focus on oneself).

 Direct observation (the fact or element is observed in its natural place of action).
 Indirect observation (use the observations of other people or records).
Methods based on memorization: rehearsal and mechanical learning
One of the most basic strategies for learning any information is to simply repeat it over and
over again. It usually includes reading notes or a textbook and rewriting the first ones.

Methods based on communication skills

Skills such as reading, listening and visualizing. The weakness of machine learning is that it
involves a passive reading or passive listening style. Educators such as John Dewey have
argued that students need to learn to use critical thinking - questioning and weighing evidence
as they learn. This can be done while attending lectures or when reading books.

A student studies for his final exam using the PQRST method.

One method used to focus on key information when studying from books is the PQRST
method . 4 This method prioritizes information in a way that directly relates to how you would
be asked to use this information in an exam. PQRST is an acronym for the English words P
review (preview), Q uestion (ask, question), R ead (read), S ummary (summarize), T est
(evaluate). 5

1. Preview: the student observes the topic to be learned, reviews the main titles or the
points in the syllable.
2. Ask: you formulate the questions to answer, once you have studied the topic.
3. Reading: reference material related to the topic is reviewed and the information that
best relates to the questions is selected.
4. Summarize: the student summarizes the topic, uses his or her own methodology to
summarize the information in the process: takes notes, creates network diagrams,
flowcharts, labeled diagrams, mnemonics , or even voice recordings.
 5. Evaluation: the student answers the questions created in the questioning stage, with
as much detail as possible; Avoid adding questions that could distract him or lead him
to change the subject.
Flashcards
Flashcards are visual notes on cards. They have numerous uses in teaching and learning, but
can also be used for revision. Students often make their own flashcards, or also the more
detailed index cards - cards designed to be filled in, often A5 (pagelet) size, on which short
summaries are written. Being discreet and separate, flashcards have the advantage that they
can be reorganized by students, it also allows them to take only a group of them to review
them, or randomly choose some for self-assessment.

Methods based on information condensation, summary and the

use of keywords [ edit ]
Summarization methods vary depending on the topic, but should involve condensing large
amounts of information from a course or book into shorter notes. Frequently these notes are
further condensed into key facts.

 Spider Diagrams: Using spider diagrams or mind maps can be an effective way to relate
concepts to each other. They can be very useful for planning essays or rehearsed answers
on exams. These tools can provide a visual summary of a topic that preserves its logical
structure, with lines used to show how different parts relate to each other.
Image - based methods
It is thought that some students have a visual learning style , and will benefit greatly in taking in
information from studies that are primarily verbal, and use visual techniques to help encode
and retain such information in memory.
Some memorization techniques make use of visual memory , for example the method of loci , a
system of displaying key information in real physical locations, for example around a bedroom.
Diagrams are often undervalued tools. They can be used to bring together all the information,
and provide a practical reorganization of what has been learned, in order to produce something
practical and useful. They can also help remember learned information very quickly,
particularly if the student made the diagram while studying the information. Images can be
transferred to flash cards which are very effective last minute revision tools, rather than re-
reading any written material.
The method for memorizing with drawings consists of using the drawings themselves to
visually represent ideas. The images created must be incorporated as mental images that must
guide the memory of the elements they express.
The conversion of ideas into images is mainly done by resorting to:

1. The figurative representation (for specific ideas): the heart is represented by drawing it
schematically.
2. The semantic relationship (for abstract ideas): defense can be represented with a
shield.
3. Linguistic similarity: rate is represented by drawing a cup.
4. The relationship by free or spontaneous association: France can be represented by
drawing the Eiffel Tower.
The drawings are often complemented with signs and symbols (of any origin) and text ; the
latter for ideas that are more difficult to represent visually and often in the form of abbreviations
, abbreviations , acronyms and acronyms.
It does not require very elaborate drawings, it can be used with simple and schematic
drawings. Colors are a very important part of visual representations, being used to:

1. Facilitate the representation of information when color is one of the data (for example,
red or white blood cells).
2. Differentiate topics and avoid confusion (for example, animal cell with red and plant cell
with green).
3. Give greater contrast to the images, facilitating memory.
This method can be applied partially in combination with other strategies such as mental maps
or the method of loci .

Example: photoreceptor cells of the eye. Cones: allow color vision and capture details. Canes: allow
vision of white, black and gray.

Methods based on acronyms and mnemonics [ edit ]

A mnemonic is a method of organizing and memorizing information . Some use acronyms or a
simple phrase or fact as a trigger for a longer list of information.

Methods based on examination strategies

The Black-Red-Green method (developed through the Royal Literary Fund) helps the student
ensure that every aspect of the question asked has been considered, both in exams and
essays. 6 The student underlines relevant parts of the question using three separate colors (or
some equivalent) BLA ck, black, refers to obligatory instructions (English: bla tant ,
suffocating), for example something that specifically indicates that it must be done; an obvious
directive or instruction. RE d, red, is a RE reference point or wanted RE entry information of
some kind, usually related to definitions, terms, cited authors, theory, etc. (which are explicitly
referred to or strongly implied). GRE in, green, related to GRE mlins, which are subtle cues
that can be easily forgotten, or a green light that gives a clue as to how to proceed, or where to
place emphasis in the answers [1] .

Text comprehension
Most authors use the term methodology when referring to the different phases and strategies
of various kinds put into play when carrying out a study session; The expression process can
be used to understand that said task is fundamentally characterized by its sequential or
procedural nature.
In any case, a scheme that reflects the different steps of the activity, as well as their
corresponding techniques, could be as follows:
First stage : Global reading
Goals:

 Get a general idea of the content

 Link content to prior knowledge
Procedures:
 Quick reading of titles and subtitles.
Second stage: Reading by paragraphs [ edit ]
Goals:

 word recognition

 Recognition of main ideas

 Recognition of secondary ideas
Procedures:

 Keyword markup
 Underlining in different colors of main and secondary ideas
 Structural underlining: making marginal annotations by paragraphs
Third stage: Representation of what has been read [ edit ]
Goals:

 Significantly assimilate the content

Procedures:

 Preparation of textual summaries or synthesis

 Preparation of graphic schemes where the main concepts are linked (Conceptual Map)
 Recognition of tertiary ideas.
Fourth stage : Memorization
Goals:

 Significantly incorporate content

Procedures:

 Explain (verbally and in writing) the conceptual contents using the elements created in the
third stage as support
Fifth stage: Application [ edit ]
Goals:

 Significantly assimilate the contents and recover them for new learning
Procedures:

 The assimilated content is transformed into prior knowledge that is rescued in specific
situations to be applied when acquiring new knowledge, expanding and deepening what is
already known.
Other techniques
Beyond the understanding of linguistic texts, study techniques involve skills related to the
ability to understand, assimilate, relate and remember other textual forms. Currently, study
techniques include aspects such as:
 Search, selection and organization of the information available on a web page.
 Interpretation of images in general, infographics, photographic and audiovisual material.
 Understanding maps.
 Comprehension of what has been read (recite).
 Spaced review .

What is kinesthetic learning?

Kinesthetic learning is a teaching method focused on the experiences of one's
own body, its sensations and movements . The child's body remembers the
actions that it is learning to act accordingly with the different challenges that are
posed to it. It is born from the sensations and experiences that human beings
obtain in their process of assimilation and knowledge of the contents.
This type of teaching is also called tactile since the touch they obtain from the
objects, materials or tools that are made available to them in the classroom
is essential . This type of activity is where the students will experiment with their
body and with the elements that are presented to them.
You should always start from the children's interest and their abilities ,
combining manipulation with emotions and play. In this way, it will be more
meaningful and fun for the student's learning. For this type of teaching to achieve
its goal, it is necessary to appeal to the body's muscle memory and the
experiences that it has been acquiring with the tasks and their assimilation.