Ask lots and lots of questions. Ask for more detail whenever you’re told something interesting or confusing. The other advantages of this strategy are that the lecturers know who you are (good for references) and that all the extra explanations are of the bits you didn’t understand.
This is probably a good suggestion for subjects like physics, math or programming. Works best if the audience is small and doesn’t care about you sidetracking the lecture, and the topic is computationally challenging and not mainly about memorization. These are the main reasons why this strategy works poorly in my area of interest, medicine.
If I come up with any questions with non-obvious answers, they’re usually so inferentially far they’re off topic and it’s better not to ask. Of course, I could start writing them down more diligently and looking for answers afterwards myself.
Taking copious notes in lectures works for me on several levels. I don’t just write down what the lecturer is saying but also try to connect it with other knowledge and make notes about that as well. Rote memorization does not work as well as association, so this helps me link the new knowledge into my broader knowledge base. It also makes listening a much more mentally active process so I can pay attention better, and engages my kinesthetic learning side and reinforces my visual side, which also helps since listening is not my strongest learning mode. I do try to keep my questions relevant and only ask if either I don’t understand or I feel the lecturer didn’t explain something very well. Frequently I ask questions about things such as examples to help link the new knowledge into my existing knowledge base if I’m not able to do that on my own. If the topic is memorization intensive, I have sometimes taken notes directly on 3“x5” flash cards which I can use later on to study, though carrying around flash cards is harder than carrying a notebook so I haven’t always done this. I put the topic on one side and the details on the other so I can test my memory of the details. For stuff that is very complex like anatomy I create diagrams, though this is primarily useful to me because I have a good background in drawing so it might not work as well for others. In a class where we were tested on the anatomy of the forearm without bringing in notes, for example, I memorized how to draw the schematic diagram of how the muscles and bones connected and then turned the test over and drew the diagram I had memorized on the back at the beginning and then used that drawing to complete the test. If I’d just tried to remember each connection separately while answering the questions it would have been harder for me.
Ask lots and lots of questions. Ask for more detail whenever you’re told something interesting or confusing. The other advantages of this strategy are that the lecturers know who you are (good for references) and that all the extra explanations are of the bits you didn’t understand.
This is probably a good suggestion for subjects like physics, math or programming. Works best if the audience is small and doesn’t care about you sidetracking the lecture, and the topic is computationally challenging and not mainly about memorization. These are the main reasons why this strategy works poorly in my area of interest, medicine.
If I come up with any questions with non-obvious answers, they’re usually so inferentially far they’re off topic and it’s better not to ask. Of course, I could start writing them down more diligently and looking for answers afterwards myself.
Or possibly write them down for asking the lecturer afterwards, if you want to get the “good impression” bonuses.
Taking copious notes in lectures works for me on several levels. I don’t just write down what the lecturer is saying but also try to connect it with other knowledge and make notes about that as well. Rote memorization does not work as well as association, so this helps me link the new knowledge into my broader knowledge base. It also makes listening a much more mentally active process so I can pay attention better, and engages my kinesthetic learning side and reinforces my visual side, which also helps since listening is not my strongest learning mode. I do try to keep my questions relevant and only ask if either I don’t understand or I feel the lecturer didn’t explain something very well. Frequently I ask questions about things such as examples to help link the new knowledge into my existing knowledge base if I’m not able to do that on my own. If the topic is memorization intensive, I have sometimes taken notes directly on 3“x5” flash cards which I can use later on to study, though carrying around flash cards is harder than carrying a notebook so I haven’t always done this. I put the topic on one side and the details on the other so I can test my memory of the details. For stuff that is very complex like anatomy I create diagrams, though this is primarily useful to me because I have a good background in drawing so it might not work as well for others. In a class where we were tested on the anatomy of the forearm without bringing in notes, for example, I memorized how to draw the schematic diagram of how the muscles and bones connected and then turned the test over and drew the diagram I had memorized on the back at the beginning and then used that drawing to complete the test. If I’d just tried to remember each connection separately while answering the questions it would have been harder for me.