Remembering What You’ve Learned

85
CHAPTER
11
R
EMEMBERING
W
HAT
Y
OU
’
VE
L
EARNED
You’re studying a lecture
you listened to, or
something you’ve read.
You understand it—and
now you want to get it to
stick! How do you make
sure you won’t forget it by
tomorrow? The trick is to
start by identifying what’s
important to you and relate
it to something you know.
Then use it in your
conversations, write it
down, or draw or record it.
You get actively involved
with the new material,
using your learning style.
T

here’s a difference between memorizing
something and remembering it. Straight memorization doesn’t
usually stay with you very long. Real learning, on the other
hand, lets you apply what you learned. Because you use it, it has
meaning for you. Because it has meaning for you, you’re apt to
remember it!
Memorizing vs. Remembering
In his Spanish class, Jeff was given a list of vocabulary words to
learn. There were Spanish words in one column and their corre-
sponding English words in the other. Jeff took the list and memo-
rized all the Spanish words. He read them out loud. He put the list
on his bedroom mirror, on his refrigerator, in his notebook, and on
his TV set. Jeff felt he knew those words. Then came the test. He
took one look at it and froze. His Spanish teacher had changed the
order of the words, and Jeff had memorized the list in a certain
order. He could repeat the exact list, but he couldn’t translate
them at random. He hadn’t learned the words.
HOW TO STUDY
86
WHAT’S IMPORTANT TO YOU?
You have your lecture tape and/or notes, you have your reading log and/or
tape—you understand what you’ve read, the lecture made sense to you. You
know it now and you want to know it tomorrow and the next day and . . .
Ask yourself, and answer in your notebook:
• What do I want to remember?
• Why is this important to me?
Find Out!
Jeff (see box) can try out the new words he’s learning, not by mem-
orizing, but by using them in conversation—even with friends or family
who don’t know Spanish! He can speak or write in English and substitute

one of his new Spanish words when appropriate. When he knows more
Spanish, he can include a sentence in Spanish while he’s speaking or writ-
ing in English. He can also try to become more involved with Spanish by
watching a Spanish TV show, listening to a Spanish radio program, or
looking at a Spanish newspaper.
LONG AND SHORT MEMORY
There are basically two different kinds of remembering: long-term and
short-term. To better understand the difference, think of your brain as a
parking facility. One part of it specializes in “parking” new information for
only a few days. If the new information is reinforced, it gets shifted to long-
REMEMBERING WHAT YOU
’
VE LEARNED
87
term parking. Think of the long-term parking lot as your “grandmother”
memory, because that’s where emotional memories are stored, perhaps like
the one you have of yourself as a child with your grandmother.
The only memory that really sticks with you is long-term memory. If
you want to learn something at the beginning of the semester and still be
able to remember that information for the final exam, you will have to move
it from short-term memory to long-term memory. On the other hand,
some things belong in short-term memory; they would just clutter up the
long-term side. You may memorize a friend’s phone number, for instance,
just long enough to get to someplace where you can write it down.
Some people are very good at remembering things they learn right
away. Others are better at remembering things they learned a long time
ago. Which are you? Whichever you are, you may want to use your learn-
ing style to practice on the other. Below are some suggestions; you’ll
probably come up with more on your own or find that a combination of
a few works best for you.

R
EMEMBERING
T
HINGS
Y
OU
J
UST
L
EARNED
Be prepared! Whatever you use to write your notes in, carry it with you!
Notebooks
Carry a small notebook with you and write down what you just learned.
Your reading log will work for this purpose. You might want to create
one section for pre-reading and questions and another for things you
want to learn.
Address Books
Use an address book to create your own categories in alphabetical order.
Get yourself an inexpensive address book and use it as a do-it-yourself
dictionary. Write in unfamiliar words as you come across them, along
with your own meaning and, perhaps, a definition you looked up in a
dictionary. You could also use an address book to keep track of A–Z ideas
as you prepare for an examination or paper.
Index Cards
Jot down anything you want to remember—French vocabulary,
chemistry terms, mathematical equations, whatever—each on its own card.
HOW TO STUDY
88
Make sure you add your own explanation—if it’s a vocabulary word, also
write a sentence using the word. You can use different colored cards to

designate different categories. For example, French vocabulary cards
could have verbs in green and nouns in purple. Or, if you’re
focusing on spelling, different colored inks on the same card could
designate different sounds within a word. Colors can be used to create
order and help you remember new material.
Repeat It
Repeat what you just learned over and over in your head. Put it on tape
and listen to it often.
Visualize It
Imagine a silly picture using what you just learned. Draw the picture in
a small notebook or on an index card.
Expand It
Imagine what came before and what might come after what you just
learned. Write, draw, or list what you imagined in a small notebook or
on an index card.
REMEMBERING THINGS YOU LEARNED BEFORE
You might find that when you see or hear something similar to what you
think you’ve forgotten, it comes back to you. Your memory was triggered
by something.
The only way you’ll find out what triggers your memory is to try
different strategies for remembering. You can begin by continuing to do
any (or any combination) of the things in the list above that work for
you. You can also:
• Draw charts. Make each one a category of your design. As you
learn something new in each category—or remember something
from the past—add it to the chart. Look at it frequently.
• Make audiotapes. As you learn something new—or remember-
something from the past—talk about it into an audiotape. Use dif-
ferent tapes for different subjects. Color-code tape labels to keep
the categories separate. Play back the tapes frequently.

REMEMBERING WHAT YOU
’
VE LEARNED
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• Prepare index cards. Keep your notes on 3x5 cards. Experiment
with different labels and ink colors to organize by subject. Store
cards by categories and review them frequently. If you’ve also
recorded audiotapes for the material, store the cards with the tapes
in shoeboxes with color-coded labels.
• Create timelines. In a world history class, for example, you could
put large sheets of paper on your bedroom wall to begin timelines.
Since you’re studying different countries during similar time peri-
ods, you could write each country’s timeline in a different color.
Use the same colors to make notes of events and people in those
countries. Or maybe you could designate a different color for each
era; that way you could keep track of what was happening when. If
you’re using tapes, you can similarly categorize by having one tape
for each country or one for each century.
R
EINFORCEMENTS
A
RE
C
OMING
!
When you pack a heavy bag of groceries, you double up on bags to
ensure that the contents stay inside. In the same way, your memory needs
reinforcement to hold on to, or remember, a great deal of information.
There are many ways you can make something you’ve learned hold in
your memory.

Keep in mind your learning styles:
• Use it. If it’s a new word or new idea, use it with friends and fam-
ily. Keep using it!
• Think about it. Think about what the new material means to you,
and to what you have learned in the past. How you think about it
depends on what works best for you. This might mean making pic-
tures in your head as you think about your instructor’s words or
putting the new material in a kind of order.
• See it. Write the word you want to remember and its definition in
big letters on a sheet of paper. Make several copies. Put them where
you’re sure to notice them—on your bedroom and/or bathroom
mirror, on the refrigerator, next to the telephone. Experiment with
different colored markers and paper to see which works best for
you.
1.
2.
3.
1.
2.
3.