1. The document outlines a scientifically determined human learning model that recommends reviewing information in logarithmic intervals to efficiently memorize and retain it. 2. It describes four techniques for active learning: using flashcards, creating nonsense words to recall lists, assigning information to different rooms in your house, and constantly checking your understanding before tests by making sample questions. 3. The model advises remembering three key facts about any topic to perform well on written assessments, like weaving three strands in a rope for strength. Reviewing to recall three facts about each important concept aids memorization and future recall.

1. 1. List the correct steps, in order, for one of the following activities:
•Getting a high school diploma
•Cooking Bacon
•Washing a Car
•Always having homework done on time
•One of the lab modules you have worked on
If you are having trouble google “flow charting” and read how to do it.
2.Show feedback arrow(s), for inserting checkpoints and control at several
steps in the process (list) you wrote above. (examples: is GPA ok? is bacon
brown on bottom? Look for spots of dirt. Keep an assignment notebook and
check it before starting the fun activity each night after school, etc.)
3.What might happen if you followed your list, but had no feedback loops?
Most likely, your learning efficiency is low because you don't have any of
these “control loops” in your learning process (list of steps you go through to
learn). You’re letting the tests you depend on for grades be the first time you
see how well you are doing in the subject.
Like anything you want to learn to do better, you need to study how to learn.
Write out your list of steps you use to study, Watch some videos on how to
study and see if you can improve it, then see if you have a “control” of
“feedback check” for each step of learning.

2. Immediate 1 hr 1 day 1 wk 1 mo 1yr 30yr
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X = read or hear or watch only, one time
Y = read, hear, watch, use, review next day, quiz
one week, test 1 mo, final, one year.
Scientifically Determined Human Learning Model
Let’s take a look at “the human brain as a learning machine” that is the basis
for how you can study more efficiently.
The model tells us how to use flash cards to learn new lists, when and how to
review before going on, before a test.

3. The Human Learning Model was developed by the US Military to stop the
frequent problem that they would teach soldiers how to keep from being
killed, using the same classroom methods you get in school, then have them
get killed as if they had never been told what to do.
It says all humans must repeat things they want to remember, and that the
time between “recall efforts” should be “logarithmic” in order to be effective.
The model tells us how to use “the tooth fairy 3 ways to do our heavy lifting.
1. Flash cards to learn new lists, how to review. (See the next slide for how)
2. When learning “lists” that seem to have little memorable about them you
can make up a nonsense word based on the first letter of each thing. (Example
on the slide after the next)
3. You can think of going through your house room by room, always in the
same order, and imagine writing the next point of the list on the wall in that
room you see when you walk in. to use it, just imagine going into each room
and remember what you wrote there. (use a different wall area for each list
you are remembering).
Lets look at the 3 techniques:

4. 1. Make flash cards with a question on one side, the answer on the other. Start with all
the cards you need for a test. Do them while waiting for a bus, brushing your teeth,
etc.. If you get one right, put it away. If you get one wrong, add it to the back of the
pike, to try again. Keep going until you get through the pile. Start again with the
whole pile and do again until you get them all in one try. You will only be doing
each card as often as needed to get it right! The “Tooth Fairy” is doing the work!
Alice has to learn the Correct order for processing an algebraic equation to discover the
values of the letters she wrote as part of the equation. She has learned in class she
needs to memorize the acronym PEMDAS and its meaning.
She folds and then tears a sheet of notebook paper in half the long way and each of
those halves into half to more times. (8 flashcards.). Stack the cards and cut one
corner off to help keep them turned the same way in use.
She writes PEMDAS on the front of one, and on the back Parenthesis, Exponents,
Multi, Div, +, -
On the next she puts an sample binomial problem with the arrows an answer on the
back and labels it parenthesis. She does the same thing for the other letters of
Pemdas. The cards are ready. Let's go brush our teeth
When learning “lists” (Practice them by having the tooth fairy help recalling them
afterward)

5. 2. More Leaving the heavy lifting part of learning to “the tooth fairy”You can
make up a nonsense word based on the first letter of each thing that must be
recalled in order and in more detail. When reviewing or answering a test
question about any part of the material, write down the nonsense word, then go
thru what each letter means until you recsall the thing you want to recall in
detail.
3. You can think of going through your house room by room, always in the
same order, and writing each point of the list on flash cards in that room. Just
go into each room and remember what you wrote there. On morning of test put
the flashcards physically where they go, and leave them there until after the
test, so you KNOW where each card is. (Do the last runthrough before leaving
home that morning). Can work for a "pigeonhole sorter" placed in your locker
at school- or any other "organized space" in your life.

6. 4. ACTIVE (vs passive) learning
Constantly Seeing if you are “ready” for a test SO FAR.
When making class notes or reading an assignment, make a pencil mark for
anything likely to be on the test. Later, make sample questions based on these
marks. Ask friends in the same class who get good grades to get together to
practice before the test. Ask them questions on what you marked, then have them
ask you questions on what they expect. Try to understand why they include
things you omitted. Try also to see why the teacher asked things you omitted, if
any, when you take the real test.
Every test you take should feel like you could have written it. If it doesn’t, you
need to work on this learning method more.
OK- how actively did you read these slides?
a.Can you point to the 4 fingers of your left hand and name each of the 4
numbered techniques for learning?
b.Can you name the model that says you need to come back at logarithmic
intervals and recall material you wish to memorize to efficiently get it “stuck” in
your head.

7. If you have not read the reading and writing slides, do so now.
This model points out that you will not score well on written material unless you remember
3 main facts about any topic. Just as in making a baid of rope, you need three strands to do
a good job, your writing will not go well unless you are “weaving” three facts in your
document. (3 pieces of “meat”).
If you are only memorizing one key fact for each topic or “prompt” teachers might use on a
quiz that requires written response, you will not do well.
Raise your goal consiously WHILE READING to remember three key facts for any
important concept you study where a written or oral response may be required.
Before “closing the book” you just studied, ask yourself if you remember 3 key facts for
each point made in the material you studied. You will be most likely to spot them when
studying, and recall them in a review of the material before the test, and to remember them
during the test if you make outline notes on them as you read, or, if you own the text, if you
underline them as you read them.