Procrastin rastination means usin

g
g with a project. Proc
really hard to get goin n on motivation, but this
page
It can sometimes be
distractions to avoid
doing somethi ng. It is a big drai INTRODUCTION
Had
Had aa look
look
provides a procrastinat
or-breaker.
Nearly
Nearly there
there Nailed
Nailed it!
it!
Know your enemy
have a break from ‘The best way to do it, is to do it.’
It’s good to relax and
are a lot easier if
work, and some tasks

How this book works

Amelia Earhart, pioneer aviator
k abo ut how you are going
you have a thin

1 2 3 4 5 6 7 8 9
to achie ve them first.
a problem when it in you say
But procrastination is a voice with means
t to feel annoyed or ‘If you hear int ,” then by all
mak es you star ot pa enced.’
ut your work, or “you cann ice will be sil
This book has been designed so you can use it in different ways, depending on what you
frustrated or guilty abo
when it causes stress
between you and paint, and that vo
Vincent Va
n Gogh

are looking for.

others. CHAPTER 8:
there’s a really easy Had
solu
Hadtionaato
Had alook
look
look Sometim Nearly
Nearly
Nearly off doing somethi
there
there
there ng
Nailed
Nailed
Nailed it!
it!
it!
Luckily,REMEMBERING es we put
procrastination! won’t be able to do
solving any problematic because we worry we

1 2 3 4 5 6 7 8 9
people say they
it. Many inspirational
Top tipsNumber
If youpairs
are looking for a particular solution to a study problem
succeeded simply bec
with it.
ause they just got on

(strategic learning), then top tips are a good place to start.

This mnemonic system is similar to the weird pairs technique. It involves using numbers and
you can use it to help remember which number something is on a list or in a sequence.

The number on
stinati
pairssol vedis like the weird Each
system chapter starts with a page that outlines what the chapter
beat procrastination
Procra
pairs technique (see previous page) except 1 = Bun
All you need to do to
S of the task you
that you use numbers instead of Tolinks
p iscontains,
2 TWO
just do = Shoe including
MINUTE objectives. Top tips are listed here. They aim
between each pair. tip are putt3 ing=off.
Tree
Numbers aren’t very easy to to’s provide
That
Topan egg 5
4 –=just
all Doortwo minu you with
tes. You
or a stopwatch if you
like. a ready-made technique that you can get
can use

make strong visual links to, so time= rHive

the number pairs system converts tip going with
6 = Sticks
very quickly.
them into words. Why 7doe s it work?
The list opposite uses words that rhyme The This reas
8
book
= Heaven
on
=
ision
why the two
Plate
underpinned
-min ute rule often
is that your brain
by research into study skills and what
with numbers. helps beat procrastinat
can work9 = Line for
hates incomplete task
s. students like you. Look out for It’s true! icons which
10 = Hen ething for two
So once you start som
indicate
minutes, you’ll ofte specifi
n find your c instances of where techniques have helped others
self happ ily

1 2
1 number 2 3pairs 1 42 53in
3 4
64ing with7it5tillsituations.
86 97 8 9
5 6 7 8 9
it’s done.
Using similar
continu

Here are five ways that the Nazis used propaganda to control the German people.
1 2 Nazis3took 1 control
42 of the 53media,64Terms 75 They in86used
red9 71936 Berlin
theare
8 Olympics
explained 9 in the glossary. Page 93
1 2 all radio 31 42 53 64 for7international 5 86 97 8 9
1 2 3 including 4 5 broadcasts. 6 7 8 All9writers, artists,propaganda.
1 2 spread 31propaganda
42 messages. 53
They used films and posters to
6 4while. 75 musicians
8 6 had 9 7to register
8 with 9
journalists and
Each page gives you information
aTry itputtiout
ng off doin and Ministry Now of Publictry this
the

1 2 3 4 5 6 7 8 9
g for a Enlightenment
job you’
Think of They ve been
1 2 3aps sorti
Perh 4out a folde
ng
spectacles of5 r of notes 6
support
from scho 7
organised rallies – huge ol
for the regime. 8 ,
9 to get their work
and Propaganda
approved.
Page 16
about a study skill or skills, and
ion planner. Page 91
or putting together a revis
ator- breaker technique on it.
Did getting started on a
job help you to keep goin
.
g with
there will often be an
Try out the proc rastin
t king the task could make a difference
ou
Tr
it? not,it
If y read the next page, and see if chun
opportunity or opportunities to
8
You then combine the number rhymes with the things on the list, as with weird pairs. For example:
1 A bun squashing a radio. 3 A Nazi rally with every supporter holding a tree.
try out that skill for yourself.
Trying a study skill out for
yourself means you can evaluate
2 A film projector showing
showing shoes marching. it – decide if it is any good
Come up with your own pairs for numbers four and
five – you don’t need to draw them; the drawings
to you.
here are just to give you the idea.
Once you know which skills work
for you (maybe after a bit of
tweaking), you can put them into
2 3 4 5
1 Write a list of ten items and use the number pairs system to remember it by number.
6
2 One advantage of the number pairs system is that you have to make fewer links. How does it compare
with the weird pairs technique for you – which one do you prefer and why?
7 8 9 action when you need them.
72

2 3 Challenges 4 5 6 Had
Had aa look
look

7 Near
Nearly
ly ther
theree

Points to remembe
8
Nail
Nailed
ed it!
it!

r:
9
CHAPTER 8:
REMEMBERING
At the end of each chapter
are four points to remember
Remembering
CHAPTER 8:
Had
Had look
look
Hadaaalook Near
Near
Near eee
ther
ther
lyther
ly
ly Nail
Nail
Nail ed
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it!
edit!
1 e alread
Exams involve a lot of
you ar 2 y buildin3g up the4strong5memor
remem bering : the
1goodynews
6conne
2 isctions
73that will
that when you learn effect
– reflection points about the
REMEMBERING you need when you need 84help you
95recallively,what
6 7 8 9
memory challenge
it.
chapter.
3e 4 5 6 7 8
9
2 Th 1 wired2your brain
Human evolution has hard-

1 challenges for your progre

ss tracker. Page 92 3
some things more memor
to find4
Top
5
ti1
p 62 learnin73g effect
All the things that make
84ive also95make Tti6opp 7
Here are the memory first ten elements
Each
8 9
chapter also has a
able than
Cover up the list of the others. what you are learning
easier to
y, write down
8 9 using just your memor remember.

2 3 4 5 6 7
y techniques in and, You can work with your
Use one of the memor which elemen ts are at numbers: brain to process
1 here information in the right If you put your study

challenge just before the

ise the first way to make it most skills into action
this chapter to memor 4) memorable. For examp throughout your course
ic table: le, using stories, , you will find
ten elements of the period
1) Hydrogen, 2) Helium
, 3) Lithium, 1 2 3
categories or differe
4 51 62 73 84 95
nces.
revision easier. Make
conne
what interests you about ctions, find
n,
6 7
a topic and
8
points to remember.
, 6) Carbo 7)
4) Beryllium,
7) Nitrogen,
5)
8)
Boron
Oxyge n, 9) Fluorine,
review your learning.
9
10) Neon.
You can use what they
sound like as well
9) 1 2 3 4
Memory techniques often
51 62 73 84 95
depend on making unusua Top If you think that you haven’
6 7
There are three levels to
t To
as the whole word. For
example, Boron
5 6 7 8
Well done. Shade in the 9first memory star connections between
things.
l tip got a very good memor
y, tip8
p
9
1 2 3
might make you think4of Boring.
on your certificate.
pt map,
You can use unusual conne
remember anything from
ctions to
you are almost certain
Humans have evolved
ly wrong.
amazin
finished conce your subjects.
memories and we all have g
complete, and each level
Take a photo of your It takes a bit of effort,
but there is them. The trick is
it in here.
print it out and stick
7 8 9 potentially a big reward to find the right way

Progress
For the next new topic
3 4
you start,
5 6 . to get yours working
92

1 2 develop a concept map,

starting with
language audience
for you.
Complete the challenges in each chapter of this

takes your learning deeper.

about the topic book, and record your triumphs on this Progress
what you already know
ctions as you Tracker. When you reach green for each of
and adding new conne the
end of the topic English topics, you will have developed great study
cover them (or at the skills!

Tracker
you’ve learned). This student has a memory
when you review what challenge for you.

structure
tone Can you memorise the
queens of Britain from
date this book was publish
kings and
1707 to the
The challenges should help
second memory
motivate your learning.
ed – in
Well done. Shade in the
4 5 6 7 8 9
star on your certificate.
the right order? 1That’s Anne, Challenge 2
Challenge George Challenge 3

1 2 3 how many pages

I, George II, George III,
Georg
IV, William IV, Victoria, Edward e
VII,

Setting goals is a very

flick throug
Chapter audit,
1: hMotivation George V, Edward VIII,
Of your George VI,
Flick through your notes
4 5 6 for Ju
7
all your
st
were:
9
8 veryChapter
Elizabeth II.

1 2 3 subjects for last term. starte familiar 2: Organisation

How many pages looked
• very familia r
: d
vaguely familiar
you’d never3:seen
like Chapter
them
Time before
management
important part of really
• vaguely familiar
• like you’d never seen
Reflect on the followi
them before
ng questions.
?
Record here your conclu
Chapter
reflection questi 4:
sions from the two
Learning
ons. to learn effective learning.
familiarN earhave
pages
1 What did the very
in common, if anything? the
2 What did the unfami
ly
re in
liar pages have
Will you accept the challeng
Chapter 5: Communication memory
technique would you
in the third memory star
e? It’s information that is
use to help you?
bound to come in useful
some day. If you do, what Completing the challenges in
this book could be one goal
common, if anythin g? done. Shade
Well Chapter 6: Research
on your certificate.

Chapter 7: Writing
Naile
d
Chapter
it!this question: What book 8: Remembering
is the list on page 71 from?
77
you’d like to set yourself.
Good luck!
point, answer
1 To earn ONE bonus
near-death experiences?
2 What page mentions Chapter 9: Exam preparation

76

5
 CHAPTER 2:
ORGANISATION Had
Had
Hadaaalook
look
look Nearly
Nearly
Nearlythere
there
there Nailed
Nailed
Nailedit!
it!
it!

‘To do’ lists

Rather than keeping everything you need to do in your head, it makes a lot of sense to
write it down in a ‘to do’ list. Then you can start to plan how you are going to tackle it.
A ‘to do’ list is a list of things
you need to do. A ‘to do’ list is a grea
t way of keeping track
you need to do. of what
All you do is make a lis
t of what you have to
When you’ve done some do today.
thing, you tick it off.

Writing down what you have to do means

your mind doesn’t have to spend so much
time and effort trying to remember it all.

Prioritising
Many people pick the
top three Top
To take your ‘to do’ list to the next level, tip
prioritise the most important things. things on the list – s –
vit al th ing
the absolutely most
d C. Then do
and order them A, B an
them in that order.

Most things in life take about twice as long

to do as we think they will. Prioritising
items on a list is very important.

Time targets Adding time targets fo

r when you aim to
A really high level ‘to do’ list not only finish each task can be
a really motivational
has priorities but time targets too. way to power through
a list.
Don’t set yourself impo
ssible targets
though, or you’ll strugg
le. Build in a bit more
time than you think you
need.

Top
If your ‘to do’ list is going to take tip
a lot of time, try to plan in a break.
A break is a good reward, which helps
with your motivation.

1 Write out a ‘to do’ list for what you want to get done tomorrow.
2 Which are the three most important things? Prioritise them using A, B and C.
3 Try out time targets as a way of working through a list. Is it motivational for you, or not?

18
 CHAPTER 4:
LEARNING TO Had
Had
Hadaaalook
look
look Nearly
Nearly
Nearlythere
there
there Nailed
Nailed
Nailedit!
it!
it!
LEARN

Thinking skills: coming up with

ideas
1 the best2results.3There are
4 lots of5different6strategies
7 you can8 use –9the three on
Planning how you are going to learn involves planning what specific strategies to use to
get
this page relate to generating ideas.
sed list
For example, for a focu
Focused listing ynthesis,
1 2 3 4 5
In this technique, you list what you can 6 7 8 9
for the topic of photos
you might list:
recall about a topic – a list of terms and ideas that • chlorophyll
are related to it.
• green plants
• carbon dioxide
• light energy
• glucose
1 2 3 4 5 6 7 8 • oxygen.9
Brainstorming
1 2 3 4
In brainstorming, you write5 6 7 8soBrainmest9orming can produce
very creativeapproaches
down everything you can think of to problems, as long as
about a topic. Anything is you
just let the ideas come
permissible – try not to think .
Brainstorming on your
whether something is good or own
often produces more cr
not, just write it down. eative
results than in a group.
Why do
2 3 4 5 6 7 8 9 you think that might be
?

Ideas funnel
2 3 4 5 6
The ideas funnel follows on from 7 8 9
brainstorming and helps you prioritise your ideas.
• Pick the five ideas you think are the best / most
relevant from your brainstormed ideas.
• You should be able to justify why you’ve picked
those five.
• If you need to, you can then funnel it down You can also use concep
further. Out of those five, pick the best / most t maps to
unpick the connections
relevant one. between ideas. Page 37

1 Brainstorm your ideas about this subject, or choose a different issue that you find more interesting if you
prefer: ‘Ways I could reward myself for doing well in my exams.’
2 Use the ideas funnel to help you prioritise your ideas to the best five and then the single best idea.
3 Now reflect on your learning. What did you find useful about the strategies? What were the difficulties
and how might you adapt the strategies to improve them for the way you like to learn?

36
 CHAPTER 5:
SPEAKING AND Had
Had
Hadaaalook
look
look Nearly
Nearly
Nearlythere
there
there Nailed
Nailed
Nailedit!
it!
it!
LISTENING

Group discussions
Some subjects have a lot of group work and group discussions. How do you make group
discussions work for you?

Why group discussions are

Group discussion
ground rules
• Pay close attention to what others say.
• No butting in: wait until the other person
has finished speaking.
• Ask questions to develop ideas.
• Encourage everyone in the group to
participate.
• Reflect on the process: what could the
group do better next time?
useful
• You all build up your understanding
together.
• It is easier to ask questions and try out
ideas than with the whole class listening.
• Other people have different strengths
that you can learn from.
Top
• Other people’s perspectives make
tip it easier to see different sides of a
question.
Group discussion problems
• If one person does all the talking.
• Running out of time.
• Discussions that go off track.
• Feeling like you haven’t got anything to
say or no one is listening.

Group discussion roles

Coordinator – Plant – Shaper –
an innovator challenges the These roles come from the research
gets the group
together, comes up with group to do better and work of Dr Meredith Belbin.
delegates tasks new ideas,
creative Implementer –
Teamworker – approaches can count on
helps people in them to get the If your group discussion
s are
the group get job done getting stuck, think ab
out what
along Roles might be missing. For ex
Completer ample,
within a Finisher – does someone need to
Specialist –
act as a
focussed on coordinator to get the
has special skills group discussion
achieving the back on track? Could yo
or knowledge the u take on
deadline on time, that role, or encourage
group needs perfects work someone
else to?
Resource Investigator – Monitor Evaluator –
explores ideas, makes weighs up pros and
new contacts cons of new ideas

1 Think of the people in your classes or study groups. Can you find an example of a person to fit with each
of the different roles on this page?
2 Describe an example of a group project you have been part of that worked really well, and one that didn’t
work so well. Why do you think one was successful and the other wasn’t?

46
 CHAPTER 8:
Had
Had aa look
look Nearly
Nearly there
there Nailed
Nailed it!
it! REMEMBERING

Why memory skills are

important
When it is possible to search up any information online, why do we still need to memorise
information? One good reason is that you need to remember a lot of information for your
exams. Here are three memorable things about the way your brain remembers things.

Did you know . . .?

Your brain loves things

to
be organised into grou . Your brain looks for
ps Your brain loves stories
and categories becaus differences, things that
e One way to help your look
that helps it to attach out of place – especia
brain remember things lly
meaning to things. odd combinations of
is to connect them to
things. They are much
a narrative – make a more
memorable.
story out of them.
It’s true!
In the classroom, scientists have found that the more ways something is introduced
to the brain and reviewed, the more regions of the brain will store that
information. This will form connections and these multiple stimulations Page 35
to the brain will mean better memory.

Objectives
Your learning objectives in this chapter
• Find out what mnemonics are and how they work. Page 70

• Try out three mnemonic techniques for yourself. Pages 71, 72, 73

• Discover how concept maps can help with making memory Page 74
connections.
• Reconnect with study skills from the rest of this book that can Page 75
help make things memorable.

1 Which page(s) of this chapter gives you some 2 Which page of this chapter makes links to things
memory techniques to try out? you’ve already learned in this book?

69