How should one diagnose and fix learning in memory?

We use Q&A Notes (or virtual flashcards) for teaching, learning and then maintaining mastery of math lessons.  We note that we repeat lessons and review before examinations using proper repetition intervals.

Our Q&A Notes are written in the form of:

1) Sentence completion questions for concepts and simple facts,

2) Problem questions using as answers worked examples for help in problem recognition and

3) Practice problem questions with worked solutions.

We also include “meta-cognitive questions” to better connect the new concepts to previously held knowledge and navigate through them more comfortably.

Diagnostic sessions will help the student determine what he/she needs to first grasp and then “fix” in long term memory.

Learning sessions will discipline students to ATTEND to the key lesson facts, to connect to what he/she knows, make distinctions, preview their application, grasp them through mental integration and then commit them to long term memory.

The learning session REPETITION schedule should be scientifically SPACED for best long term recall. It is frequent successful RECALL practice that strengthens neural connections until recall becomes and remains FLUENT. Review sessions with Q&A Notes are best done on such a special schedule – and especially within a week of major examinations.

This practice will implement the all important guidelines presented in the Unified Learning Model (ULM) which calls for focusing attention, connecting with prior knowledge and practicing & refreshing repeated recall for fluency.