By Dominic O’Brien
Original Source: Edutopia
Originally posted May 20, 2014

As a student, I had great difficulty concentrating during lessons, and consequently didn’t retain much knowledge. I was diagnosed with dyslexia and had the symptoms of attention deficit disorder. Academic information just didn’t get through to me.

Here are samples of reports that my teachers sent home when I was ten:

1. “He tends to dream in the middle of a calculation which leads him to lose track of the thought.”
2. “Terribly slow. Often cannot repeat the question. Must concentrate.”
3. “Unless Dominic really shakes himself up and gets down to work, he is not going to achieve any success . . . he is painfully slow.”

The comments contained no evidence that I would one day become an eight-time World Memory Champion and author of over a dozen books and courses on memory training. So what happened?

In 1987, I watched a man on television memorize a shuffled deck of playing cards in just under three minutes. As corny as it may sound, that moment changed my life.

I taught myself to memorize playing cards and realized that the strategy I was developing could be used to remember anything. Today, when I appear on TV and radio shows, one question is always asked: “Why don’t they teach this stuff in schools?” Had I acquired those skills when I was a student, I could have achieved exam success, gone onto higher education, and actually enjoyed the learning process. Instead, I suffered low self-esteem and dropped out of school when I was 16.

Teaching Basic Memory Skills

Here are five strategies that will help students remember academic information:

1. The Story Method

To remember a set of information, create a story that links all the elements together. In chemistry, for example, the noble gases are helium, neon, argon, krypton, xenon and radon. Imagine taking off in a helium balloon lit up with a neon light. An argon welder turns into Superman, who takes you to the planet Krypton, and so on.

2. Numeral Shapes

To remember numerical information, give each numeral a picture code. For example, 2 is shaped like a swan, and 9 resembles a balloon and string. To remember that Queen Victoria had nine children, imagine her holding a balloon and string.

3. The Link Method

To remember foreign vocabulary, find a link between the sound of a foreign word and its meaning. For example, the German word for “bone” is knochen, so imagine the pain involved in “knocking” a bone in your leg. You can remember the Spanish word for “boat” – barco — by imagining that a boat has a large “barcode” on its side, or picture a dog “barking” on a boat.

4. The Journey Method

To remember a list, choose a familiar journey, maybe around your house, and picture each item on the list at specific locations. Test your class with a random list of 20 objects, then get them to imagine each item along a 20-stage route around their house. The same method can then be applied to remembering practical information such as the Periodic Table of Elements or the U.S. presidents.

5. The Rule of Five

To avoid having information gradually fade from your memory banks, it’s important to know when to review information. Apply the Rule of Five:

1. First review: immediately
2. Second review: 24 hours later
3. Third review: one week later
4. Fourth review: one month later
5. Fifth review: three months

Tapping Potential

To date, I have taught over 10,000 schoolchildren basic memory skills. Typically, I get a volunteer to write down and call out a random 60-digit number, which I then repeat forwards and backwards having heard the number just once.

The faces register amazement. However, the real payoff is when I ask, “Would you like to be able to do that, too?”

“Yeeeeeeeees!”

Next, we discuss how easy and fun learning could be if they knew the secret. After all, if a dyslexic kid can go on to become a World Memory Champion, then all children are potential memory champions.

The book Emotional Intelligence by Daniel Goleman argues how, in the long run, determination and hard work matter more than intelligence when it comes to success. Goleman’s initial experiment was simple and familiar: he put a marshmallow on every student’s desk in a first grade classroom, and told the kids that if they waited an hour without eating the marshmallow, they would receive three more marshmallows as a reward. Several of the students couldn’t last the hour, and their marshmallows disappeared. The students whose marshmallows remained got their reward. Goleman later assessed the IQs of each student and tracked them throughout their high school, college, and professional careers. He found–unanimously–that the subjects who had waited for the extra marshmallows as first graders were more successful in their academic and personal lives, regardless of IQ.

Having been an educator for many years, I have seen countless examples that prove Goleman’s research findings time and again. My most successful students–whether they attend medical school, become West Point graduates, or PhD candidates–were the ones who consistently worked hard and focused on their work. In my experience, intelligence is of course useful, but it’s often not as important a factor in measuring future success as many people think it is.

How can parents and educators help students apply themselves effectively?

I have found that the answer lies in consistency and hard work. Reading twenty minutes a day is more useful than reading the whole book the night before the test. Working on a long-term homework assignment every day instead of just before the deadline will give a student time to edit and revise.

The process of learning how to focus and apply oneself is gradual, but the habits young people pick up will influence the rest of their lives. One of the best habits to develop early is self-discipline (not necessarily a natural trait). It’s important that children have good role models and positive reinforcement for their efforts as they learn how to apply themselves to their work.

I praise students I tutor for completing assignments on time, but I try to praise them even more when they finish the assignment a day early. It’s gratifying to hear that a student I work with takes an hour each day to complete their  homework: grades are important, but the process of spending time on their homework will serve them more. There are many smart kids who have difficulty focusing and following through with assignments and schoolwork.

Start small, start early, and build a little bit every day.

The results can be astounding.

By Grant Bergland, Private Tutor