Physical + mental prep

Sleep is the
effective form of
studying
Exercise
Healthy food
Managing stress
Bulletproof coffee

Repeat that I love

what I do and I love
working hard

Time spent on
mugging
Only counted when
100%
concentration
Pomodoro
Change ur topics
Related it to
something that you
know
Walk around to
refresh urself and
think
Space retention
(ignore correct,
focus on wrong)
Cornell notes
Study from
multiple sources
Explain and justify
to urself.

Strategy/mental model
Change from fixed
mindset to growth
mindset
Test to find concept
gaps and work on it
and get A+
Bit-by-bit strategy
spread out
Refine/test ur
mental model
Let some time to
forget. Forgetting
helps to rembering
Reverse
learning/enginne
ring (whatever q
u dunno, work
backwards from
answer and
understand)
Do notes/update
Mon-Tues. Rest is
practice Q

Growth mindset
Aim: get more experience in applying and change more wrong to right
Make more mistakes and quickly adjust/gain more experience
Studying is about making the least mistakes means getting more experience in
what you are doing
Get experience by doing more papers and analyzing mistakes (each line by line)
and update mental model and track your progress
I WANT TO MAKE MORE MISTAKES
GET EXPERIENCE and fail forward. Do more correct than the other guy
Mistakes are $$. If I can find them early enough and correct them, my grades will
go up. So I want to make a mistake
1) Shallow learning
2) Deep learning
3) Awareness learning
Motivation
1) Clock sheet (hours clocked/clocked hours?/ Ma papers/ Tax papers/corp
fin papers. Analytics
(everyday do 1-2 finals papers). Nearer to exams, spam 3-4
Do paper + refer to notes (reverse engineering) => concept gaps => revise and
put into notes.

Revise notes and repeat

Dont base it on fear. Base It on reasoning. Justify why is it like that. Dont
use emotions
https://howtostudyincollege.com/

Get a hobby, spend time everyday (balance yin and yang) so wont get inbalance

#1 predictor of results - # of test paper you do. Spam more. After mid-terms whack
finals. Learn by doing.

Working to Results Not Time Top students never sit down to do a certain time slot of
work. They sit down to get a certain amount of work done. Top students work to
achieve a result, not to clock up time. The amount of time they spend working is
secondary to the amount of work they get done. A top student therefore may do
two hours of study, not because they thought that would be a good amount of time,
but because it took them 2 hours to complete the work they had designated
themselves. One of the most vital flaws in planning study is when students aim for a
certain amount of time instead of a certain amount of results. For example they
may plan to do 2 hours of English study however the 2 hours they spend may not
amount to much at all. Instead of planning for time, students who understand the
concept of self-management plan for results. Planning for results is different in that
time should not be a major consideration. What you should be doing is focusing all
your energies into achieving a certain outcome. Instead of sitting at your desk for 2
hours and doing unrelated study, planning for results forces you to take actions that
will be relevant and time effective. One example was a guy called Stav. Before Stav
started studying he used to write down what he wanted to achieve before the end
of the day. For example he may have written down: Take notes on section 1 in
History text Complete section 3 exercises for Maths and Do a practice essay for
English. He found that by writing down what had to be done it was easier to
maintain focus and self-discipline, as he knew exactly what had to be done. Once
Stav had finished this list he would then put a number next to each task designating
the tasks importance. By following this process of prioritisation he knew exactly
what order he had to move through the tasks. The result was that Stav always got
the most important work completed first. Whenever you sit down, set a goal of what
work you want to complete and then put these tasks in an order of importance.
Know that you are working to complete that task and not to sit there for x number
of hours.

TECHNIQUE 7: Hard Work

Implicit in working smart is working hard. Picture your Final Year like this; your goals
and your study techniques are the bricks, which make up a house. The hard work on
the other hand is the cement or mortar which pulls it all together and makes it a
strong and sturdy structure. There are no short cuts in the Final Year, in most cases
the mark you get corresponds to the work you put in. This chapter serves as a guide
to how hard the top students are working.
How Hard Are Some Students Willing to Work?

Most of the students we interviewed stated that they believed that the key factor in
getting the mark they wanted would not be intelligence but rather hard work. For
them the key question was, were they prepared to put in the time it would take to
get a good mark? All of these students knew that only by working hard could they
have the level of preparation they would need in an exam. This one belief, that hard
work was central to success led students to put in the long, hard hours of work.
Read what one student said when he remembered his work ethic: In Year 12 I
started really becoming serious about my final year. I became so serious that I was
treating it like a job. I would keep a time sheet and pound out those good-fornothing-hours like I was being paid. I wanted to beat the amount of hours I logged
on every week and would feel a great sense of achievement every time I would tally
up the hours in a day I had studied and saw I had broken the 10 hour mark. One day
I distinctly remember how chuffed I was when I rolled up in bed noting that I had
chalked up a fantastic 21 hour day.

Being Able to Rapidly Tailor and Reproduce Information In an exam all your marks
come from being able to put the information you know onto paper. You dont get
marks for simply memorising information. Because of this it is crucial that you
master the process of sitting exams and tailoring the information you know to an
exam question. Given the fact that this is so crucial it is an absolute mystery why so
few students ever practice it. Too many students walk into an exam room having
only ever done a few practice papers.

The sheer volume of past papers that the top students go through is amazing. While
an average student may do 1 or 2 practice papers during the entire year, students
we interviewed who got 98+ were doing on average 4-6 practice papers per subject
for each exam.

each exam. 13 For a subject like Maths where you dont need to be learning notes it
is all about practice papers. Preferably you should be doing practice papers all the
way through the year. By the end of the year most students who got in the top
percentile for Maths had done between 20-30 past Maths papers. One student
named Talia would actually do a Maths practice paper every single day of the
year!!! Often you may not be able to do all the paper because you havent covered
all the material in class. In this case break the paper into the sections which you can
do. Doing practice exams is absolutely crucial to doing well!

Class part compoment

-Do 3 questions to ask in
class. Ask 3 Q

Project work

EXAMs

1) Focus on 2 topics ahead

2) Spending only 1-3 days revising old
3) Rest move forward plus practice
Mr PRACTICE
Project not that impt. Spend time wisely
Buy notepad to track progress and weak areas.
e.g.
MA done?
Balancing scorecard
Weak areas

# of papers
?/3