How to learn, pick and memorize maximum during a lecture/presentation?

With my pleasure. I posted in the Attachment two manuscripts on medical topics, which is close to me. But the principles of instruction are identical in other areas of society.

Hi,

I guess that you could record the lecture, or take notes .

Your question may be understood to apply to both ends of the process (the one who gives & the one who takes).

As for the lecturer or the one who gives a presentation, there has to be a comprehensive preparation which involves learning all the bits & pieces, picking the main concepts to be concentrated at, and memorizing all the subjects to be covered. The attendants of a lecture/presentation do not like to see a lecturer/presenter who keeps his/her eyes on the notes reading or writing from them & such audience will gain a little.

As for the students or the ones who attend a lecture/presentation, they must have been trained at their high schools (or as far as the first year at the university) to grasp information rapidly, to take notes using abbreviations, and to know how to pick & choose the major points that must be memorized.

Needless to say, students or attendants will not all have the same top notch capability but they can learn from each other & they ought to be encouraged to do that. Example: At the end of a semester, few years ago, I saw my students with a photocopied booklet prepared by one of my female students in Practical Organic Chemistry I. She gave me a copy & I found out that she was keen to write every word that I said. I thanked her for the effort she paid to help the students. Since this booklet appeared, many students have used it as a supplement reaping a good advantage from it.

As a listener

I listen well, write it down in my mind, Join the discussion, talk about the concept, and write notes about it.

How to learn, pick and memorize maximum during a lecture/presentation?

You may try the “Cornell method” of note taking (Pauk and Owens, 2011). It has been designed for classroom note taking, which includes some post-processing too. The Cornell system is both a note taking and a study system, having a systematic format of condensing and organizing notes without the need for laborious recopying. This method can be used in any lecture situation, and employs an easy format to distinguish major concepts and ideas. There are five steps (RQ3R) to it — record, question, reduce (summarize), recite, and review.

Pauk, W. and Owens, R.J.Q. 2011. How to Study in College (10th ed.). Wadsworth, Boston, USA, 406p.

One should listen to lecture attentively, try to correlate with personal experiences, note important points, engage in discussion.

After the lecture, one may review learnings.

Each researcher has his style. Since the beginning of the receipt of science and knowledge, I write any lecture in the style of my writing/ symbols / abbreviations, each research has its own card for archiving and notes, in particular according to importance, and tabulation according to specialization and alphabet, this before the start of computer facilities and marking on research and electronic archiving, It is the mechanism of organizing and cascading events, then it becomes a habit

The following key points should be emphasized:

(1) To listen attentively to what is presented;

(2) to separate what is central or secondary or perepheric

(3) to understand, reinvent and reconstruct rather that simply memorize what is presented and taught;

(4) to relate what is presented to previous knowledge;

(5) to raise questions and doubts when one finds it necessary;

(6) to be an active learner not, say, a passive container;

(7) to be self-confident.

Hope this helps.

Best regards.

Orlando

Be present physically and ,mentally; try to make most of it through strategies that one's feel engaging, and interesting.

Hope it will help with so many helpful answers!

I listen well and avoid being distracted.

Listen carefully and note down important keywords also you can use word organizers, mind-mapping techniques etc. for easy recall.

Lecturers should also consider the learning abilities of students!

The average student's attention span is between 10 to 20 minutes. After this time, students may have difficulty concentrating on the speaker. For each lecture, plan to change the pace every 15 minutes or so to relieve the monotony and recapture students' interest.

When you design your blocks of 15 minutes, ensure that each block cover a single point with examples. Ideally, it should end with a brief summary. If you are sure that you cannot complete a block as decided, leave an entire block for the ensuing class or shorten it for the present class!

Yes, George is absolutely correct. Learning has to be in small chunks for better retention.