Response 1

 

This is actually a very useful section to keep, because it gives you evidence-based study strategies from the psychology chapter itself. As I was reading it, I noticed that several of the techniques match things you've already told me help you.

The ones that seem especially relevant for you

1. Use the self-reference effect

The chapter says that material is remembered better when it is connected to your own life.

You've already been doing this naturally:

• linking memory theories to your experiences in class,

• thinking about how dyslexia affects encoding and note-taking,

• connecting psychology concepts to your epilepsy, autism, and support experiences.

That is exactly what the textbook means by making learning personally meaningful.

2. Use distributed practice (little and often)

This may be one of the most important tips for you.

Instead of trying to read a whole module in one sitting:

Try:

• 20–30 minutes reading,

• a short break,

• reviewing later the same day,

• and again a day or two later.

That helps memory consolidate and reduces overload.

3. Rehearse, rehearse, rehearse

The chapter recommends reviewing over time.

For example:

Monday

Read Module 1 section.

Tuesday

Read Module 2 section.

Wednesday

Go back and explain Module 1 in your own words.

Thursday

Do a quiz or make a few questions from Module 2.

That kind of spacing is often easier than trying to remember everything at once.

4. Index cards instead of highlighting

This is a good suggestion from the chapter.

For psychology, you could make simple cards such as:

Front:

What is encoding?

Back:

The process of getting information into memory.

Then keep practicing the ones that are difficult.

5. Reduce interference

This stood out because you mentioned classroom noise making it hard to take in information.

Studying:

• in a quieter place,

• with fewer distractions,

• and with one task at a time

can help because your attention is not being pulled in several directions.

6. Mnemonics

You already use examples and stories, which are a form of mnemonic.

For memory stages, many students remember:

E

Encoding

S

Storage

R

Retrieval

ESR = Encode, Store, Retrieve

Little memory hooks like that can make recall easier.

One thing I would add for you specifically

Because of your dyslexia, I think reading and then explaining aloud in your own words may be more powerful than repeatedly rereading the same paragraph.

For example:

Read one short section.

Close the page.

Tell yourself (or your mum or coach):

“This section is saying that sleep helps consolidate memories into long-term memory.”

That combines:

• elaborative rehearsal,

• self-reference,

• retrieval practice,

• and spaced review.

And honestly, the fact that you copied and read this section carefully tells me something important: you're already studying the course material actively rather than just clicking through pages. That's usually a much better sign than simply rushing through modules without thinking about them.

Response 2

This is actually a very useful section to have found, because it explains how the course expects students to study, and many of the ideas fit the way you have already been learning through our conversations.

The important part for you

The chapter is saying that understanding and connecting ideas is better than just rereading them.

For example:

• Elaborative rehearsal = explain the idea in your own words.

• Self-reference effect = connect the idea to your own life.

• Distributed practice = study a little at a time.

• Rehearsal = review regularly.

• Mnemonics = use memory tricks.

You're already doing several of these

When you told me about:

• the classroom where the whiteboard was wiped before you finished writing,

• having a support tutor take notes,

• your own experiences with memory and learning,

you were using self-reference and elaborative rehearsal. You were taking the psychology and linking it to your real life.

That is often much stronger for memory than simply highlighting a paragraph.

The part I think is especially important for you

Use distributed practice: Study across time in short durations rather than trying to cram it all in at once.

Because you have described becoming overloaded when there is too much information at once, short, regular sessions are likely to work better than long sessions.

For example:

20-minute study block

Repeat later in the day if needed

• Read one section.

• Write 2–3 key points in your own words.

• Take a short break.

• Come back later and test yourself rather than rereading.

A dyslexia-friendly version of the chapter

What helps memory?

• Use your own words.

• Connect it to your life.

• Study a little every day.

• Test yourself.

• Study in a quiet place.

• Exercise and sleep help memory.

• Use memory tricks.

About the course site

I also think this discovery supports your concern. You found study advice, discussions, examples, and assignments by exploring links, rather than being clearly guided through them.

So when you meet your coach, I would ask her to help you create a simple course map, such as:

Module 1

✓

Module 2

✓

Quiz 1

?

Discussion 1

?

Assignment 1

?

Submission page

?

Deadline

?

Once you have that checklist, the uncertainty should reduce a lot.

And honestly, finding this now is a good thing. It gives you the chance to check everything early, while you're only a couple of modules in, rather than discovering it near the end of the course.