Cambridge Secondary 2

Learner Study Guide

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Contents

About this guide ………..………………………………………………………………….……..…4

Getting started …………………………………………………………………………….……..…5

Methods to help you learn …………………………………………………………………………7

Getting organised ………………………………………………………………………..………10

Taking notes……………………………………………………..……….………...……..……… 12

Reflective journal ……………………………………………………………………………...... 14

My plan ………………………………………………………………………………………..…. 17
About this guide

About this guide

This guide provides some suggestions on how you can reflect on your learning and how you might
improve your learning.

There are tick boxes and text boxes throughout to help you record your progress. You can either print
this guide to write on it, or use it electronically and type directly into text boxes. Make sure you don’t
forget to save this file to your device.

You should use this guide alongside the support of your teacher.

You might also find the Cambridge Learner Revision Guide and the subject-specific Cambridge Learner
Guides helpful. You can find these on our website, here, under ‘Study Resources’. 

By the end of this guide, you should understand how to:

 reflect on your own learning

 improve your learning
 be more organised
 take notes successfully.

4
 Getting started

Getting started

Your teacher will help you to get the best out of your course, however, you also need to take responsibility
for your own learning.

Reflect on your learning

The methods you use to remember and understand new knowledge are how you learn. Your methods
might include making lists of information, asking questions or drawing diagrams.

In order to actively engage in your learning, you need to think deeply about the ways you learn, and
whether you can improve your learning by using different methods. This process of thinking deeply about
your approach and changing it when you need to is known as reflection.

Reflecting on your learning in this way will help you to develop into an effective learner with confidence in
your skills and knowledge, which in turn can lead to innovative thinking.

Use thisguide to help you reflect on your learning, and to find ways that you can improve your methods of
learning, your organisation and your note-taking skills. Print this document to keep a record of your
progress. If you prefer to work electronically, you can type in text and tick boxes directly in this PDF file,
just don’t forget to save it to your device each time you make changes.

Do you think about how you learn?

A, B, C and D in the list below represent different ways of reflecting on your learning. Tick the statement that
best describes the way you reflect on your learning.

A: I do not think about how I learn, I just accept if I know something or not.

B: I am aware of some of the ways I learn, but I do not plan my learning.

C: I know which methods I use to learn and I actively apply them.

D: I know which methods I use to learn and I actively apply them. I also change them if I need to.

Don’t forget to save this file to keep a record of your progress.

D describes a reflective process that is considered to be the most

effective way to learn. Use the diagram on the next page to help
you develop how you reflect on your learning.

5
Getting started

A B C D

Start thinking about how you Use the tables of methods Use the tables of methods You already have a good
learn. Use the tables of on pages 7–9 to list the on pages 7–9 to list the understanding of how you
methods on pages 7–9 to methods you use. methods you use. learn and you actively work
help you. to improve your learning
Select some new methods Think about which ones strategies.
When you are in the to try. work well and not so well.
classroom, think actively Use the tables of methods
Write a plan to actively For those that don’t work so on pages 7–9 to see if there
about how you work. Keep a
apply your learning well, think about how you are some new strategies
note of your methods.
strategies using ‘My plan' could improve them, or you could try.
If you do this routinely, you on page 17. consider some new methods
will develop a type B way of to try instead. Use ‘My plan’ on page 17 to
If you do this regularly, you write a plan for any new
reflecting on your learning.
will develop a type C way of Use ‘My plan’ on page 17 to methods you want to try.
reflecting on your learning. write a plan.

If you do this regularly, you

will develop a type D way of
reflecting on your learning.

Make sure you:

• organise your time

• use a Reflective journal to record and check
your learning (see page 14).

6
 Methods to help you learn

Methods to help you learn

The way you remember new information is unique to you. Some common ways to learn (known as
learning styles) are:

 SEEING the new information

 SPEAKING AND LISTENING (to) the new information
 READING AND WRITING the new information
 DOING something with the new information

You might learn using just one style, or you might learn using a combination of different styles. You and
your friends will probably have different styles. There is no right way, just the way that works best for you.

Which learning style(s) do you use?

The tables on the next pages list some of the methods that work well for each learning style. Some methods
work for more than one style and are repeated in the different tables.

I already know which learning style(s) work best for me: go to the appropriate table to pick some new
methods to try in order to improve.

I am unsure how I learn best: try different methods from different tables to see which ones work for you.

You can try as many or as few methods as you like and they don’t all need to be in the same table. You
might find that different styles work better for different things you are learning. Repeat this process as many
times as you need to in order to feel confident in your learning. You might even develop your own methods.

Click in the empty boxes of each table to add a tick electronically. Don’t forget to save this file so you can
reflect on your methods later.

SEEING METHODS
Did not
Worked
Methods of learning I will try work
well
well
Draw information in my notebook; replace words with pictures or
symbols
Highlight important details (in my notes or handouts) by colour-coding,
circling, highlighting or underlining

Make lists

Write detailed notes

Watch videos on the topics I am studying

Use mind maps, systems diagrams or other organisations of

information
Think in pictures and/or form a picture in my mind to imagine the new
information

7
Methods to help you learn

SPEAKING AND LISTENING METHODS

Did not
Worked
I will try work
Methods of learning well
well
Ask if I can record my lessons so I can play them back at my own
speed

Watch videos on the topics I am studying

Record myself reading my notes and play them back to myself

Repeat facts and information out loud

Read notes out loud, trying to include rhyming or other techniques to

make them dramatic and varied
Use word association, poems, rhymes, phrases or word puzzles to help
me remember facts, lists or important information

Discuss topics with my teacher and classmates

Ask and answer questions in the classroom

Talk about new information

READING AND WRITING METHODS

Did not
Worked
Methods of learning I will try work
well
well
Copy down information from the board

Write summaries of what I have learned

Use quizzes

Write notes

Write key information in lists

Read my notes and rewrite them

Write the information from books and other resources in my own words

Write information from my teacher in my own words

8
 Methods to help you learn

DOING METHODS
Did not
Worked
Methods of learning I will try work
well
well
Ask and answer questions in the classroom

Start and contribute to discussions

Use large sheets of paper and large marker pens to feel more active
when writing and drawing
Use physical objects as much as possible; for example flashcards that I
can hold and move around
Use visualisation techniques to imagine the sensations I would expect in
different scenarios (what would I see, hear, smell, feel?)

Use short definitions when writing notes

Try to apply the information to real life

All the methods from one learning style might work best for you, or a combination of methods from different
learning styles. You can summarise which methods you plan to use in the box below.

Click in the box to type in text if you are working electronically. Don’t forget to save this file so you can reflect
on your methods later.

For example:

September: I think I learn by seeing and sometimes by actively doing. So I will try: making lists, writing notes using mind maps,
highlighting important details and asking and answering questions in the classroom.

October: I didn’t find making lists during lessons helpful, so I will try replacing words with pictures in my notes instead.

9
Getting organised

Getting organised
Being organised has many benefits.

How organised are you?

Tick the statements that apply to you. A
B I get overwhelmed
B Bby
how much work I have
A I always know where and I avoid starting A I get my homework
everything I need is, such large tasks
done on time
as my notes, books, pens, B
highlighter pens, paper I leave homework to
the last minute B I often
and a ruler forget what
B I hand in A A I do my homework I
I write down homework
have
my and the deadlines in one homework
homework place, such as a planner the day I B I always rush
late get it my work
B I never know where
A everything I need is, such A I break down large
I never
need to as my notes, books, pens, tasks into smaller tasks
rush my highlighter pens, paper and and tick these off when
work a ruler I complete them

Count the number of A statements you ticked and the number of B statements you ticked. Read the
appropriate advice below. If you ticked an equal number of each, read both sets of advice.

Mostly A: You are a well-organised person who has developed strategies that work for you.

Be careful if you agreed with ‘I do my homework the day I get it’ as this might not be the most efficient
strategy; you need to prioritise homework according to deadline and how long it will take, and also make
sure you allow time for fun and relaxation. See the table on the next page for more ideas of how to be
organised.

Mostly B: You could use some support in being more organised in order to make life easier for yourself. Try
some of the suggested methods for being organised in the table on the next page, then return to the activity
above at a later date to see if you score differently.

If you do some work each day, rather than leaving it all to the last minute, you will feel more in
control.

10
 Getting organised

Tick the boxes in the table to reflect on how you already work and what you will try in order to improve. Aim
to try at least some of these methods. Click in the boxes if working electronically.

I
Ways to be organised I will
already
try this
do this
Keep all my pens, paper and other equipment together in one place so I always
know where everything is
Keep my notes together and ordered by date as I go along; I will file them as soon
as they are completed
Use one place such as a planner to record each homework or assignment deadline
as soon as I get it
Include all activities in my planner so that I know what time I have available to work
Estimate how long a given task will take me, then work backwards from the deadline
and include some extra time to give me the date that I should start the work
Be realistic about what I have time for

Keep my planner up to date and check it every day

Have a set time each day or week for completing homework or study so that it
becomes part of my routine
Prioritise homework or study according to which needs to be done first and not just
which I like doing best
Rank my homework as 1 (do it now), 2 (do it tomorrow), 3 (do it later in the week)
and update the rank each day
Break down any large assignments into smaller, more manageable tasks; each task
will have its own deadline
Tick off each homework or task once I have completed it

Don’t forget to save this file so you can reflect on your methods later.

Taking notes
The process of writing and reviewing your classroom or lesson notes helps you to remember information.
Making notes as you go along, little and often, will make it easier when you come to revise later.

It is also really important to ask your teacher or classmates questions if you are unsure about anything or
if you have missed something. Do this during the lesson or at the end of the lesson.

Tips for good note-taking Formatting your notes

Note-taking is a skill that can be developed and If you are unsure how best to write notes, try
improved. Look at the tips for good note-taking some of the suggested methods on page 13.
on page 12.
You might find that
different methods
work better for
different types of
task.

11
Getting organised

Be prepared During (or after) the lesson, Focus

ask your teacher about • Don’t write down everything, focus on the
• Bring different coloured pens and
anything you don’t important points, such as:
highlighter pens to your lesson.
understand, don’t just write it
Colour-coding makes your notes more down. Ask your teacher to
interesting and can help with memory. – keywords and concepts
repeat something if you
• Read your notes from the previous missed it. For example, definitions, examples,
lesson. formulae, symbols, methods, dates,
Reading what you learned in the previous events, characters etc.
lesson helps you better understand what
you are being told in the current lesson, – new information
and helps you to make better notes.
Don’t write down things you already know!

– what has been written on the board.

Make sure your notes are neat,
organised and easy to read.
• Highlight and annotate handouts.
Tips for good
Listen actively note-taking
Concentrate on listening carefully. In your own way
This seems obvious but it is easy to get distracted. Your notes need to be meaningful to you, so
If you listen actively you can pick out the important
If you take notes from a develop your own approach.
information instead of writing down everything.
textbook, read the content first
before you write anything down. Here are some ideas to try:
Review
Then go back to the start and • develop your own shorthand, e.g. w/ for ‘with’
• As soon as you can, spend 15–20 minutes reading note down any keywords,
through your notes. dates, facts, concepts or
• keep your notes simple and short
quotes. Often these are already
• Make sure your notes are clear. highlighted in bold in the
• use abbreviations, symbols and diagrams
textbook. Now write notes using
• If there are gaps, ask your teacher for help to fill them. the information you pulled out.
• start on a fresh page for each new lesson
Don’t copy full sentences, write
• Summarise the information. the content in your own words.
• date the start of your notes for each lesson.

• Compare your notes with a friend or classmate.

This might lead to a discussion on what each of you think are the important points to know.

12
 Taking notes

Here are some useful ways to format your notes:

FREESTYLE METHOD WRITE ON HANDOUTS

Just write down what you Write notes at key points directly on handouts that
hear as the teacher says it. contain notes or important information.

CHARTING METHOD 1 2

Use when learning about different or contrasting factors or approaches.

• Make a chart with a different column for each factor or approach.
• Write details in each column, placing the details so that you can easily
compare items between columns.

FLOW METHOD CORNELL METHOD

Learn while you listen. Create your own Divide your page into three sections.
representation of the new information by: • Use the ‘notes’ section to make notes
• putting what the teacher says into your during the lesson.
own words • After the lesson, review your notes.
• using quick drawings to break down the Reduce sections of the notes into
content into simple ideas keywords and write them in the
• using arrows to link ‘keywords’ column.
ideas together and • Write a summary to consolidate what you
to add supporting learned.
points Keywords
• circling or boxing Notes
different points
using different lines,
shapes or coloured
pens.
Summary

MIND MAP METHOD

Write the lesson topic in the centre of your page.
• Add a new branch for each new sub-topic.
• Add extra smaller and smaller branches for more detail; these
show the connections between facts or ideas.
• Add notes using words and diagrams; use arrows to show links.
• Keep your notes short and put key words along branches.
• Use coloured pens and highlighter pens to emphasise key points.

OUTLINE METHOD • Top level

Use bullet points.
• Top level bullets are the key issues in
o Sub-level This method is helpful if
the lesson.  Sub-sub level you already know the
• Sub-level bullets are details about the structure of the lesson
• Top level
and the structure of the
top-level points.
o Sub-level learning points.
• Sub-sub level bullets provide more
separation if needed.  Sub-sub level

13
Reflective journal

Reflective journal
Keeping a reflective journal is a useful way to record, analyse and reflect on how you learn.
Here are some questions to get you thinking.
Write in the orange boxes, or create your own journal somewhere else.

Don’t forget to save this file to keep a record of your progress.

I am studying the subject … because: (Which subjects are you studying? Think about what you want to
achieve by studying each subject?)

I like … because: (What did you like about the subjects when you have studied them in the past? Or what
about a new subject interested you?)

… is a good subject to learn because: (What skills will each subject help you develop? Are there any
uses in the real world?)

14
 Reflective journal

Useful skills for studying … are: (What skills are useful to each subject? For example, ‘remembering
formulae’ might be useful for Chemistry, ‘interpreting graphs’ for maths, ‘evaluating events’ in History,
‘analysing texts’ in English. Ask your teacher for help creating this list.)

These skills are also useful for: (Are there skills that are common to more than one of your subjects?)

I am good at: (Think about the skills relevant to each of your subjects.)

15
Reflective journal

I need to improve: (What skills do you need to work on?)

I learn best in: (Think about the kind of environment you work best in, for example quiet, noisy, alone, with
friends. You might like working with friends in a café, but do you learn best in this environment?)

Other thoughts:

16
 My plan

My plan
Based on the work you have done in this section, write a summary plan for your learning. Include what
skills you want to develop and how you hope to do this. You could include your thoughts on your approach
to learning, your learning style and a plan of which learning and organisation strategies you will try.

Write your plan in the box below, or you could create your plan somewhere else. Make sure you date your
entries and include a date for review.

Don’t forget to save this file to keep a record of your progress.

For example …
October 1:
I have a type B approach to reflecting on my learning, I will try to develop a type C approach by actively applying the learning
strategies I know work for me: making detailed notes; visualising the information I am being told; using rhymes; answering questions
in the classroom; and copying down information from the board. I also want to try the speaking and listening technique where I
discuss topics with classmates after some lessons. I need to ensure I write all homework down and split large tasks into smaller
ones, and tick each one off as I complete it. I will try using more mind maps and the charting method when I’m taking notes in class.
Check progress on November 1.

17
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