A lot of students cram - they wait until the last minute, them in one evening they repeat the information again and again. But research show this itsn't good for long tem memory. 

Practice a little bit one day, then two days later.

The btter idea is to space repetition. Practice a lit...

It turns out that mindsets perdict how well students end up doing.

One is a fixed learning model. It says, " I have a certain amount of talent for this topic - say chemistry or physics and I'll do well until I hit that limit. Past that, it's too hard for me, and I'm not going to do well. 

It turns out that the mindsets predict how well students end up doing. Students with growth mindsets tend to stick with it, tend to preserve in the face of difficulty, and tend to be successful in challenging class. Students with fixed mindset tend not to. 

On your first reading of something, you extract a lot of unerstanding. But when you do the second reading, you read with a sense of "I know this, I know this". So basically, you're not processing it deeply, or picking more out of it. Often the re-reading is cursory- and it's insidious, because th...

Keeping a correct card in the deck and encountering it again is more useful.

Repeating the act of memory retreival is important. Studies show that keeping the correct item in the deck and encountering it again is useful. You might want to practice the incorrect items a little more, but repe...

Another strategy is, during a second reading, to try relating the principles in the text to something you already know about. Relate new information to prior information for better learning.

A great strategy is making diagrams, or visual models or flowcharts. 

Anything that creates active learning generating understanding on your won - is very effective in retention. It basically means the learner needs to become more involved and more engaged and less passive.