<p>Ok so far in school or in most of my classes I will read the assignment before class and try problems then after classes rewrite all of my notes going through everything and adding my own annotations. When I do my homework I try all the problems on my own then if I can't do them or if my answer is wrong check it against the soltions, understand it then turn it. I usually do extra problems before the test with the solutions and do well. Some times the same problems are on the test. </p>
<p>Do you feel like this is cheating through school if you can get a manuel? Although the higher classes don't have solutions I still ace those too.</p>
<p>You’d be cheating yourself… unless you can get A’s on the tests. I mean, it doesn’t matter how you learn, as long as you learn it. Normally its good to just do the problems and compare solutions. If you don’t get it, it helps to look at some solutions as well.</p>
<p>There’s nothing wrong with this in my opinion. In fact, I think it’s a good idea. If I was a professor I would put the final answer (and maybe an intermediate step or two) below every question on homework sheets I would hand out. It does absolutely no good to “learn” how to do problems the wrong way and get a wrong answer. Being able to check your work makes sure you are doing them the right way is an extremely helpful part of the learning process.</p>
<p>That’s what I do too, except for the notes part. It seems to work well and is efficient. I don’t see how that’s cheating through school as long as you are learning it.</p>
<p>I have the same approach for most classes, especially physics. It works for me and I do get A’s on the tests. My professor even gives out his own version of the solutions to certain problems. It really helps to learn the material that way. I mean, if you’re stuck, you’re stuck. Some problems you need that little push in the right direction to get you going.</p>
<p>I find solution manuals, even to books of prior editions, help explain the procedure and clarify the material. Of course, if they are abused, they are counter-productive; like all tools, it depends on how they are used.</p>
<p>As for studying, review the examples in the text and the homework. That is the low-hanging fruit as per the 80-20 principle, thus I would be surprised if one who does at least those things gets below an 80. However, there is only so much that can be done in a short period prior to the test; if one has been diligent in one’s studies, tests are nothing to fear.</p>
<p>Normally, I “hard” study 4-6 hours every day, including class time. I also invest 10hrs+ doing “soft” study (i.e. thinking about the subject without engaging deeply in it).</p>
<p>I read the class material in advance so that by the time I see it formally in a classroom, I have at least 2-4hrs of pre-practice. After class, I attempt all problems utilizing my own approaches and avoid the professor’s solution unless I am hopelessly lost.</p>
<p>A very important thing is to “hard” study 1-2 hours before going to bed. Most of the learning occurs during one’s sleep, when the brain is organizing the information gained throughout the day.</p>
<p>That goes back to the “biological computer” thing: every individual has an energy budget and processing capacity. It’s very important to maximize that energy budget and use the processing capacity in the most efficient manner.</p>
<p>Thanks obesechicken13. I try to follow this throughout most school and it seems to work. I just wanted to make sure it seem right or if anyone did it. I’ve only got burned one time doing this and it was in my first calculus course. Gurr!</p>
<p>Thanks alot Enginox. I never thought of our minds like a biological computer. I think I’m gonna try this quarter to hard study as you say. I usually find myself studying then going to bed right after but I think it’s important to read the material and engage in it before you go to class. I did this (in a severe manner) over the summer by reading a calculus books for a class and Ace two out of the remaining three.</p>