Dear Professor,
At the beginning of this semester, I didn’t realize that I didn’t actually know how to learn. I was
doing what I had always done—highlighting, re-reading, reviewing my notes—hoping it would
work in college. But the results were discouraging. I felt frustrated, tired, and honestly a little
lost. Then we started reading Teach Yourself How to Learn, and that book flipped a switch in me.
One line that really hit me was: “Hard work plus bad strategies gets you almost nowhere. But
hard work plus effective strategies? You can go out and change the world with what you
learn.” That was my problem. I was putting in hours, but without direction. Once I completed
the Learning Strategies Inventory (Appendix C), I saw clearly what areas I needed to grow in:
time management, active reading, and learning how to truly learn, not just study.
From Appendix A, I started using the Study Cycle, and it changed the way I learn. Instead of
just “going over” notes before a test, I began previewing material before class, engaging during
the lecture, reviewing right after, and doing Intense Study Sessions. These sessions (25–45
minutes long) gave me structure. I’d choose one topic, set a timer, and either quiz myself or
teach it aloud (yes, sometimes to my roommate or even the mirror). That switch—from “make an
A mode” to “teach the material mode”—was powerful, just like the book described.
In my hardest class, Anatomy & Physiology, I used Appendix F tools to help me break down
overwhelming material. I made flashcards and practice quizzes, and I even used mind maps to
visually connect systems of the body. I color-coded my notes and highlighted based on themes—
muscular, nervous, circulatory. I also tried mnemonics, especially for memorizing cranial
nerves. I went from barely surviving to actually enjoying the learning process.
The strategy that helped me the most was the "Teach it to someone else" technique. When I
tried to explain a topic out loud, I instantly saw where I was confused. That’s where I started to
push myself to go higher up on Bloom’s Taxonomy—not just remembering, but understanding,
applying, even analyzing. It was like going from flashlight mode to floodlight—suddenly I could
see the bigger picture, not just isolated facts.
Of course, I still have room to grow. I need to start my study sessions earlier in the week and
trust myself to stick to my schedule. Sometimes I still feel tempted to procrastinate and rely on
last-minute motivation, but I’m learning to choose consistency over cramming.
One verse that has been a huge source of strength for me is Romans 12:2: “Do not conform to
the pattern of this world, but be transformed by the renewing of your mind.” This class has
taught me that transformation is possible—even in how I think, study, and see myself as a
learner.
Thank you for assigning this book and guiding us through these strategies. You’ve taught me
how to be intentional not just about school, but about growth. I’m walking away with more than
just better grades. I’m walking away with confidence that I can take ownership of my learning,
my success, and my future.
With deep gratitude,
Vinny