For instance, high achieving students do their revision from their notes, rather than from their textbooks. They will analyse what they learn, summarise maybe three or four chapters of their textbook into one or two pages of notes, and review their summary. This forces them to analyse and summarise the information, with the result they understand what they are learning better than those who simply read and reread their textbooks. Their revision of their notes is more efficient than trying to revise the information directly from their textbook.

They will also employ some kind of mnemonic to enable them to recall what they have learned. A high achiever will look for some connection with the information he/she is learning, and what he/she already knows. He or she will think laterally to make a mnemonic connection. They might connect numbers they have to remember to a number they already know, like their telephone number, street number, birth date etc. A very high achiever will utilise a mental filing system.

A high achiever won't learn rules and facts by rote, but will try and make sense of the rules, so there is less rote learning with high achievers. A high achiever wants to understand the information. The high achiever will look for rules, and even make his or her own rules if no rule is taught.

An average student will often recite or read information over and over until it sticks in the mind. This is a very inefficient method of study. Most of us do this with information that has to be learned word perfect. This method is not only unpleasant and inefficient, but with each repetition, the level of concentration decreases. Unfortunately, most people know no other method.

We have developed materials to enable students, even young children, to develop these strategies easily and naturally. The learning strategies force students to analyse the information they are studying, summarise it, and enable them to recall the information, even under pressure. The methods develop lateral thinking skills that will enable them to use the information. The methods are fun to use.

The methods we teach enable students to analyse information as they read or hear it, summarise it, understand it, and recall the information when they need it. The methods develop concentration. They take much of the drudgery out of study. The methods can actually cause a student to enjoy studying a subject he or she hates.