https://www.quora.com/How-do-top-students-study/answer/Hooman-Katirai-2?

srid=24yx&share=98da4a60
How do top students study?

If you went to or are going to a top school like MIT, Harvard, Columbia, Berkeley,
Stanford, Cornell, Caltech, Wharton, Princeton, Yale, Brown, what is your studying
method

Could you please give me advice on how to study the best possible way (especially
for math classes)? How do you get good grades at the top universities? Please give
me directions, like what you do before lecture, after, during weekends, how you
study the book, how many books you read, how you take the tests, how much do you
study, etc.

And I'm a computer science major.

HYPERLINK "https://www.quora.com/profile/Hooman-Katirai-2"
Hooman Katirai, Co-Founder/CEO of the Achieve Group (PharmAchieve, MD Achieve, NurseAchieve)
Updated Oct 28 · Upvoted by Parke Muth, Former Associate Dean at the University of Virginia. I also
served as director of international adm…

MIT normally does not rank its students. So if you hear that someone graduated
"magna cum laude" from MIT you can instantly know that this claim is a lie.

But MIT does occasionally rank students based on grades when it comes to
scholarship applications. During one such ranking I discovered I was the top ranking
student in terms of grades in my graduate class.

I maintained a 5.0/5.0 GPA in one of my MIT masters and 4.9/5.0 in my other MIT
masters until my very last semester when I had to fly to job interviews and couldn't
attend all my classes.

I achieved these grades while doing a double research load. That is I worked
simultaneously for an MIT professor and two Harvard Medical School professors.

I consider myself a professional student/learner and believe that there are definitely
techniques that I learned that can also be used by others to improve their grades.

I offer the following advice based on my experience:

1. Write your notes in a way where you can test your retention and understanding.
Many people write notes that do a great job summarizing their materials but their
notes are not designed to promote learning, retention or diagnosis of their
weaknesses. But my notes can -- and so can yours.

Simply put my notes can be used like flashcards because I write them in a form
where I separate a "stimulus" from a "response." The stimulus are cues or questions
(think: front side of flashcard), while the response is the answer to the cue (think:
back of flashcard). But the stimuli are to the left of a margin, while the responses are
to the right. The key advantage of this is that just by putting a sheet of paper on top
of your notes, you can hide the responses, while leaving the stimuli visible. You can
have multiple margins and multiple levels of stimuli and response for greater
information density. When you get good at this you can write notes in this form in
real-time. To get some idea of what I'm talking about google for "Cornell Notetaking
method". My notetaking method is a variant of this. I usually use completely blank
paper to do this because regular lined paper has too small a margin.

To give you an idea of how powerful this notetaking method can be, I learned several
courses just hours before the exam and still got an "A" in all of them during a difficult
semester where I had too many competing priorities to spend long hours studying.
Had it not been for this notetaking method I don't think that would be possible.

2. Develop the ability to become an active reader (this is the perhaps the most
important advice I have to share). Don't just passively read material you are given.
But pose questions, develop hypotheses and actively test them as you read through
the material. I think the hypotheses are part of what another poster referred to
when he advised that you should develop a "mental model" of whatever concept
they are teaching you. But a mental model can be much more than simple
hypotheses. Sometimes the model resembles a story. Other times it looks more like a
diagram.

But what they all have in common is that the explain what is going on.

Having a mental model will give you the intuition and ability to answer a wider range
of questions than would be otherwise possible if you lacked such a mental model.

Where do you get this model? You creatively develop one as you are reading to try to
explain the facts as they are presented to you. It's like guessing how the plot of a
movie, before it unfolds.

Sometimes you have to guess the model based on scarce evidence. Sometimes it is
handed to you. If your model is a good one it should at least be able to explain what
you are reading.

Having a model also allows you to make predictions while you are in the midst of
reading the article. It is important to make these predictions because they allow you
to become hypersensitive to disconfirming evidence that can quickly identify if your
model is wrong. If your model is wrong, then you’ll have to come up with a new
model that explains the evidence.

Oftentimes you may have two or more models that can explain the evidence, so your
task will be to quickly formulate questions that can prove one model while
disconfirming the others. To save yourself time, I suggest focusing on raising
questions that could confirm/disprove the mostly likely model while disproving the
others (think: differential diagnoses in medicine).
But once you have such a model that (i) explains the evidence and (ii) passes all the
disconfirming tests you can throw at it then you have something you can interpolate
and extrapolate from to answer far more than was initially explained in the article.

Such models also make retention easier because you only need to remember the
model as opposed to the endless array of facts it explains. But perhaps more
importantly, such models give you intuition.

Of course, your model could be wrong, but that is why you actively test it as you are
reading, and adjust as necessary. Think of this process as the scientific method being
applied by you, to try to discover the truth as best you can.

Sometimes you will still be left with contradictions that even your best models
cannot explain. I often found speaking to the professor after class to be a time
efficient of resolving these contradictions.

I developed this technique of mental modelling as a survival mechanism to pass my

studies at the University of Waterloo -- where their teaching philosophy is misnomer
because their teaching philosophy is to not teach as well as they could.

You can see this from their grading philosophy. Although they don't use a bell curve
or other statistical grade adjustment, they make their exams so hard that the class
average is usually between 68 (C+) and 72 (B-) in spite of the fact that their minimum
admission grades are among the highest in Canada (you need more than A+ to get
into several of their engineering programs).

The only way they can achieve such low test averages from otherwise high
performing students is by holding back some of what they know, and then testing
what they didn't explain well in lecture on their exams; or by not teaching to the best
of their ability.

This forces students to develop the ability to teach themselves, often from materials
that do not explain things well, or lack the introductory background knowledge
needed to understand the material.

I realized I could defend against such tactics by reverse engineering the results
presented by their textbooks into theories that would produce those same results;
i.e. mental model induced from scarce facts.

Then when I got to MIT I found myself in a place with the opposite teaching
philosophy. Unlike Waterloo, if the whole class got an "A" the MIT professors would
be happy and proud (whereas at Waterloo an "A" class average would be the cause
for a professor's reprimand).

The mental modelling skills I developed at Waterloo definitely came in handy at

graduate school because they enabled me to learn rapidly with scarce information.

3. Be of service to your fellow classmates. I've personally observed and heard

anecdotal stories that many students in highly competitive programs are reluctant to
share what they know with their peers; a good example being the vast number of
students in a top ranked science programs competing for the very few coveted spots
in med school. I've seen people in such situations be afraid to share what they know
because the fear it could lead to the other students "getting ahead" while leaving
them behind. I would actually recommend doing the opposite: share liberally. You
can't expect help from others if you are unwilling to help others yourself.

I spent hours tutoring people in subjects I was strong in. But, conversely those same
people were usually happy to help me with my weaknesses when I needed it. I also
found it easier to get good teammates -- which is essential to getting good grades in
team-based classes. I found I learned a LOT from other people. And their questions
helped me to prepare for questions I may not have thought of -- some of which
would appear on the exams.

4. Understand how the professor grades. Like the real world, the academic world is
not always fair. You need to understand who is grading you and what they are looking
for. Oddly, if you actually answer questions as written, you won't get full marks from
some teachers. Some professors expected more than the answer. Some only
accepted the answers taught in class as opposed to other factually correct answers --
which coincidentally can easily happen if you rely heavily on mental models. Some
expected you to not even evaluate whether the answers to their multiple choice
answers were true or not; only to notice which answer choices aligned or did not
align with the theories taught in class. Some highly value participation in which case
you ought to have a mental model of what they are teaching based on their assigned
readings. The sooner you know who you are dealing with, the sooner you can adjust
to their way of grading. Thankfully I considered the vast majority of my professors to
have graded in a fair manner.

5. Get involved in research while still in undergrad. Academics is a means to an end.

To me that end was "solving problems" and "building stuff" specifically systems and
organizations. Depending on the school you apply for, your research may be just as
important, if not more important, than your grades. In fact if all you have are good
grades your chances of getting into a top ranked CS program with a research
component (e.g. MIT, CMU) are slim to nil; though you might still be able to get into a
top-ranked courseware-based Masters (such as Stanford where there is no masters
thesis).

I did an Artificial Intelligence research project in undergrad and posted it on the

internet. Not long after it was cited in three patents from IBM, AOL and another
inventor. Then 40 other people cited my work. I feel this helped me get into MIT
because they saw that I could come up with theories with practical applications. It
also led to internships with top research teams whose work I am still in awe of. This
research also helped my graduate application. None of this would have been possible
if I didn't do research in undergrad.

6. Attend classes. I do not understand the students who claim they did well without
attending class. Many professors will only say certain things in class. Many classes
only present some of the material in class. If you don't attend class you simply won't
get that material. You also won't be able to ask immediate follow-up questions. I also
found speaking to the professor after class was an efficient way to resolve
contradictions I had found with my mental model.

7. Time management is key -- especially in undergrad. In my competitive undergrad

program I once learned that a friend who achieved top 5% status actually timed how
long he ate.

While I do not suggest going to such extremes I offer this modest advice. I suggest
spending no more than 30 minutes trying to solve a problem you can't solve by
yourself before appealing to office hours or another knowledgeable student. I also
suggest you ask questions of your professor during or after class as opposed to
leaving the class confused. This reduces wasted time in an environment when time is
a very precious commodity.

8. Going out and having fun is conducive to good grades. In my early undergrad years
I studied as hard as I could. And I thought this meant putting in as many studying
hours as possible. But I later realized that going out and having fun refreshed the
mind and increased grades. Unfortunately it took at least 2 years for me to
understand this lesson.

9. Learn how to do advanced Google searches. This is an essential skill that enables
you to answer your own questions, quickly. At a minimum I suggest you learn how to
use the following Google search operators ~, -,*, AND,OR, and numeric ranges via the
double dot ("..") operator. The "site:" operator is also often helpful. I also found
adding the word "tutorial" to a Google search often yields great introductory
materials.

10. Turn weaknesses into strengths. While studying for standardized exams I learned
the importance of addressing one's weaknesses as opposed to ignoring them. If you
make a mistake on a question, it is because of a weakness within you. If you do not
address that weakness it will follow you to the exam.

I learned this lesson when studying for standardized exams. I was able to legally buy
30 old exams and thought the best approach to studying for the exam was to do as
many old problems as possible. But as I completed each exam I kept getting the same
score (+/- 5%) over and over. I had plateaued!

But then I made a tiny tweak and my scores kept going up. Specifically, after each old
exam, I would identify my weaknesses that led to each wrong answer, prioritize the
weaknesses according to the degree to which they affected my score, and would
address them in that order. When I did that, my scores increased steadily all the way
to the highest possible percentile (99%).

I later realized that such standardized tests are designed to provide consistent scores
(if the student does not study in between the subsequent exams to address their
weaknesses). In fact that is one of the statistical measures used to measure the
quality of a standardized exam and it's called "Reliability" (Google for "psychometric
reliability" to see what I'm talking about).
I've used some similar techniques to do well on standardized exams (99%ile on the
GRE) though doing so involved me developing some custom software to take
advantage of some of these ideas. And after graduation I ended up founding three
companies: PharmAchieve, NurseAchieve and MD Achieve — a trio of companies for
preparing healthcare professionals for their medical licensing exams. The first of the
three, PharmAchieve emerged as the largest pharmacy licensing test prep company
in Canada (we train 800 pharmacists a year) in just 5 years based on some of the
ideas presented here and has pass rates far exceeding multi-month programs at
Canadian universities. The other two companies were founded this year with the aim
of doing for doctors and nurses what we did for pharmacists.
565.9k Views · View Upvotes
Upvote9.9kDownvote
Comments73+

Share

View 585 Other Answers to this Question

About the Author

HYPERLINK "https://www.quora.com/profile/Hooman-Katirai-2"

Hooman Katirai
Co-Founder/CEO of the Achieve Group (PharmAchieve, MD Achieve, NurseAchieve)
Studied at University of Waterloo
578.6k answer views45.8k this month
Follow1.4k
Turn On Notifications

More Answers from Hooman KatiraiView More

What are some good prayers to chant when depressed, tensed and everything is looking down? It does
not matter which religion.

2.4k Views

How can I be happy?

3.6k Views

How could someone believe God exists when there is no direct evidence?

1.9k Views

How can someone prove the Abrahamic God's existence to an atheist?

1.3k Views

Is denial of the existence of gods any more scientific than belief in the existence of gods? Why?

1.6k Views