Law Students Memory Improvement Training Workshop in Singapore

Law Students Memory Improvement Training Workshop in Singapore

LAW STUDENTS MEMORY IMPROVEMENT TRAINING COURSE

  • Learn to effectively apply the 10 most important mnemonic techniques for law students.
  • Eliminate rote memorisation; save valuable study time.
  • Practice mental filling to prevent yourself from “Blanking Out” during major examinations.
  • Learn to recall information within 2 seconds; save valuable examination time.
  • How to remember what was taught in class long-term.
  • How to use active listening strategies to help you retain more information during class.
  • How to memorise difficulties remembering names stated in cases.
  • Learn the world’s easiest memory technique to memorise numbers rapidly.
  • How to memorise important case dates.
  • How to memorise difficulties remembering information of cases and case studies.
  • 4 reasons why memory fail for students and how to remedy and prevent such failures from occurring.
  • Learning vs understanding vs memorising: Why you should always memorise a piece of information by first understanding and learning it.
  • How to memorise a rule or law as well as the number of provision (Article or Section).
  • Learn the Powerful Memory Matrix: How to store vast amount of information from different subjects without getting it mixed up.

 


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Law Students Memory Improvement Training Workshop in Singapore

Law understudies ask, “Isn’t graduate school about something other than retaining? The appropriate response is clear: Absolutely!

Be that as it may, must law understudies retain? The appropriate response is similarly as clear: Absolutely!

A few educators wrongly tell understudies that “graduate school isn’t about remembrance.” I say “incorrectly” in light of the fact that graduate school IS about retention… thus substantially more. Be that as it may, for the occasion, how about we simply concentrate on grades – and for most courses, that implies concentrating on exams.

So as to compose a high-scoring paper exam reply, an understudy needs to utilize numerous aptitudes and methodologies. Relevant introduction, abnormal state investigation, modern legitimate thinking… indeed, these are basic abilities with regards to procuring “An” evaluations.

However, one can’t win an “A”… or, on the other hand a “B”… without having the capacity to detect the issues that the educator hopes to see investigated. Keeping in mind the end goal to discover issues, one must “know” the law. In the more profound sense, to “know” the law is to comprehend its experience, varieties, subtleties, nuances, et cetera. Furthermore, truly, that feeling of knowing is vital. Be that as it may, in the major sense, to “know” the law (with regards to exam-replying) is to have the capacity to compose a run explanation without currently considering; to “know it by heart.”

Before strolling in to a Torts end of the year test, an understudy focused on gaining the best grade he or she is fit for acquiring should have learned “by heart” in any event each of the accompanying:

As to every tort, an announcement of each “run” – meaning a sentence or progressively that incorporates each component that must be demonstrated to bring about an assurance that the tort has been submitted.

As to every positive resistance, an announcement of each “govern” – meaning a sentence or increasingly that incorporates each component that must be demonstrated to bring about an assurance that the protection is feasible.

A meaning of each component, including “tests” to decide whether that component can be demonstrated.

A schematic layout for building an exposition is, basically, included inside these three classes. Here’s a fractional case:

To demonstrate carelessness, an offended party must demonstrate that the respondent owed an obligation to every single predictable offended party, that the litigant broke this obligation by not acting as per the standard of care, and that this break made the damage offended party.

Obligation. An offended party must demonstrate that the respondent owed an obligation to every single predictable offended party, that the litigant broke this obligation by not acting as per the standard of care, and that this break made the damage offended party.

Standard of care. The standard of care is the level of reasonability and alert expected of a person who is under an obligation of care.

Rupture of obligation. A break issue can be taken a gander at from (no less than) two distinct edges…

Adjusting test. Risk turns on whether the weight of sufficient safety measures is not as much as the likelihood of damage duplicated by the gravity of the subsequent damage. B

Carelessness in essence. The three basic criteria include: that offended party is an individual from the class expected to be ensured by the statute, that the sort of damage which happened is the sort the statute was instituted to make preparations for, and the infringement was not pardoned.

However, an understudy require not retain these 214 words. This works:

Carelessness – obligation, break, standard of care, cause, harm.

Break – adjust, in essence. (…and so on…)

Should an understudy “remember through repetition”? Preferably, no. It’s pointless if an understudy has sufficiently arranged for each class, created an individual course synopsis (plot), and addressed many short-answer (and more) rehearse questions. The redundant utilization of the central tenets to determine extreme issues installs the components into the memory for most. In any case, not all. That is the reason memory instruments are essential to numerous law understudies. (More about that later.)

Another supportive thing to add to the visual cue list above (what to retain) is this: a rundown of each issue contemplated. This gives a fantastic agenda to the understudy to rapidly gone through amid the pre-composing phase of making the article reply. What amount of repetition remembrance does this involve? Very little. (For a case of a Criminal Law agenda, go to this connection, at that point look down to Criminal Law, Checklist.)

Understudies must recollect that the “retention” part – the learning by heart part – is just a little piece of what must be done to score high on exams. Be that as it may, if an understudy can’t gone through the components of each deliberate tort (for instance) rapidly, without delaying to attempt to review specifics, issues will be remembered fondly. Try not to give that a chance to happen!


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