4. Who needs Timely Reminders?

Nearly everyone could benefit from Timely Reminders. However, there are several groups of people for whom it is especially useful.


  • Students who want to do well in their studies, exams or work find it a useful aid to their current learning systems.
  • Many students who find it difficult to retain and recall information, facts or concepts find the system invaluable.


  • People of all ages who have a large amount of work to learn and would rather approach it in bite-size chunks.
  • Individual specialists who are keen to learn all the details about an area of study or a hobby.
  • Adults who feel that due to overload of information or increasing age they are forgetting things which they were previously able to recall, such as names of people or facts that are important to them.
  • Adults who want to learn basic skills in literacy and numeracy, some of whom may have learned facts many times but not in the way to help them remember and use them.
  • Adults who have had a head injury or stroke and need an organized system to help them relearn, retain and recall vocabulary, definitions or names.


  • Tutors or therapists who see students or clients on a regular basis and want to ensure that the work covered is really learned in a way that means it will be recalled and transferred and generalized to other situations.
  • Parents who want to help their children learn important school work (especially, at a junior level, times tables, early spelling patterns, sight-words and number bonds) but need help in organizing the process.

Only when recall of information is virtually automatic do some people use strategies or information taught in other situations.

If a person is not using the skills learned in teaching/therapy outside the environment in which he was taught them, then reviewing is essential, and, in the long-term, time saving. In my view, time spent on reviewing facts that are considered important is well spent. It boosts confidence and is essential, if transfer of the information is what is required.

If a person learns facts or skills and cannot recall them later especially under stress or timed conditions then reviewing could be useful for him or her.

If the forgetting curve is understood then the expectations of both the teacher and learner can be realistic. This can ensure that people do not feel ‘unable to learn’ or ‘stupid’ and consequently they are less likely to become disaffected with the whole learning process.

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