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To memorize or how, this system is the perfect launching point to begin hiding God’s Word in your heart.”Scripture Memorization Apps & WebsitesBible Memory App (formerly Scripture Typer)This popular Bible memory app helps you memorize and review verses by engaging as many senses as possible. It does require an in-app purchase to get all of the features.Kinesthetic Memory: Type the first letter of each word in a verse to quickly memorize it.Visual Memory: Draw Pictures and use Flash Cards.Auditory Memory: Record verse audio and playback for hands-free review.Fighter VersesThis app and website has tons of built-in plans and even songs to help you memorize the passages. Remember MeAnother Bible memory app for iOS and Android with tons of games and puzzles that help make the process of memorizing Scripture fun.Other Bible Memory ResourcesTalk: Hiding God’s Word in Your Heart: You Too Can Memorize Scripture by Mary MohlerScripture Memorization – FBC Durham – A lot of great practical advice in this article. As well as answers to commons excuses we make for not memorizing Scripture, like “I don’t have a good memory.”Verse Card Maker – This tool helps you quickly create printable verse cards.InspirationLastly, here’s a little inspiration. This is Pastor John Piper reciting Psalm 1, Psalm 16, Psalm 103, Romans 5:1-8, Romans 8, Matthew 6:25-34, and 1 Corinthians 13 from memory.A special thank you to the readers of my weekly newsletter who suggested many of these resources!

Keep tight feedback loops. Proactive learning simply means that a teacher can tell students to memorize the answers to a small set of questions the day before a lecture and opens the lecture with a small test. This keeps students synchronized. By having students "just" memorize a small set of key facts, the effectiveness of the lecture can be greatly enhanced. The teacher will be able to reinforce knowledge and won't waste any class time answering basic questions about definitions. Teachers have a simple, flexible and cost-effective way to create curriculum and testing materials that other people (including other teachers) can examine and use. This means that a teacher can achieve consensus on material before starting a course, and that other people can easily adapt the knowledge base for their own courses. Usually when I say "consensus", I hear someone disdainfully reply "academic freedom". Teachers still have the freedom to edit the content and present it however they wish. Using this method is no different than using a textbook. A formal test is the most intense learning situation a student will experience. Please note the word: "learning".Currently, formal testing is treated as a "crime and punishment" motivation tool. Students are never clear on what material may show up on the test, and the feedback loop is extremely slow.I propose to raise the standard of learning to 100% on any static knowledge material. What does this imply?The first thing to eliminate from testing is multiple choice questions. Multiple choice questions are good for questionnaires, where people may not wish to give out exact personal information and the ranges remain significant. Multiple choice tests are disastrous from a learning point of view.Firstly, they only test at the level of recognition. This is a practically useless knowledge state.Secondly, they introduce semantic noise into the learning process at a time when the learner is in an intense learning state. The other possible answers will simply create confusion in the mind of the learner, instead of reinforcing their knowledge.How would I create a testing situation? I call it "Exact Match Testing" (EMT).I would use a set of exactly the same questions on the tests that I had given the students to work with during the academic term. Please remember, we are talking about hundreds of facts and explanations at the level of recall. The "application" level questions on the tests would be new.Students would be able to focus very precisely on learning significant material, any knowledge that they had mastered would be reinforced during the testing, and students would be tested fairly.The ideal case, is to have the test set up as a list of questions in a computer, where the student could pick and

To raise the pitch of notes played on the 1st or 6th string (formerly the high and low E strings) a whole step (2 frets) to compensate. In simple terms, this means the open string E is now found on the 2nd fret of the 1st and 6th strings.An example of this is the D major chord, we discussed above. By simply fretting the fourth fret on the 1st string, instead of the second fret in standard tuning we now have D major chord.If playing an open A chord, we just need to fret the 2nd fret of the 1st string which is vertically aligned with the notes on the B, G, and D strings, allowing the chord to be formed using just one finger.I’ve added chord diagrams below for all open Major and minor chord variations, however, keep in mind there are many different ways to voice chords.Major Open Chords — Double Drop D TuningMinor Open Chords — Double Drop D TuningOther Useful ChordsBecause the middle four strings remain the same as for standard tuning some standard chord shapes when played in double drop D become extended chords.For example, a chord shape such as C Major becomes an extended chord (extended chords are triads e.g. root, third and fifth, that utilize additional notes beyond the 7th scale degree). The C Major becomes a Cadd9 chord (the 1st string D is 9 scale degrees above the root due to being an octave higher), a more sophisticated chord voicing.Another example of this is the Am shape, which when played in double drop d tuning becomes an Amadd11.Power ChordsPower chords, due to the vertical alignment of the root and 5th on the 6th, 5th, and 4th strings become simpler to play in double drop D tuning, especially on the acoustic guitar. And, as the 1st string is not included, is the same as if playing in drop D.A simple way to approach power chords in either tuning is to memorize the major scale on the 6th D (formerly E) string as per the tab below, adding the fifth and fourth strings which