Different professors test different things. You need data to know which game you’re playing—and you shouldn’t mix the strategies.
The Two Games
| Game | What’s Tested | Strategy | When to Do It |
|---|---|---|---|
| Conceptual | LOs, mechanisms, application, “explain why” | Feynman method, understanding | During studying |
| Trivia | Names attached to theories, numbered lists, specific stats, similar-sounding terms | Extraction, cramming | Separate pass, before exam |
Why Not to Mix Them
Hunting for trivia while trying to understand concepts slows both processes:
- Concept work needs focus and dialogue
- Trivia work needs coverage and speed
If you’re worried about “Herzberg’s Two-Factor Theory” while trying to understand motivation mechanisms, you’re context-switching constantly.
The Hedge Strategy (Before First Exam)
When you don’t know which game the prof plays:
| Type | What to Flag | Time Cost |
|---|---|---|
| Trivia traps | Names + theories, numbered lists (“4 types of X”), percentages, bolded terms that sound similar | Quick skim, just flag—don’t memorize yet |
| Concepts | LOs, mechanisms, Feynman approach | Where you spend real study time |
The trivia pass isn’t reading—it’s flagging. Skim for gotcha candidates, dump them into a list. Takes 10-15 min per chapter. Memorize that list the night before, separate from concept work.
How to Get Data
- Past exams — Does library or course have them? One sample tells you everything.
- Upper-year students — “What does Prof X actually test on?”
- First exam — Treat it as paid intelligence. What type of questions appeared?
- RateMyProf comments — Sometimes the trivia pattern is mentioned.
After First Exam
You now know the ratio. Adjust:
| Exam Was | Strategy Adjustment |
|---|---|
| 80%+ concepts | Drop trivia pass entirely. Pure Feynman. |
| 80%+ trivia | Flip time allocation. Coverage > depth. |
| Mixed | Continue hedging, weight toward majority |
Trivia Extraction (Outsource to Claude)
You don’t have to read for trivia. Ask Claude:
“Scan this chapter and extract testable trivia: names attached to theories, numbered lists, specific percentages, definitions that sound similar.”
Claude generates the cram list. You memorize it the night before. Your concept study time stays protected.
Common Trap
Studying concepts when the game is trivia. Deep understanding of motivation theory doesn’t help if the exam asks “Who proposed the Two-Factor Theory?” and you don’t remember the name Herzberg.
The inverse trap exists too—cramming names when the exam asks “Explain why hygiene factors don’t motivate.”
First exam tells you which trap to avoid.
North: Where this comes from
- Know Your Professor (assessment style varies)
- Strategic Studying (optimize for actual test, not ideal test)
East: What opposes this?
- One-Size-Fits-All Studying (same approach for every course)
- Hoping for Concepts (assuming prof tests what you want them to test)
South: Where this leads
- First Exam as Calibration (using data to adjust strategy)
- Efficient Exam Prep (right strategy for right game)
West: What’s similar?
- Reading the Room (adapt to actual audience)
- Requirements Gathering (build what they want, not what you assume)
- B Testing (get data, then optimize)