Revision Tips: How to Make Your Revision More TARGETED

Summary

In this conversation, the speaker discusses effective learning and revision strategies beyond spaced repetition. They emphasize the importance of higher-order thinking for better retention and retrieval of information. Techniques like teaching, brain dumps, and creating mind maps are highlighted as methods to engage with material at various cognitive levels. The speaker also stresses the significance of understanding when to apply different techniques to address specific learning gaps and challenges.

Takeaways

• 📚 The conversation with Steph revolves around learning and productivity, focusing on effective revision techniques beyond spaced repetition.
• 🔄 Spaced repetition is deemed necessary for certain parts of information encoding but not the only method for effective learning.
• 🤔 The speaker suggests that when information feels irrelevant or difficult to retain, it might be a sign to elevate the learning process with higher-order thinking.
• 🧠 Higher-order thinking is recommended for better knowledge integration and retention, as opposed to lower-order strategies like rote memorization.
• 📉 Lower-order learning strategies have a limited ceiling in terms of effectiveness and should be used only when necessary for certain content.
• 🔑 Techniques like Anki, flashcards, and other memorization methods are acceptable for lower-order learning but have their limitations.
• 📝 The importance of retrieval practice at higher levels of mastery is emphasized for both identifying knowledge gaps and improving thinking skills.
• 👨‍🏫 Teaching is highlighted as an excellent method for revision, testing multiple levels of understanding and promoting deeper learning.
• 🔄 The effectiveness of teaching as a revision technique depends on the approach taken, requiring a structured and logical flow of information.
• 🧭 The speaker recommends restructuring and reordering information for teaching to ensure a deeper understanding of concepts and their relationships.
• 📈 The ability to choose the right revision technique based on the learning goal and available time is a mark of an intermediate to advanced learner.
• 💡 The script concludes with the idea that challenging oneself with difficult revision techniques is essential to avoid being caught off-guard during exams.

Q & A

What is the main topic of the conversation between the speaker and Steph?

The main topic of the conversation is about learning and productivity, specifically discussing the effectiveness of different revision techniques beyond spaced repetition.

What is the purpose of discussing spaced repetition in the context of the conversation?

The purpose is to explore whether there are better ways to revise information and when it is appropriate to use spaced repetition or other memorization techniques.

What does the speaker suggest is an indicator of lower order thinking in learning?

The speaker suggests that lower order thinking is indicated when one feels that information is not sticking and the brain seems to be 'ejecting' it, signaling that the information is not seen as relevant or understood.

How does the speaker propose to improve retention and retrieval of information when higher order thinking is not possible?

The speaker proposes using lower order strategies such as Anki, flashcards, and simple repetition when higher order thinking is not possible for certain subjects.

What is the significance of testing at higher levels of mastery according to the speaker?

Testing at higher levels of mastery is significant because it helps identify gaps in knowledge before exams, and it also aids in higher levels of thinking, allowing for better calibration of one's learning process.

Why does the speaker consider teaching to be a great way of revision?

Teaching is considered a great way of revision because it tests one at multiple different levels and requires understanding of the importance and relevance of different concepts and their relationships.

What is the difference between a linear teaching approach and a more effective teaching strategy according to the speaker?

A linear teaching approach may not test at a high level because it requires memorization of a process without linking information together. A more effective strategy involves understanding the importance of relationships and structuring information in a way that emphasizes key points and logical flow.

What is a 'brain dump' and how can it be used as a revision technique?

A 'brain dump' involves regurgitating everything one knows about a topic, either by writing it out linearly or mapping it out to test connections between concepts. It can be made more effective by prioritizing concepts and relationships.

Why is it important to use the right revision technique based on one's learning gaps and available time?

Using the right revision technique based on learning gaps and time availability allows for adaptive learning, ensuring that both high and low levels of thinking are addressed effectively, and that the learner can practice retrieval and prioritization as needed.

What does the speaker suggest about the difficulty of certain revision techniques?

The speaker suggests that the difficulty of a revision technique may not be due to the technique itself but rather the challenge it presents to one's knowledge and comfort level, which is something learners should embrace and control through practice.

How does the speaker relate the concept of teaching to the idea of explaining one's thought process during an exam?

The speaker relates teaching to exam explanations by emphasizing the need for logical articulation of thought processes, which is a skill developed through teaching and is crucial for effectively communicating one's understanding to an examiner.