How to Note-Take and Remember MORE + Study LESS

Summary

The video script emphasizes the distinction between learning and studying, highlighting that effective learning involves more than just the physical act of studying. It introduces the concept of higher order thinking skills, which are crucial for deeper understanding and retention of information. The speaker uses the analogy of gym training to illustrate the importance of technique over quantity. The script then delves into the practice of nonlinear note-taking as a method to foster higher order thinking, which involves analyzing relationships between concepts, creating interconnected mental frameworks, and prioritizing quality over quantity in note-taking. The process is outlined in three steps: thinking about the end goal, listing and connecting key concepts, and testing one's understanding through application. The summary encourages embracing the challenge and discomfort of higher order learning for more efficient and meaningful knowledge acquisition.

Takeaways

• 📚 The distinction between studying and learning is crucial: Studying is the physical process, while learning is the mental process that involves retaining and applying information.
• 💡 Effective learning involves higher order thinking skills, which integrate and analyze information, as opposed to lower order thinking that focuses on memorization and understanding in isolation.
• 💪 The importance of technique over quantity is highlighted by the gym analogy, where proper form and understanding of exercises lead to better progress, similar to effective learning techniques.
• 🌟 Nonlinear note-taking facilitates higher order thinking by encouraging the consideration of relationships between different pieces of information, leading to deeper understanding and retention.
• 🚫 Avoiding the trap of lower order learning, which is often characterized by a focus on quantity over quality, and can lead to inefficient studying and poor retention.
• 🔄 The process of nonlinear note-taking involves thinking deeply about the end goal, listing and connecting key concepts, and testing your understanding through application and teaching.
• 📈 Prioritizing quality over quantity in note-taking leads to more meaningful and memorable information retention, as opposed to surface-level, quantity-focused note-taking.
• 🧠 Engaging in higher order learning feels like a cognitive challenge, which is a sign that you are pushing your brain to make new connections and truly learn the material.
• 📈 The Bloom's Revised Taxonomy model is introduced as a way to visualize the different levels of thinking skills, with higher order thinking being more effective for learning.
• 🔗 Making connections between new information and previously learned concepts is key to integrating information and building a comprehensive understanding of a subject.
• 📉 Lower order learning techniques can lead to a cycle of forgetting and relearning, which is inefficient and unproductive for long-term knowledge retention.
• 🎓 Embracing the struggle and discomfort that comes with higher order learning is essential for growth and mastering complex topics.

Q & A

What is the fundamental difference between learning and studying as discussed in the transcript?

Learning is the mental or cognitive process that allows us to retain and apply information, while studying is the physical process we use in hopes of achieving the cognitive outcome of learning.

Why is it important to differentiate between higher order and lower order thinking skills in the context of learning?

Higher order thinking skills involve analysis, synthesis, and evaluation, which lead to better retention and deeper understanding. Lower order thinking skills, focused on memorization and basic understanding, often result in less retention and less efficient learning.

According to the transcript, what is the role of technique in effective learning, and how does it relate to the gym analogy?

Technique in learning is analogous to proper form in the gym. Just as good form leads to better fitness results, a good technique in learning, such as effective note-taking and understanding relationships between concepts, leads to better retention and knowledge mastery.

What are the three steps of nonlinear note-taking as described in the transcript?

The three steps are: 1) Think about the end goal and maximize learning by focusing on relationships between information, 2) List and connect keywords by creating a mind map that visualizes and prioritizes key ideas, and 3) Test your retention ability by teaching the information to an imaginary person or solving practice questions.

Why is it suggested to avoid taking down copious amounts of notes during learning?

Taking too many notes can lead to a focus on quantity over quality, which may result in surface-level understanding and less retention. It's more effective to focus on understanding and relating concepts rather than just transcribing information.

How does the concept of 'less is more' apply to note-taking as per the transcript?

'Less is more' in note-taking means focusing on the quality of notes, capturing the essence and relationships of the information, rather than the quantity of notes. It encourages a deeper, more meaningful engagement with the material.

What is the significance of Bloom's Revised Taxonomy in the context of higher order thinking skills?

Bloom's Revised Taxonomy provides a framework for categorizing different levels of cognitive skills, from lower order (remembering and understanding) to higher order (analyzing, evaluating, and creating). It emphasizes the importance of higher order thinking for effective learning.

Why is it beneficial to challenge oneself and embrace discomfort during the learning process?

Embracing discomfort and challenging oneself during learning stimulates higher order thinking and deeper processing of information, which leads to better retention and understanding. It pushes the learner to make connections and understand the material more thoroughly.

What is the role of relevance in enhancing the learning process as discussed in the transcript?

Making the information relevant to the learner enhances the learning process by making the material more memorable and meaningful. When information is connected to something the learner cares about or finds interesting, the brain is more likely to retain it.

How does the transcript suggest one should approach the initial stages of learning a new topic?

The transcript suggests taking a step back from the details and focusing on the relationships between concepts. It encourages learners to understand and process the information without immediately trying to write down everything, instead of focusing on how different pieces of information connect.

What is the final advice given in the transcript regarding the application of the learned material?

The final advice is to test the learned material by applying it in complex and unfamiliar ways. Learners should aim to explain concepts and their relationships, not just regurgitate information, ensuring they can answer difficult questions and understand the material deeply.

Outlines

00:00

📚 The Difference Between Learning and Studying

This paragraph discusses the misconception that studying and learning are synonymous. It emphasizes that learning is a cognitive process that allows us to retain and apply information, while studying is a physical process aimed at achieving the cognitive outcome of learning. The speaker shares personal experiences of ineffective studying and introduces the concept of higher order thinking skills as a key to effective learning.

05:01

💡 Understanding Higher Order Thinking Skills

The second paragraph delves into higher order thinking skills, which involve analyzing, evaluating, and integrating information to understand its relevance and importance. It contrasts this with lower order thinking, which is more about memorization and understanding in isolation. The analogy of gym training is used to illustrate the importance of technique over mere repetition, and how lower order learning can lead to inefficiency and a cycle of forgetting and relearning.

10:02

🌟 Nonlinear Note Taking for Higher Order Learning

This section introduces the concept of nonlinear note taking as a method to facilitate higher order thinking. It suggests that instead of passively copying information, one should actively engage with the material by identifying relationships between concepts. The paragraph outlines a three-step process involving thinking about the end goal, listing and connecting keywords, and testing one's understanding. It also emphasizes the importance of quality over quantity in note taking.

15:04

📈 Embracing the Struggle for Effective Learning

The final paragraph encourages embracing the challenge and discomfort that comes with higher order learning. It likens the process to working out at the gym, where pushing through the strain leads to better results. The speaker advises learners to test their retention and understanding by explaining concepts in their own words or answering practice questions. The paragraph concludes with a recap of the key points and an invitation to download a PDF for further guidance on nonlinear note taking.

Keywords

💡Learning

Learning is defined as the mental or cognitive process that allows us to retain information and use it to solve complex problems, which is central to the video's theme. It is distinguished from studying, which is the physical process we engage in to achieve the cognitive outcome of learning. In the script, learning is emphasized as the key to effective knowledge retention and application, as opposed to rote memorization.

💡Studying

Studying is the physical act of engaging with material, such as reading, note-taking, and highlighting, with the hope of achieving the cognitive outcome of learning. The video argues that studying is not equivalent to learning and that ineffective studying methods can lead to wasted time and inefficient learning. The script uses the analogy of going to the gym to illustrate that more studying does not necessarily lead to better learning outcomes.

💡Higher Order Thinking Skills

Higher Order Thinking Skills are cognitive abilities that involve analysis, synthesis, evaluation, and application of information. They are likened to having good technique in the gym, which is crucial for effective learning. In the context of the video, these skills are essential for deeper understanding and long-term retention of information, as they allow for the integration and comparison of ideas, leading to a more meaningful learning experience.

💡Bloom's Taxonomy

Bloom's Taxonomy is a model that categorizes different levels of cognitive skills, from lower order thinking skills like remembering and understanding to higher order thinking skills like analyzing and evaluating. The video uses this model to illustrate the importance of engaging in higher order thinking for effective learning. It is mentioned as a framework for understanding the different orders of thinking skills and their impact on learning.

💡Nonlinear Note Taking

Nonlinear Note Taking is a method of taking notes that facilitates higher order thinking by encouraging the consideration of relationships between different pieces of information. It involves listing key concepts and connecting them in a way that makes sense to the learner, often resulting in a mind map. The video emphasizes that this method leads to more interconnected, processed, and memorable notes, as opposed to linear note taking, which is more like a regurgitation of information and often less effective.

💡Lower Order Thinking

Lower Order Thinking involves memorization and basic understanding of information in isolation, without much integration or application. The video contrasts lower order thinking with higher order thinking, noting that the former can lead to lower retention and knowledge mastery. It is described as less efficient and less engaging, often resulting in a cycle of forgetting and relearning.

💡Technique and Form

Technique and form refer to the methods and approaches used in an activity to achieve the best results. In the context of the video, the analogy of gym workouts is used to illustrate the importance of technique in learning. Just as proper form in exercising leads to better results, using effective learning techniques, such as higher order thinking, leads to better learning outcomes.

💡Quantity vs. Quality

The video emphasizes the importance of quality over quantity in note taking and learning. It suggests that taking fewer, more thoughtful and interconnected notes (quality) is more effective than taking many notes without considering their relationships (quantity). The script argues against the common misconception that more notes lead to better learning, advocating instead for a focus on understanding and integration of information.

💡Mind Map

A mind map is a visual representation of information that organizes and structures knowledge in a way that shows relationships and hierarchies. In the video, mind mapping is presented as a tool for nonlinear note taking, allowing learners to connect ideas and see the bigger picture. It is used as an example of how to visually prioritize and organize information to enhance learning and retention.

💡Retain Information

Retaining information is the ability to keep and recall learned material over time. The video stresses that effective learning methods, such as higher order thinking and nonlinear note taking, improve information retention. It contrasts this with lower order learning, which often results in a need to relearn the same material due to poor retention.

💡Knowledge Mastery

Knowledge mastery refers to the deep understanding and ability to apply learned information flexibly. The video argues that higher order learning techniques lead to greater knowledge mastery, as they allow learners to connect and integrate information in meaningful ways. It is presented as a goal of effective learning, as opposed to mere memorization or surface-level understanding.

Highlights

The distinction between learning and studying is crucial for effective knowledge retention and application.

Learning is a cognitive process that enables information retention and application, while studying is the physical act that aims to achieve this cognitive outcome.

Not all forms of studying lead to effective learning; some methods can be counterproductive.

An analogy of gym workouts is used to illustrate the importance of technique over quantity in achieving progress.

Effective note-taking methods are crucial for higher retention and mastery of content.

Higher order thinking skills, as represented by Bloom's revised taxonomy, are essential for effective learning.

Lower order thinking involves memorization and understanding in isolation, which can lead to poor retention.

Nonlinear note-taking facilitates higher order thinking by encouraging the consideration of relationships between information.

Linear note-taking is often ineffective and leads to a regurgitation of information without meaningful processing.

To engage in higher order learning, one must focus on the quality of notes over quantity, emphasizing relationships and understanding.

The process of nonlinear note-taking involves three steps: thinking, listing and connecting, and testing.

Thinking involves focusing on the end goal of learning and maximizing the learning process through relational thinking.

Listing and connecting involves creating a mind map of keywords to visualize and prioritize key ideas.

Testing your retention ability with the new method ensures its effectiveness and provides a means for continuous improvement.

Applying the knowledge in complex and unfamiliar ways is crucial for true mastery and not just memorization.

The video provides a PDF with a summary of the three steps and a checklist for nonlinear note-taking in the description box.

Embracing discomfort and challenge during the learning process is essential for growth and improved learning techniques.

The video concludes by encouraging viewers to start their new learning journey with the insights provided.

Transcripts

you know how there's always that one

student that never seems to study yet

passes with flying colors how do they do

that are they simply just more talented

smarter or do they know something that

the majority don't the good news is that

you can do the same if you simply just

know this one thing and that is the

difference between learning and studying

and just wait a minute I know what

you're thinking you're thinking arer but

when I am studying I am learning to

study is to learn and to learn is to

study except

that's wrong as someone who teaches

thousands of students how to learn and

yes that's learn not just study there is

a fundamental difference that you need

to know when I first began studying I

too didn't understand the difference

between studying and learning I wasted

countless hours of studying without

results and this was me the old Archer

and I remember I would be pouring over

every page of my textbook at midnight

there'd be that subtle yet everpresent

ticking of my bedside clock and with

every tick I could feel that slight

increase of my blood pressure sound

familiar well that pain can be avoided

and I want to help you get started on

your Learning Journey let's start with

the definition of learning what exactly

is learning now bear with me here if you

take a look at this learning is the

mental or cognitive process happening

within our brain it's what allows us to

number one retain that information and

number two be able to use and apply that

information to solve comp problems and

ultimately perform well in our

assessments and our exams however

studying is the physical process that we

hopes achieves the cognitive outcome of

learning we think that all forms of

studying note taking reading on notes

highlighting passages on end all of this

helps us with achieving more effective

learning unfortunately that can't be

further from the truth and we know this

based on the 10 plus years that we have

spent at ion study consolidating the

latest research on learning and

cognitive psychology here's an example

look at these two guys who go to the gym

A and B have both recently started their

fitness journey with similar physiques

and goals we'll call a John the brawn

and John goes to the gym five times a

week for 2 hours at a time and then we

have B Shane the brain and he only goes

to the gym three times a week for less

than 2 hours at a time yet looking at

their progress down the line Shane has

progressed far more than John and

although it may seem that going to the

gym and working out more would lead to

more progress that clearly wasn't the

case otherwise those who go to the gym

the most would be the strongest out

there so what did Shane do exactly well

Shane understood that there was

something much more important than just

working out all of the time Shane

understood that the underlying technique

for the exercises that he was using was

the most important factor for his growth

Shane executed every repetition to

Perfection he would take the adequate

rest time between his sets he'd look

after his sleep and his diet and

ultimately he found that he progressed

very well in a short period of time

however JN was focused on just

mindlessly pumping the weights he

thought that he had good technique but

in reality he didn't really care about

that he was just focused on the quantity

and the number of repetitions because

that was all that his friends had ever

told him about but what John failed to

realize is that poor technique and form

leads to slower progress and even the

potential for injuries this analogy is

very relevant to the exact processes

that students use when studying the very

first step that students engage in when

studying is not taking and just like we

mentioned with the analogy before there

are effective and ineffective methods of

note taking which result in vastly

different outcomes some notetaking

methods just like formal technique are

going to have a lower level of retention

and a lower level of depth or Mastery of

content as well but unfortunately a lot

of people who adopt these less efficient

techniques think that quantity will be

the thing that gets them to their

desired goal but this can't be true

right at the same time some notetaking

methods result in way more effective

learning both in higher retention and in

knowledge Mastery just like Shane

thought working on the technique and the

execution of the technique results in

greater progress in less time so what

makes certain methods of note taking

more effective than others well it comes

to this one key principle that has been

consistently proven to help make

learning and studying in general more

effective and that is called higher

order thinking skills and higher order

thinking skills is like having good

technique or form in the gym like shame

and it can be represented by this model

quite nicely called blooms revise

taxonomy from top to bottom you can see

that it goes through the different

orders of thinking skills from higher

order thinking skills to lower order

thinking skills and a characteristic

feature of higher order thinking skills

specifically at the analyze and evaluate

level is that you're looking at how

information is integrated it involves

comparing ideas against each other

thinking about how they're similar how

they're different you'll trying to find

those relationships that exist between

the two and there's always this bigger

picture idea or concept you're trying to

connect it to in order to establish its

importance within the grand scheme of

things and what this does for you is it

makes the information far more relevant

to your brain so that it's worth

retaining and then that leads to the

higher retention and knowledge Mastery

on the other hand lower order thinking

is very isolated lower order thinking

and learning is much like having poor

technique and form in the gym just like

John and a characteristic feature of law

order thinking when we look at Bloom's

taxonomy is that you often just try to

memorize and just understand something

there's a lot of emphasis on looking at

information in isolation rather than

thinking about how all connects together

now memorization is still a very

necessary part of the studying process

but if it is the primary thing that you

are doing without having those higher

order learning techniques alongside then

it can be detrimental a lot of

unnecessary time will then just be spent

relearning the same thing again and

again when you could have just learned

properly in the first place also if you

mainly use lower order learning

techniques you'll often find that the

learning is often quite irrelevant and

that's what leads to lower retention and

knowledge Mastery it leads to this

painful cycle that Loops over and over

again of you forgetting and then

relearning and it never ends a classic

example is when you can't remember the

notes that you just took down 2 minutes

ago and then now you feel like this need

to rewrite them out again or check over

them yet again because you want it to

stick or maybe it's that you're studying

and 5 minutes in you feel this tsunami

of sleepiness come your way and you

already feel like you're going to nap if

you have had these experiences these are

telltale signs that your learning is

more likely to be lower order than not

because it doesn't require a very high

level of brain power to do and

inherently becomes boring it is

convenient and easy to do it feels like

you're getting a lot of stuff done but

in reality it's not that effective and

this is very similar to what John was

doing when you use lower order learning

techniques the information isn't very

related to many things and so when your

brain sees that it's like oh that's not

very relevant well I'm just going to get

rid of that and this is why you forget

and forget again let's take a look at an

example of some linear notes so in this

example you can see that this has no

real connection between the different

ideas that are represented here it's

just blocks of text so it's very

isolated the information itself is not

really processed as well it very much

looks like a regurgitation of the

information that was presented in class

so you're almost like a human

photocopier at this point and then as a

result the information is often

forgotten because the information is not

represented in a way that's very

meaningful or memorable this is usually

referred to as linear note taking and it

is the usual and primary way that people

take notes using notes like this though

is like it's like trying to cut a steak

with a spoon or rocking up to a Ferrari

race in a horse fundamentally no matter

how good you are at low order learning

it is still inefficient so how can we

engage in higher order learning so we

can have more interconnected processed

and memorable notes how can we cut that

steak with a knife how can we transform

our horse into a Ferrari well we can do

this by using a process that is called

nonlinear note taking very briefly

nonlinear note taking is about taking

notes in a way that facilitates the

certain thinking process that allows you

to deeply consider the relationships

that exist between the information

you're learning to think about which

information is more important than

others and then finding a way to

represent and organize this information

in a way that makes the most sense to

you and so often this means that you'll

have to abandon the set order that

information was presented to you in a

classroom environment or in a textbook

so that you can learn in the order that

is most optimal for you the opposite of

nonlinear notetaking is linear

notetaking as we've discussed before and

hopefully by this point we're clear on

the fact that we want to be doing more

nonlinear not taking if so that's great

and if you've been enjoying this so far

and following along make sure to leave a

thumbs up on this video because what

we're going to do now is we're going to

dive a little bit deeper and show you

how this is exactly done for

demonstration purposes we're going to

use a chapter from some random geography

textbook on some rocks and so your

contents page of that chapter might look

something like this there's the type of

rocks the weather SL erosion processes

relating to those types of rocks and

then the land forms based on the

different types of rocks that there are

here is a set of notes following the

contents page of the textbook or the

outline my question is is this something

that you do too because if you do if

this looks familiar that's okay that's

fine but this is still linear not taking

and it is the usual starting position

for many of the students coming into our

ion study program but this is still

going to lead to wasted time

inefficiency and the need to relearn and

reread your notes again and again so how

can we engage in higher order learning

with nonlinear note taking well this can

be done using three steps so number one

we're going to think number two we're

going to list and connect and then

number three we're going to test step

number one is to think about the end

goal with your learning and to maximize

your learning it's all about thinking

about what you're specifically doing and

again it's not about the quantity of

notes that you write otherwise those who

take the most notes would get the best

exam result but we know that simply

isn't the case so if you want to be able

to use your knowledge in a fluid way

where you can retrieve information with

a lot of complexity a lot of nuance you

can adapt it to any question that comes

your way way because you're thinking

about it super relationally well then

you have to be doing this exact type of

thinking in the first place when you're

learning it initially don't be driven by

the insecurity to write as much as

possible you really want to strip back

here and not add more and you want to

avoid taking down copious amounts of

notes very often those students who take

the most notes actually get worse

results and really if you wanted to

capture everything so you missed nothing

then just get an audio recorder press

record and put it through an audio

transcription that is going to allow you

to actually sit in the class and focus

on learning rather than just being a

human typewriter but if you want to

learn at this higher order then you need

to think about this in a much more

relational manner so draw those

relationships between the information

that you're learning and when you're

exposed to something with a lot of big

chunks of information like this whether

it be about like rocks or certain

landform processes whatever it may be

you want to take a step back and just

focus on the relationships that exist

between those Concepts themselves

understand and process the information

that you're taking in without furiously

copying down your notes so always think

about how the information relates back

to the stuff you just learned 5 minutes

ago and how it relates to the stuff that

you're going to learn in the future in

the next chapter or your next class so

step number two is to list and connect

so whether you're hearing words in class

or reading it from a textbook any

keyword that seems important list that

down then connect all the keywords that

you've collected and build a simple mind

map in the way that it makes the most

sense to you so you want to make sure

that you're visualizing and prioritizing

the certain key ideas if you see certain

key words that would be better as a

group then you can go ahead and

visualize that as well now if you type

your notes this is also not going to be

an ideal way of note taking this is just

another form of linear note taking and

it's just simply not going to be able to

represent the multifaceted nature of the

relationships that you're dealing with

so the best case to deal with this is to

have a pen and paper and treat it like

an infinite canvas so as soon as you get

to the edge of the page just stick

another page on with some sticky tape

and you can continue that mind map on

for Simplicity sake with this example

I'm going to just use the headers here

because they seem like important words

for this topic that I'm learning but

there's definitely going to be many more

keywords that you hear within a class or

and then the paragraphs that you're

reading inside of your textbook so what

we can see here is that I've got the

types of rocks the weathering SL erosion

processes relating to different types of

rocks and then land forms based on those

different underlying types of rocks as

well following so far great so now we

need to find a way to connect all of

this information to create those

relationships between the Big Ideas in a

way that's going to make the most sense

for me this is forming a large mental

framework for all the Minor Details to

fill into you can think about it as like

a foundation that you can then build off

of so during this step I am thinking

about number one number two and number

three and I'm thinking how are they

related to one another I'm looking at

this and I'm thinking how are the

different physical characteristics of

specific rocks in one related to the

kind of processes in number two I'm

thinking how are the certain land forms

determined by the types of rocks needed

to create them and there's also this

link that's here between number one and

three do you see how transformative and

intuitive this process is we're going

through right now the most boring Topic

in this chapter right now and we're

providing providing meaning to it and

connecting it together now let's take it

one step further maybe let's say you're

interested in caves as a land form this

is going to now serve as an anchor for

our mup because it provides relevance to

the first section that we were learning

about which was the types of rocks we

can start to connect why there are

particular types of rocks found in caves

as opposed to just memorizing all the

rocks that are found in caves what we

are doing is we are relating this back

to the formation processes that created

these types of rocks in the first place

so now it's more meaningful and

connected and as you go through this

process it almost feels like it's fun

and that's what higher order learning is

meant to be like so one thing you'll

notice as you do this is you'll feel

like your brain is on overdrive it's in

this higher gear and it's working very

very hard and if you feel this this is

actually a really important feeling it

means you're doing it correctly and in

fact if you're not feeling this more

likely than not you're engaging in that

lower order learning again because it

doesn't require a very high level of

brain power to do so it's very important

to not hold yourself back here when you

feel that strain embrace it and so many

students they get this wrong when they

feel this fear of the unknown they run

away from it right when I speak to

students who have tried this for the

first time they're like ah this doesn't

feel right and then they go back to

using the low order learning techniques

that they know is not going to help them

as much and that is how you never

improve this is really like going to the

gym imagine that you go to the gym you

LIF 1 kg and then you call it a day of

course you're never going to get a good

outcome and similarly if you study and

as soon as you feel that strain you quit

then you're never going to get the level

of retention and knowledge Mastery that

you need put yourself in that slightly

uncomfortable position challenge

yourself and those marginal gains they

will add up as you Embrace this

discomfort this sense of overwhelm and

even confusion as you're trying to piece

this together and put the relationships

with one another

that is what true learning feels like

and our last step is number three which

is to test so you want to prove to

yourself that this technique works and

this is good for two reasons number one

you're going to ensure that you're doing

it correctly and number two this is a

way for you to continue improving with

it so test your retention ability by

using this new method and see if this is

working better for you you can do this

by either teaching this to an imaginary

person or just doing some of your own

practice questions that you're creating

for yourself ask yourself are you better

at able to explain why different types

of rocks exist and the importance of

that information and how this relates

back to the formation processes that

unpend why these types of rocks existed

in the first place if you're able to do

this then you have now proven to

yourself that you have an effective

learning method of note taking so what

have we learned here today let's do a

quick recap we've learned the difference

between higher order learning and lower

order learning and then we should engage

of higher order learning much more than

lower order learning when we do that

that's going to get us a high level of

retention a high level of knowledge

Mastery it's going to be more efficient

save us some time and we can achieve

this by doing nonlinear note taking and

second is less is more don't focus on

the quantity of your notes quality over

quantity I want you to focus on finding

those big relationships and to take this

slow and struggle with it as you get

started with it and I know that it will

be a little tough in the beginning but I

trust that you've got this and lastly is

to apply it test yourself make sure that

you can apply this knowledge in complex

and unfamiliar ways to answer the

hardest curable questions that come your

way do not just test yourself and

regurgitating this information like

you've just memorized it from the

textbook if you have made it to this

part of the video so far congratulations

not because this is the end but because

this is the start of a new Learning

Journey for you now just make sure to

download the PDF in the description box

below it's going to summarize these

three steps and also provide your a

checklist for your nonlinear note taking

and as always remember to like comment

and subscribe and until next time

[Music]

[Music]

bye-bye