How to REMEMBER Everything You LEARN in School and Hack Your Memory

Summary

This script emphasizes the importance of maximizing retention in learning to reduce the time spent relearning forgotten information. It suggests adopting a 'relationship priority' approach over 'information priority' for more efficient studying. By creating meaningful connections between new information and existing knowledge, the brain retains information more effectively, leading to deeper understanding and less need for revision. The speaker uses the analogy of organizing a room to illustrate the concept of chunking and the benefits of relational learning for better memorization and problem-solving.

Takeaways

• 📚 Maximizing Retention: The speaker emphasizes the importance of high retention levels to reduce the time spent on revising and relearning forgotten material.
• 🔄 Active Recall and Spaced Repetition: Techniques like active recall and spaced repetition are mentioned as effective tools for learning, but the focus should be on retention to minimize relearning.
• 🎯 Targeted Learning: The script suggests that the goal of learning should be to retain information after the first or second learning session, rather than spending excessive time revising.
• 🏗️ Rethinking Study Habits: It challenges traditional study methods by comparing them to learning outside of an academic context, such as mastering a sport or an instrument, where retention is more natural and less reliant on formal study techniques.
• 📚 Historical Context of Education: The script explains that the education system was designed for industrial worker training, not for fostering deep understanding or creativity, which affects the way we study today.
• 🧠 Brain's Efficiency in Forgetting: The human brain is adept at forgetting, as retaining all information would be energetically costly and potentially detrimental to survival.
• 🔗 Importance of Relationships: The speaker highlights that the brain retains information that is related to other knowledge and experiences, suggesting that creating meaningful connections is crucial for retention.
• 🛣️ Pathways of Learning: The script outlines two pathways in the brain for learning: one that leads to forgetting (isolation) and one that leads to retention (relationships).
• 🤔 Prioritizing Relationships: A shift from 'information priority' to 'relationship priority' in learning is proposed to enhance the brain's natural ability to remember and understand information.
• 🗺️ Mental Mapping: The use of mind maps and asking relational questions (e.g., 'Why is it important?', 'How does it relate?') is encouraged to help organize and structure information in a meaningful way.
• 🏠 Room Analogy: The script uses the analogy of filling a room with items to illustrate the difference between disorganized memorization and organized, relational learning.

Q & A

What is the main problem with traditional studying methods before an exam?

Traditional studying methods involve spending a lot of time relearning and revising forgotten material, which is inefficient and time-consuming.

What is the suggested solution to improve studying efficiency?

The suggested solution is to maximize retention so that you don't need to revise or relearn the material as frequently, allowing you to retain information more effectively from the first or second learning session.

Why do students often forget what they've learned?

Students often forget what they've learned because their brains are designed to retain only relevant information and discard the rest. This is an energy-saving mechanism of the brain.

How can students achieve better retention of the material they study?

Students can achieve better retention by focusing on creating meaningful relationships between pieces of information, rather than trying to memorize isolated facts.

What is the difference between information priority learning and relationship priority learning?

Information priority learning focuses on memorizing isolated facts first, while relationship priority learning emphasizes understanding the relationships between pieces of information, which leads to better retention and deeper understanding.

How does the brain process information when using a relationship priority approach?

When using a relationship priority approach, the brain processes information by forming connections with existing knowledge, which makes it easier to understand and remember the new information.

What analogy is used to explain the concept of relationship priority learning?

The analogy of organizing a room is used, where each piece of information is like an item that needs to be placed in a specific spot. By organizing these items (information) in a meaningful way, the room (brain) remains tidy and efficient.

Why is it important to ask questions like 'Why is it important?' and 'How does it relate?' while studying?

Asking these questions helps students focus on the relationships between pieces of information, which enhances understanding and retention.

What common mistakes do students make when taking notes?

A common mistake is writing notes in a linear, left-to-right format that focuses on isolated information rather than capturing the relationships between concepts.

How can students improve their note-taking to support relationship priority learning?

Students can improve their note-taking by using techniques like mind mapping, which visually represent the relationships between different pieces of information, making it easier to understand and remember.

Outlines

00:00

📚 Maximizing Retention in Learning

The paragraph emphasizes the importance of maximizing retention in the learning process to minimize the time spent on relearning forgotten material. It suggests that traditional study methods are not as effective as ensuring high retention rates, which can be achieved through active recall and spaced repetition techniques. The speaker also contrasts academic studying with learning outside of school, where retention is often higher without formal study techniques. The paragraph criticizes the industrial-era origins of the education system, which prioritized rote learning over deep understanding and retention.

05:01

🧠 The Brain's Efficiency in Forgetting

This paragraph delves into the brain's natural tendency to forget information that it deems irrelevant, which is an energy-efficient survival mechanism. It explains that the brain retains only a small fraction of the vast amount of stimuli it encounters daily. The speaker uses the analogy of a walk around the house to illustrate how the brain filters out unimportant details. The paragraph also discusses the process of how information is processed and retained or forgotten, highlighting the importance of relevance and emotional connections in memory retention.

10:03

🔄 Prioritizing Relationships in Learning

The speaker introduces the concept of 'relationship priority' in learning, where understanding the connections between pieces of information is more important than simply memorizing facts. This approach is contrasted with 'information priority' learning, which focuses on memorization first and relationships later. The paragraph argues that by focusing on relationships first, the brain can process information more quickly and effectively, leading to deeper understanding and better retention without the need for extensive memorization.

15:04

🤔 Asking Questions to Foster Relationships

This paragraph encourages learners to ask questions that force them to consider the relationships between pieces of information, such as why something is important or how it relates to other concepts. The speaker suggests that this questioning process helps to avoid the memorization-focused approach and instead promotes a deeper, more interconnected understanding of the material. The paragraph also critiques traditional note-taking methods that prioritize information over relationships and suggests using mind maps as a more effective alternative.

20:04

💡 The Light Bulb Moment of Understanding

The final paragraph uses the analogy of filling a room with items to illustrate the difference between information priority and relationships priority learning. It describes how learners often memorize and store information haphazardly, leading to disorganization and difficulty in retrieval. In contrast, learning through relationships involves organizing and categorizing information from the outset, making it easier to access and apply. The speaker concludes by emphasizing the importance of this approach in facilitating effective learning and understanding.

Keywords

💡Retention

Retention refers to the ability to retain or remember information over time. In the video, maximizing retention is discussed as a way to reduce the need for extensive revision before exams. High retention means that when information is learned once or twice, it is well remembered and requires less time for revision later. This is contrasted with traditional study methods where much time is spent relearning forgotten information.

💡Relationships Priority Learning

Relationships Priority Learning emphasizes understanding and forming connections between pieces of information rather than memorizing them in isolation. The video advocates for this approach as it helps the brain retain information more effectively by creating meaningful connections. This method contrasts with Information Priority Learning, which focuses on memorization first and understanding relationships later.

💡Information Priority Learning

Information Priority Learning is a traditional approach where the primary focus is on memorizing information. The video criticizes this method because it often leads to information being forgotten, as it is stored in isolation without meaningful connections. The speaker suggests that this method is less efficient compared to Relationships Priority Learning.

💡Mind Maps

Mind Maps are a visual representation of information that emphasizes the relationships between concepts. In the video, mind maps are recommended as a tool for studying that aligns with Relationships Priority Learning. They help organize information in a way that makes it easier to remember by showing how different pieces of information are connected.

💡Chunking

Chunking is a process where information is grouped into larger, more meaningful units. The video mentions chunking as part of effective learning strategies, where organizing related information into chunks helps improve memory retention and understanding. This process leverages the brain's natural ability to handle and recall related pieces of information more easily.

💡Active Recall

Active Recall is a study technique that involves actively stimulating memory during the learning process. The video acknowledges the importance of active recall but suggests that its effectiveness can be enhanced by focusing on relationships between pieces of information rather than rote memorization. This technique is part of creating a deeper understanding and retention of study material.

💡Industrial Education System

The Industrial Education System refers to the traditional model of education designed during the industrial era to produce a workforce for factories. The video criticizes this system for its emphasis on memorization and rote learning, which are seen as outdated and inefficient for creating inquisitive and independent thinkers. The speaker suggests this system is not suited for modern educational needs.

💡Cognitive Skills

Cognitive Skills are mental abilities that enable learning, reasoning, problem-solving, and understanding. The video highlights the human brain's exceptional cognitive skills, particularly in problem-solving and forming relationships between pieces of information. Enhancing cognitive skills through effective study techniques is a central theme of the video.

💡Forgetting

Forgetting is the process by which information is lost over time. The video discusses how the brain is naturally inclined to forget information that it deems irrelevant, as retaining everything would be energy inefficient. The speaker explains that studying should focus on creating meaningful relationships to combat the brain's tendency to forget isolated information.

💡Bloom's Taxonomy

Bloom's Taxonomy is a framework for categorizing educational goals into levels of complexity and specificity. The video refers to Bloom's Taxonomy to explain how higher-order learning can be achieved by focusing on relationships between pieces of information. This approach allows students to engage in deeper learning and understanding, beyond simple memorization.

Highlights

Maximizing retention is key to reducing the time spent relearning forgotten material before exams.

The traditional study method of relearning is inefficient and time-consuming.

Active recall and spaced repetition can be effective but are secondary to initial retention.

Learning outside of school often involves higher retention without formal study techniques.

The education system's origin in industrial worker training affects current study habits.

The brain is naturally good at forgetting, which is efficient but challenges study retention.

Retention is improved when new information is related to existing knowledge in the brain.

Isolation of information leads to forgetting, while relationships between information lead to retention.

Studying should focus on developing meaningful relationships between pieces of information.

The process of learning should mimic the brain's natural problem-solving abilities.

Information priority learning is less effective than relationship priority learning.

Understanding information in relation to other information leads to deeper understanding.

Applying relationship priority learning can increase study efficiency significantly.

Asking questions like 'why is it important' and 'how does it relate' fosters relationship-focused studying.

Using mind maps correctly can support relationship priority learning.

Learning should be organized and structured from the outset, not as an afterthought.

Chunking is a natural learning process that grows from understanding relationships between information.

Effective learning techniques build upon the foundation of relationship priority learning.

The analogy of filling a room with items relates to the organization of information in learning.

Transcripts

so if you think about the amount of time

that you spend when you are

studying and you think about the the

total duration of time that's spent

before an exam or a test

then you'll find that a lot of the time

is actually spent

on just relearning and revising the

stuff that you've forgotten

before so the obvious sort of solution

to that which we

don't tend to really go to because it

doesn't really seem possible

is to make it so that we fundamentally

don't need to revise or relearn in the

first place so

what we're talking about is maximizing

your retention so that when you learn at

once or maybe twice

you have such a high level of retention

on it that

when you go to revise it a week or two

later

you you you've retained so much of it

that

you spend very very little time and that

actually saves

more time than probably anything else to

do with your studying like

you can have really good active recall

and really good space repetition you can

use your flashcards however you want but

at the end of the day if you're actually

forgetting the things that you're

learning and you're spending

all that time trying to relearn it again

and again

you will be investing so much time

into relearning stuff that you forgot

that that consumes most of the exam

preparation

or your school year so the low-hanging

fruit

which if you think about it is pretty

logical is to

make it so that when you learn it the

first time you just don't forget it

and i know that a lot of people think

that this is not really possible

because they're just not used to it but

actually it really is

and you probably are used to it you just

have to think about it not in terms of

an academic context

so outside of school you very rarely

study stuff

like you study it in school you know if

you think about an instrument or a sport

that you play

you don't write notes for that you don't

do flash cards you don't do

practice papers you don't do um

you don't have like some weird space

repetition active recall

flash card system that you have set up

for you're not you know writing and then

rewriting notes and then going home and

re-reading the notes you know you you

experience it or you have it taught to

you and you practice it and you use it

and

actually you learn it but it's not just

skills like instruments or sports even

a netflix show if you just binged it or

a

a favorite book series that you have you

know you read it and you might read it

once

and after reading it once you have a

really great retention on it like you

could binge an entire season on netflix

in one night

and then months later you can have a

full-on discussion about

every character and the detail and the

behaviors

and the nuances behind it and your

knowledge on that is actually very very

deep and the retention is extremely high

and i think most of you will agree that

you you're not really getting that level

of retention when you're studying so

there is a way that we we've been

trained and conditioned by school and

the education system

to study that is incredibly artificial

and that goes back to the reason the

education system was founded was

it was an industrial worker

supply chain basically it was training

people to enter into these factories and

work it wasn't trying to create

you know scientists and doctors and

engineers and lawyers and

you know we weren't trying to create

inquisitive creative independent

thinkers we were trying to get people

that could just

have a minimum level of education to do

the job and follow orders

and that's how the education system was

created and that's why formal education

was a

a big thing and then the printing press

was invented during that time

and then you know learning became this

thing like

left to right down the page in this kind

of very wordy

format which is completely not how your

brain thinks about it you know if you

think about

your favorite hobby or your favorite

book or whatever you don't think about

it in terms of like a definition and

then a bunch of words next to it it's

not how your brain works but

for some reason due to all of these

factors

that's the way that we learn to study

which is totally artificial hopefully

that makes sense

so when we're thinking about

studying we need to try to bring it back

towards the way that our brain is meant

to work

you know our brain adapted along a very

specific series

of pressures to be very good at a few

things

and one of those things was to learn it

was very good at learning because it's

important for us to stay alive and uh

you know not be able to be

killed by certain problems you know we

have that problem-solving ability

so our brain got really really good at

that and the human brain is better at

problem solving than you know

any other species and that's what

defines a human brain is that

capacity for advanced cognitive skill

and problem solving

but there's actually another thing that

the brain is really good at and this is

something that is

when it comes to studying is even more

important is

it's not your brain's ability to learn

it's actually your brain's ability to

forget

so your brain is extremely good at

forgetting things

because holding on and retaining

information is very

very calorie consuming

if you think of you know going for a

walk around your house

you don't remember every single license

plate of the car that you passed

you don't remember the color and the

position of all those cars you don't

remember

you know what color the shirt was of the

person that you passed

you know three and a half minutes into

your walk you don't remember all of

these little details so

your brain is actually bombarded with

billions of different stimuli

every single day and it retains a tiny

tiny tiny fraction of that

and if it retained everything you know

you just your brain will explode and you

die so

it's very energy and efficient for your

brain to retain everything

and so this is very good for us to stay

alive but it's not very good when we

want to retain stuff and this is when it

comes back to studying so

let's map out this process a little bit

more so that we can kind of visualize

this

so if we have our brain uh

reading a piece of text okay it goes in

through our eye okay and it goes to our

brain

and our brain is going to process this

information somehow

and the way it processes it is going to

determine whether it will be retained

or whether it will be lost and forgotten

like the majority of information and

remember it is the majority of

information is going to be

lost so what is it that determines

whether it is retained or lost well

simply put your brain is going to get

rid of anything that doesn't seem

relevant to holding you know you don't

hold on to that license plate because it

has no relevance to you

but let's say that when you were three

years old you saw some of it

maybe not three years okay maybe when

you were nine years old

you saw someone getting kidnapped and

while they were getting kidnapped you

looked at the license plate of the van

and you're going for a walk and you see

that license plate that's going to stick

out to you because that's relevant

to to a certain memory in this case a

very emotional

probably quite a traumatic memory so

if the information is related to other

pieces of information that's in your

brain

then it's more likely to be retained and

the more

meaningful and the more numerous those

relationships are

the more likely it's to be it is to be

retained so if there's one connection

between

one thing that you know and that thing

is a very

trivial not very important connection

it's more likely to be lost

if it's a really important connection

it's more likely to be retained

so we need to train our brain to be able

to process information

so that instead of sending information

this way

where it gets lost and what this feels

like is spending all that time studying

and then two weeks later

you don't remember any of it you know

you spend that time studying and

you revise it and it's gone you've just

forgotten most of it you know that's

what happens

when you are going down a loss

pathway you're going down lost pathway

and instead we need to train our brain

so that it travels down the retained

pathway

and so if information is highly related

and there are a lot of relationships

then your brain will

hold on to it it will retain it because

it's very very good at holding on to

information that's relevant to it

solving problems and overcoming

challenges and helping you survive and

thrive

and it's very good at removing and

forgetting information that it seems

as irrelevant so isolation

when it comes to memory isolation equals

forgetting

and relationships

equals retention and when you're

studying you always want to have a

maximum level of retention right because

the more you're able to retain

the less you have to revise right that's

kind of the point the reason that you

study is to retain the information it's

not so that you

can tell your mom hey look i studied

this many hours a day it's so that you

can actually keep the information in

your brain

so any time that's spent studying that

doesn't really focus on developing the

relationships

is time that is spent on creating a form

of retention that is not very effective

and different people's brains work

differently

however this is the principle that is

basically universal across all

human beings is that the human brain is

very good at holding on to information

if there are a lot of relationships and

it's very good at forgetting

if it exists in isolation the personal

preference

comes from how exactly do you create

that high level of retention and what

technique do you use to create

a very high number of meaningful

relationships

that's where it starts to differ a

little bit but even then there are

certain

foundations and guidelines that tend to

produce better results for

basically all students and there are not

a lot of situations that

is the opposite where it just for

whatever reason

doesn't work for someone because of

their own special kind of way of

thinking

so how do we actually do this well one

of the

ways that we need to remember is that

when you

take information in the order of

processes that go on in your brain is

quite important so

if you take information in and let's

just represent that information with

this red dot

so if you take this information into

your brain if the first thing that

you're doing

is focusing on trying to understand the

information

then that means that your first priority

is information and so i call this an

information priority

and in that case at that point what is

your brain trying to do

your brain is simply trying to

understand the information and process

the information

and from your brain's point of view that

information

exists in isolation so straight away

you're traveling down

the pathway for it to be forgotten

unless you just happen to

accidentally or because you have a

certain

cognitive habit that allows you to

create a relationship you know you may

you might create that relationship but

it's certainly not going to be

systematic it's not going to be as

consistent and it's not going to be as

quick because we're not

completely aware of the process and

fully exploiting it you know it might it

may happen here and there or

accidentally

or at a slower rate but most of the time

what ends up happening for most students

is that the information comes in we look

at the information and we almost are

just trying to memorize that and we

store it in our brain

and then later on we might look at it

and think okay what are the different

relationships

that we can form from this and you know

this is not

a bad thing to do it's better than not

asking what are the relationships

uh between that and other pieces of

information at all

but actually a better way to do this is

saying okay we've got a piece of

information that's coming in

when it enters into your brain we want

to think about how it is related

and the relationships first and that

means that the first thing that we're

trying to do

is understand relationships which i call

a relational

priority or relationship priority so

when we learn through a relational

priority

your brain actually does something

that's very interesting which is that

the information gets processed much

faster

it makes sense of the information and

all the stuff that you would normally

spend time doing like memorizing or

trying to understand it deeply

your brain will still do that we're not

skipping the information step

but it's that your brain can do it much

faster than if you were to try to focus

on it so

what i'm saying is that trying to focus

on memorizing it

actually makes it harder for your brain

to memorize it

because your brain doesn't care about

your intention it simply cares about the

relationships that it forms

so by creating more relationships it

actually becomes easier to memorize it

and you'll find that when you do it this

way you end up

memorizing information without even

trying to

not only that your understanding of it

is deeper

because truly deep understanding is not

just about how that information exists

by itself

it's about how the information relates

to and influences and affects

other pieces of information so if you

learn about the fact that

you know photosynthesis occurs in the

leaf and then you learn about how root

systems work

you'll understand the relationship

between the two of them and by doing so

you understand photosynthesis and root

system

individually more deeply and this goes

back to the idea of bloom's taxonomy

which we cover in another video more

deeply so make sure to check that out as

well

to show how you can activate higher

order level learning

by completely skipping the lower level

learning and activating that kind of

brain

autopilot that is just so powerful and

to save so much time

so information priority learning is not

very effective because it trains you to

look at things from a memorization point

of view first and then the relationships

come

after but you're sort of already

fighting on an uphill

because it was stored in isolation and

now you're trying to arrange it

whereas when you look at it in terms of

relationships first fundamentally you're

creating a good

connection and a web of knowledge where

you know information is

very highly related and influencing each

other which means that naturally

it becomes more memorable and better

understood

so that later when you start to try to

apply this information for practice

tests or questions or exams

you can score much better because the

information is

more accessible your active recoil is

actually stronger you need

less memorization and you're a lot more

fluent

with the information because it just is

known to a deeper level and much more

interconnected

so it's a fundamental shift in the way

of thinking

going from an information priority

learning to a relationship priority

learning

and it's one of the shifts that probably

makes the biggest difference so

if i were to see a thousand students at

a at a you know senior high school level

i would say that of the thousand

students 999.5 of those students

uh will have the greatest

increase in their studying efficiency by

changing the way they study from an

information priority

to our relationships priority so there's

a couple checks that you can do right

have a look at the way that you're

studying and ask yourself the question

is this

is this focusing on trying to just get

the information down or is this focusing

on trying to get the relationships

so asking questions like why is it

important

okay why is it important okay

how i'm sorry about my writing how does

it relate

okay asking these questions or thinking

how does it um

how does it like influence

okay influence other other areas or

um how can i apply this

okay these questions force you to look

at the information

in relation to other pieces of

information right you can't say

you know that this this pen is important

you can't answer that question without

referring to the fact that it helped me

write which is

contributing value because i'm trying to

teach you so

you know that's why it's important so

it's impossible to answer the question

of why is it important without referring

to relationships

so if you're asking lots of these

questions and you're spending a lot of

your time studying thinking about this

then it means that that aspect of your

studying is likely to be more

relationships focused not everything in

your studying but

that aspect at least if you're writing

notes are you writing notes that are

left to right down the page

when you write notes like that how much

focus is there on the relationships

often very little often these notes are

written purely to just get that

information down

which is giving you information for

later revision

which is definitely an information

priority what's happening is that we're

getting information down

that's the priority and so later we can

think about the relationships but

actually that's an unnecessary step we

may as well think about the

relationships straight away

and then represent that in a different

way of doing it and the way that i would

recommend is using a mind map

and you know we've got another video

talking about mind maps and the reason

why

most people are doing my maps

incorrectly they'll do it once the wrong

way and think

this is not working for me and they'll

give up when actually

the mymap technique is surprisingly

quite technical and there are some very

subtle and important things that you

need to get right so there's another

video on that which

you should um definitely check out so

you know when you look at your note

taking when you look at how you listen

how you write how you read when you're

studying what are you thinking about

what is the you know techniques that

you're using for studying

think is this purely trying to just get

the information down am i

focusing on the information or am i

focusing on the

relationships and there's a really good

analogy that i've

often used with my students to explain

this kind of conceptually

to wrap this up is think about learning

like a room that you're trying to fill

and when you have a empty room

most people study by taking one item so

for example this pen let's say this pen

needs to go into the room

they'll look at this and they'll think

okay this is a pin they'll close their

eyes and memorize it and think it's a

white pen it's uh

you know 12 13 centimeters long it's you

know however

thick okay it's got a it's got an apple

pencil mark

on it and i'm memorizing this i close my

eyes and think okay what color is a pen

it's white okay good it's white

and then what they do is they kind of

just throw it into the room and it just

falls on the ground somewhere

and then they'll take another item and

they'll do the same thing and they'll

memorize and they'll throw it into the

room

and then later they turn to the room and

they think okay now

let's try to answer them questions let's

try to do some active recall and they

say

where is the pen and they're they're

hunting inside this

extremely cluttered and disorganized

room to find the pen

but you don't know where it is because

you don't know

that behind you there's your mum who

really loves having a clean and

organized room and anything that's on

the floor

she'll say this is not relevant and

she'll throw it out and that's the

metaphor obviously for your

brain for getting stuff that's isolated

and not relevant so you're throwing

stuff into the room

and your mom is clearing stuff out as

you're throwing stuff in so when it

comes to you trying to think about what

you know only the things that just

accidentally didn't happen to be

forgotten those

are the things that you're able to

retain and it's still quite disorganized

so when you're trying to solve problems

and i'm saying hey quickly

use your tablet to write down these

notes you're like okay i need to get my

pen

oh but where's my tablet and you have to

hunt around to find your tablet and

you know it's slow and cumbersome and

you feel that the knowledge is very

memorization focused you've got like an

idea of a definition and a word

associated with it and you just repeat

it again and again and again

and you think okay the table is in that

corner of the room my pen is in this

corner of the room okay i got it i

memorized that okay and then i've got my

my sweater on that side of the room and

i've got my socks on this side of the

room and you memorize that

and then over time you're like okay time

to get changed okay i know what my

sweater is because i memorized it after

heaps and heaps of repetition and then

sometimes you do a past paper

and then when you do the past paper you

realize oh man this thing

and this thing they're actually related

to each other

and actually i can you know it actually

makes sense for them to be considered

you know

in the same category of information and

i can arrange that

in the room together so that when i need

to write stuff down i can collect both

of them at the same time

and then things start to click and this

is what we call a light bulb

moment is when you suddenly see the same

thing you see the same pen and the same

tablet but suddenly it seems very

different

because now you know where it fits in so

what's happening is that they're

throwing this huge pile of stuff

into the room and they're going in to

reorganize it

and then restructure everything and

often they're pulling stuff

out and putting it back in and their mum

is throwing stuff away so they have to

grab it again

and memorize it again and throw it in

again and reorganize it

that's why there's so much repetition

that's necessary when you learn that way

but when you learn through relationships

it's more like this it's like

you look at the room and you think where

should i put different things in the

room okay i want my bid on that side my

wardrobe here my desk over here

and you think okay let's put my bed in

first so you go find your bed you put it

in

and you know where the bed is because

that's what you intended it to be and

you know the bed is there because you

need it to be

next to the wardrobe but far away from

your desk because you don't want to

study next to your

your bed and then you put your desk in

and then you know where your pens are

because you put your pens in the first

drawer because that's your pen drawer

and you know where your tablet is

because it's on the desk because that's

where you use it the most so

everything has a purpose it fits into a

wider picture

there is a sense of organization that

occurs as you are storing the

information

and this is a step that most people

don't do so relationships priority

learning is about

taking control of the information that

you learn not just

randomly learning it in the order that's

given to you by your teacher or the

textbook

and memorizing that and throwing it in

and expecting to learn it

it's about evaluating what is there to

learn

thinking how can that fit in to my room

into my memory

how is that position how are these

different items related to each other

and how can i organize and arrange this

in a way that really makes a lot of

sense for me

that's the process of learning and

asking questions like this

why is it important how does it relate

asking these questions allows you to

think about the information not in terms

of

memorization but allows you to think

about it in relationship

with other things so i look at this and

instead of trying to memorize the pen i

think

how's this pen related to my mouse or my

mug or my tablet and i think

it's not really related this way but ah

this and this are related so maybe i

should put it together

and as you learn more and more your

groups and categories and

all of this sort of stuff grows and

that's the process called chunking

again another concept that i talk about

a lot in various other videos as well

so this is the way that learning happens

organically this is the way that you

actually tend to learn

in other areas of your life and that's

the reason why you don't even need to

write notes most of the time

and if you do write notes in an

effective way it can really facilitate

this process but only if you're using

the right technique

so information priority learning is

about just getting the information down

relationships priority is about

arranging organizing information

making sense of it and doing it in the

first instance

not doing it later packing it on at the

end

it's looking at information and before

you even memorize it

thinking where can it fit and all the

learning that

that occurs and trying to figure out

where it fits and how to organize it

that becomes really high quality

learning

and that stuff inevitably becomes

memorized and understood without even

trying

and if you give this a go i guarantee

that you're going to see some great

results

it's a fundamental aspect of learning

that

opens the door to basically every other

effective type of learning that there is

most of the techniques that we teach in

our course build on developing this

skill

step by step taking you from not being

able to do this to slowly getting more

and more proficient at it

building note-taking techniques and

other techniques to support that and

memorization techniques to fill in the

gaps

that's the way that most effective study

systems

are designed so definitely give this a

go if you learned something new or if

you disagree or want clarification or

anything that i've said

make sure to leave a comment below let

me know your thoughts if you liked it

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make sure to subscribe and until next

time

i'll see you on the next one

kind of screwed up the outro