How to UPGRADE Your Study System in 2024 (Live coaching)

Summary

In this video, a first-year college student named Daniel shares his academic journey and study challenges. He discusses his background, study habits, and goals, including his passion for psychiatry and music. The coach provides personalized advice to enhance Daniel's learning efficiency, focusing on improving his revision and retrieval processes. They emphasize the importance of pre-study, in-class engagement, and regular consolidation to achieve mastery. The session concludes with practical tips for optimizing study time and leveraging classroom experiences, highlighting Daniel's motivation to honor his family's support through his education.

Takeaways

• 📚 The student, Daniel, realizes the importance of studying beyond just urgency and focusing on the long-term importance of mastering the material.
• 🎓 Daniel is a first-year college student from Kenya who moved to Canada and is now studying with the goal of going into Psychiatry, with a strong interest in music as well.
• 🤔 Daniel's learning process involves asking questions about relevance and importance, and he uses a mind map to organize his pre-study notes, which takes about 45 minutes.
• 🗣️ During lectures, Daniel prefers to focus on understanding and asking questions rather than multitasking with note-taking, which he finds challenging.
• 📉 Daniel's main challenge is the gap between lectures and pre-exam revision, often starting to study intensively only 2 days before an exam.
• 🔍 The coaching session identifies that Daniel's knowledge gaps are primarily due to mastery issues rather than retention or missed content.
• 📈 The coach suggests that Daniel should use his pre-study mind map during lectures to build on his understanding and integrate new information.
• ⏰ The coach recommends regular consolidation of knowledge, such as reviewing material one week after a lecture, to prevent the decay of mastery before exams.
• 🔄 Daniel should focus on targeted revision, seeking out and filling gaps in his knowledge, ideally after each lecture or at the end of each week.
• 🎯 The coach emphasizes the need for Daniel to manage his time effectively and to make the most of his lectures by engaging in gap-seeking while attending class.
• 💡 Daniel appreciates the advice and feels that it will help him make his class time more useful and less painful, showing his respect for education and his family.

Q & A

What is the main issue the student is facing in their study routine?

The student is struggling with the gap between attending lectures and starting their exam preparation, often leaving it to the last minute. They also have difficulty with revision and retrieval of information.

What is the student's educational background?

The student, named Daniel, is a first-year college student from Kenya who moved to Canada three years ago. He attended a boarding school in an IB system and transitioned from an IGCSE system to the Canadian Dogwood system for high school.

What are Daniel's long-term goals?

Daniel aims to go into Psychiatry and research dissociative disorders, which requires a strong foundation in both psychology and medicine. He is also a musician and values the role of music in his life.

What is the student's current method for preparing for lectures?

Daniel engages in pre-study by reviewing learning objectives, scanning through content, noting keywords, and creating a mind map. This process usually takes him about 45 minutes.

How does Daniel's note-taking process during lectures work?

Daniel does not take notes during lectures as he finds it difficult to focus on two tasks at once. Instead, he focuses on understanding the material and asking questions, particularly about exam-relevant content.

What is the student's typical approach to revision before exams?

Daniel typically starts revising two days before an exam. He uses a linear brain dump and mind map approach to identify knowledge gaps and focus his revision efforts.

What does the coach suggest as the main areas for improvement in Daniel's study routine?

The coach suggests that Daniel should work on integrating his pre-study mind map during lectures to deepen his understanding and build on his initial learning. Additionally, he should focus on regular consolidation of knowledge after lectures and before exams, rather than last-minute cramming.

What is the coach's advice on dealing with the gap between lectures and pre-exam revision?

The coach advises Daniel to have a structured session of revision one week after the lecture, focusing on lecture objectives, brain dumping, and gap seeking to ensure that the knowledge is consolidated before the exam.

What is the coach's view on the student's ability to implement changes in their study routine?

The coach believes that Daniel's recent experience of a highly productive week indicates that he is capable of making sustainable changes to his study routine, which is not based on motivation alone.

What does the coach suggest for Daniel to do during lectures if he finds the pace too slow or too fast?

The coach suggests that Daniel should use such times to do on-the-spot gap seeking or to build on his mind map, ensuring that he is actively engaged in the learning process during lectures.

How does Daniel feel about his current class and lectures?

Daniel appreciates his current class and finds the lectures valuable despite the student culture around examination and learning not being the best. He plans to continue attending classes as they have been paid for and he wants to make the most out of them.

Outlines

00:00

📚 Struggling with Study Habits and Mastery

The speaker begins by discussing a student's study habits, revealing that the student does not study until two days before an exam. The student admits to struggling with the number of sessions needed to achieve mastery in various subjects. The speaker introduces a coaching program and invites viewers to join, offering a free coaching session to active community members. The student, Daniel from Kenya, shares his educational background, his move to Canada, and his recent efforts to improve his study methods. Daniel's long-term goals include studying psychiatry and music, emphasizing the need for efficient learning due to his many passions.

05:01

🤔 Identifying Learning Gaps and Encoding Issues

The conversation shifts to focus on Daniel's learning methods and the challenges he faces with revision and retrieval. Daniel explains his pre-study routine, which includes understanding learning objectives and creating a mind map. The speaker identifies that Daniel's main issue is not retention but rather a lack of mastery during the initial learning phase. They discuss the types of knowledge gaps Daniel experiences, with a focus on gaps due to insufficient initial learning rather than forgotten information.

10:02

📅 The Urgency Trap and its Impact on Study Routines

The discussion continues with Daniel's admission that he only starts studying two days before an exam, highlighting a pattern of urgency-driven studying. The speaker suggests that Daniel's pre-study and questioning during lectures are beneficial, but there is a significant gap in his study routine after lectures and before exams. Daniel acknowledges the need to address this issue and the speaker recommends integrating the pre-study mind map during lectures to build on initial learning and maintain engagement.

15:04

🔄 Addressing Mastery Gaps and the Role of Consistent Study

The speaker identifies Daniel's knowledge gaps as primarily mastery issues, suggesting that he needs to think at a level of mastery to address them. The speaker advises that Daniel's rushed revision before exams is not enough and recommends regular consolidation sessions after lectures. They discuss the importance of quality encoding and pre-study to create a more 'sticky' memory of information. Daniel shares his recent productivity and how he managed to maintain it despite a busy schedule, indicating a shift from motivation-based to a more sustainable study approach.

20:04

🎓 Reflecting on Education and its Value Beyond Personal Gain

In the final paragraph, Daniel expresses gratitude for the strategies shared and how they can make his educational experience less painful. He reflects on his attitude towards education, seeing it as a way to give back to his family and show respect for the opportunities he has been given. The speaker appreciates Daniel's perspective and adds a suggestion to extend pre-study to cover entire topics, allowing for deeper engagement during lectures and more efficient use of time.

Keywords

💡Mastery

Mastery refers to the level of understanding and proficiency one has in a particular subject or skill. In the video's context, it is about achieving a deep understanding of the material being studied. Mastery is a central theme as the student discusses the different levels of mastery and how it affects his learning process, particularly in identifying gaps in his knowledge where he has not achieved a sufficient level of understanding.

💡Revision

Revision is the process of reviewing and consolidating information that has been previously learned, typically in preparation for an exam. In the video, the student mentions struggling with revision, indicating that this is a key area for improvement in his study habits. The coach suggests that regular revision sessions after lectures could help bridge the knowledge gaps the student experiences.

💡Encoding

Encoding in the context of learning refers to the initial process of absorbing and storing new information. The student discusses his encoding process during lectures and how he feels it might not be perfect, indicating that the way he first learns material could be a factor contributing to his later difficulties with retrieval and mastery.

💡Retrieval

Retrieval practice is the act of recalling information from memory, which is a powerful method for reinforcing learning. The student identifies retrieval as an area where he faces challenges, particularly in recalling information after his initial exposure to a topic.

💡Priming

Priming is the process of preparing the mind for a particular task or subject, often by pre-studying or pre-exposing oneself to relevant information. The student describes his priming process, which involves going through learning objectives and creating a mind map before attending a lecture, setting a foundation for deeper engagement with the material.

💡Mind Map

A mind map is a visual tool used to organize information, typically consisting of a central idea surrounded by associated concepts. The student uses mind maps as part of his pre-study and revision process, helping him to structure and recall information more effectively.

💡Knowledge Gaps

Knowledge gaps refer to areas where an individual lacks understanding or has forgotten information. The video discusses the student's awareness of his knowledge gaps and his strategies for identifying and addressing them, which is crucial for improving his study methods and overall learning outcomes.

💡Self-Regulation

Self-regulation in a learning context involves the ability to manage one's own study habits and behaviors effectively. The student mentions self-regulation as an area where he struggles, particularly in following through with his intended study and revision plans.

💡Urgency vs. Importance

The distinction between urgency and importance is a key concept in time management and productivity. The student realizes that he has been focusing on urgent tasks at the expense of important long-term goals, such as consistent study habits, which has led to cramming before exams.

💡Productivity

Productivity refers to the efficiency with which an individual completes tasks and achieves goals. The student describes a particularly productive week, indicating a shift in his approach to managing his time and tasks, which has allowed him to accomplish more despite a busy schedule.

💡Contingency Plans

Contingency plans are alternative strategies or actions prepared in case the primary plan fails or circumstances change. The student mentions having contingency plans as part of his productive week, demonstrating his proactive approach to managing potential obstacles and ensuring he can still achieve his goals.

Highlights

The student's realization of the importance of study sessions and mastery levels for effective learning.

Introduction of the coaching style and the offer of free coaching sessions to active community members.

The student's background, including moving from Kenya to Canada and adapting to different educational systems.

The student's long-term goals in pursuing psychiatry and research in dissociative disorders, as well as being a musician.

The student's strategy for pre-studying by asking questions and creating a mind map to prepare for lectures.

The student's note-taking approach during lectures, focusing on exam-relevant material.

The issue of the student's procrastination on revision until just before exams, leading to inefficiency.

The student's method of identifying knowledge gaps through a linear brain dump and mind mapping.

The discussion on the types of knowledge gaps and the student's focus on mastery gaps rather than retention gaps.

The coach's suggestion to use the pre-study mind map during lectures to build on and integrate new information.

The student's experience with a highly productive week, showcasing effective time management and planning.

The coach's advice on regular consolidation of knowledge after lectures to avoid last-minute cramming.

The importance of addressing mastery gaps by thinking at the level of mastery and integrating higher levels of thinking.

The coach's recommendation for the student to extend pre-study sessions to cover entire topics for deeper understanding.

The student's appreciation for the coaching session and the newfound strategies to make class time more useful.

The student's motivation for education as a way of giving back to the family and showing respect.

Transcripts

let's go into the after the lecture so

what's happening afterwards nothing

when's the first time that you'd

actually go through and start like

studying at again before the exam how

long before the exam do you start 2 days

so what's happening in the meantime in

the meantime

nothing I think for you the thing that's

actually limiting you is just literally

the number of sessions you have to hit

the different levels of Mastery I have

had the most productive week of my life

this week your whole life wow very

honestly every couple of months I find

some members in our I can study program

who are active and supportive in our

community and I offer them some 30

minute free coaching sessions some of

you do seem to really like my coaching

style content so I've decided to record

some of these and post them on YouTube

before we jump in I'd appreciate if you

give this video a like and if you're

interested in joining the full program

yourself then you can check out iin

study.com there's a link in the

description the idea here is that in 30

minutes I basically want to just help

you as much as I can make some make some

meaningful difference in that amount of

time we'll see where we get but if you

could just start start off by telling me

a little bit about yourself you know

like where you're from what you're what

you're studying what stage of Education

you're at things like that okay I am a

first year college student my name is

Daniel I come from Kenya I moved to

Canada about 3 years ago when I was 15 I

got a chance to go to a boarding school

in an IB system I came from an igcc

system and then I went into the Canadian

Dogwood system for high school I

recently started watching your videos

and analyzing how I can change my

learning methods 2 months ago and I

realized that doing it by myself was

much more inefficient and that the

investment of just spending money to buy

the course would be much better for the

long-term my long-term goals and my

long-term achievements that I wish to

attain awesome that's great thanks for

that so just tell me a little bit about

your long-term goals my long-term goals

as um as I go into college I want to go

into Psychiatry so I have to go through

medicine I want to go through Psychiatry

to research particular dissociated

disorders so I will need to spend a lot

of time going and focusing on the

psychology aspect as well as the

medicine aspect on top of that I am a

musician music is part of my soul the

reason I have such an expensive

microphone is because I love music

there's a piano in my background right

now that I can totally play and let's

just say that that takes up a lot of

time in my life I am very storm trop

likee in what I like to do I have too

many passions and not enough time for it

so I have to be efficient because

there's no other option aome well on

that note let's just jump into that part

so on the diagnostic assessment that it

gave you a trooper what were your actual

scores deep for deep processing and

self-regulation deep processing was two

self-regulation was two everything else

was three just give me a indication

about your overall background

achievement level like what do you

normally tend to get when you do tests

and exams and things 80 plus okay let's

jump into a little bit about your

learning methods and your learning

system is there a particular aspect that

you feel like is holding you back that

you have a problem with re revision and

retrieval okay why do you say that I

don't feel like my encoding elements are

perfect but when it come if I'm left

alone with a topic whichever topic it

may be I am able to spark my engagement

for the topic which I have over time

learned how to do consistently I'm very

confident in that initial exposure to

that topic being very beneficial for me

getting at least 75% of the topic in but

when it comes to revision afterward when

it comes to the retrieval and learning

how to um get back to that and see what

I've forgotten that's where I have a big

problem just explain that a little bit

more in terms of getting back to see are

you talking about just finding knowledge

gaps finding knowledge gaps okay so when

you said you can get around what 75% of

it are you saying that 25% is

essentially knowledge gaps uh 15% is

stuff that I know I don't know and 10%

of that would be stuff I don't know that

I don't know yeah sure and obviously

there's multiple types of knowledge gaps

like broadly speaking we can say that

there are the gaps that you learned and

then forgot and then there are gaps that

you learned and then it's not that you

forgot it but you never really saw it

from that perspective and then there are

things that you didn't even cover gaps

that were like completely missed do you

have any indication of the proportion of

gaps that you feel like you have like

how many let's start with the biggest

one which is what percentage of gaps

generally speaking and it might be

different depending on subject do you

feel are the types of gaps that you like

completely missed in the first place

like you didn't even study it to begin

with very very few you I I do like going

back and forth and in terms of my learn

learning processes and as I go back

sweeping back and forth I usually don't

miss many things completely or at least

I don't I always Mark out what I need to

do in the first place okay and then so

of the gaps that you find uh or or

struggling to find how many of these are

ones that you have learned and you

learned it the right way but you have

forgotten it um a very few no okay not

very few but few okay so yeah okay so

definit so generally speaking this is

the lower one wait sorry is that because

you didn't learn it the right way the

first time round didn't learn it the

right way the first time round okay so

it's a master so the main gaps are

really a Mastery Gap issue I see so

rather than a pure retention Gap would

you agree with that the main types of

gaps you have are in discovering Mastery

gaps yes okay but the ones that you do

learn the right way to the right level

of Mastery you feel that you've got a

good level of retention on it yes I do

okay cool we can look at this in two

parts I know that You' have said that

the revision and retrieval is a big one

but I want to make sure that you're

first round encoding is done you know

like good enough that it's not going to

have you know massive gaping holes in it

because obviously even if we get the

retrieval right if a lot of what you're

missing is because you didn't learn the

right way in the first place there's

something to look at there and then we

can have a look at the retrieval stuff

so just tell me a little bit about the

learning process for when you encounter

information for the very first time I

ask lots of questions about why this is

relevant why I need to learn this and

which parts of it are going to be the

the most important parts that I need to

learn so let's just rewind a little bit

like when is this even happening like

what's the first moment that the first

piece of information for that topic like

enters your scope before the lecture how

far before usually the day before yeah

usually the day before yes okay so you

so day before is the first time you'll

be exposed to that topic yes and so

you're going to proactively just go

through and do a little bit of pre-study

or priming for that subject yes are you

ever priming more than one lecture at a

time um yes because the pace that I tend

to Prime at is is faster than what I'm

currently being taught at so how many

like lectures roughly is one whole topic

two three lectures okay and how many

lectures are you able to Prime on two

lectures two so you're doing almost the

whole topic yes yes for priming okay

you're doing a priming that is like

almost whole topic and so tell me a

little bit about what that priming

process looks like what are you actually

doing okay um learning objectives uh I

go through the learning objectives I

have my sheet of paper on the side I'll

quickly scope through the um scan

through the content I'll write down any

keywords that I don't understand

completely or a concept that I've noted

it could be important and I do my best

not to to think too much into the

details of one specific keyword then

once I'm once I'm at the end of the of

the lecture notes or the slides that

I've taken I'll take my keywords and

then I'll try and make a mind map okay

and how long does that whole process

usually take 45 minutes this is very

good by the way like everything you're

saying is you know it's like a really

really solid foundation of pre- study so

if it's taking 45 minutes you know I I

think overall by the end of that you're

pretty confident with what that topic is

going to talk about like the main ideas

and like the overall flow yeah okay

that's okay so now let's go into the

actual you know day of like the the

lecture itself are you going to the

lectures or are you watching recording

or how's that happening I'm going to the

lectures the pace that the lectures go

at is very not followable followable for

me so I don't it's too slow and too fast

at some points yeah sure there's times

when I know that okay I need to sit here

for a second and there's times that okay

I really don't want to do this because I

feel like I I should go to that more

pressing issue how do you try to manage

that I don't I basically study by myself

outside of school and then when I'm

getting into school into my lectures I'm

taking down notes on what I know is

going to come to the on the exam so when

the teacher says this is going to come

on the exam or this is one kind of model

question that might come I'll take notes

of that and then that's what I should be

using for revision but then my

self-regulation gets in the way and I

don't use that for revision later on oh

okay what's your note taking process

during like while it's being explained

to you physically I do not do anything

because I have a very hard time focusing

on on two tasks at once usually I'm I'm

sitting there and I'm waiting to ask a

really a good question or not waiting

I'm trying to ask a really good question

so why is um examples would be with

hydrogen bonding in my recent chemistry

lesson why a hydrogen bond and a dipole

are different when they're technically

the same thing but that's the details um

move on from there yeah okay okay sure

okay now let's go into the after the

lecture so what's happening afterwards

nothing okay so when when's the first

time that You' actually go through and

start like studying it again and

consolidating before the exam okay so

what's happening in the meantime in the

meantime nothing and and why is that I

started the course recently I started

the course 4 days ago I think on the

last Sunday actually yeah 7 days ago

after realizing after the first getting

into the Rapids about urgency and

importance and the difference between

those two things I've realized that I've

been completely on urgency and and not

really thinking about the importance so

by the time the exam comes it's like I'm

it's like I'm a deer in headlights I

just oh wait I need to study and then I

study that and then I go through the

same cycle again when you say before

exam like how how long before the exam

do you start two days one day two days

jeez man you you're not a deer in the

headlight you're a deer that's like

already sniffing the front of the the

Bonnet you're mid impact exactly exactly

okay so tell me about how you're doing

your revision brain dump and see what

holes there are and then I I

specifically Target the holes that I

that I end up seeing linear brain dump

mind M brain dump so I have brain dump

based on lecture objectives or just self

queuing and just your own kind of flow I

usually go through the lecture Aces

first and then I see okay I'm very sure

that I don't remember that I'm going to

put that aside and uh I know I'm going

to focus on that and then I put I sort

out what I know for sure I do not

remember and then after that I start

making m a mind map and then I might end

up getting queued into remembering the

stuff that I knew that I didn't remember

and then I'll start realizing okay I'm

done I'm going to go check how accurate

this is and I'm going to go check the

parts that I wasn't confident in because

even if I was right what matters is

whether or not I was confident in it or

not and then I'd go I'd repeat the cycle

okay so here's what I'm seeing overall

you're doing some priming and the

priming looks like it's it's doing good

for you and actually probably the reason

why you're able to still do pretty like

reasonably well even though you have

essentially no study to speak of until

just before the exam yeah um is probably

because that priming is actually helping

you a lot I would say and then in the

lecture you are asking good questions

and that's that's going to be good it's

going to help you to keep engaged and

get a deeper level of Mastery obviously

there's a big gap there in terms of what

happens after the lecture and then

before the exam although it is rushed I

mean it's relatively targeted you're

looking at lecture objectives you're

trying to identify gaps you're you're

actively Gap seeking and you're trying

to Target your revision for that so yeah

yes like there's lots of things that can

be improved with the retrieval system

but I I think that's not really the

lowest hanging fruit here for you I

think the thing that's going to make the

biggest difference is to figure out why

is it that you know there's such a big

gap between you know after the lecture

and then your pre-exam revision and also

um what can you do during the lecture

that really takes what you did in your

pre-study and Carries that forward to

build on it a little bit more so let's

just I'll start with that second one

first have you ever tried to just take

your pre-study mind map into the lecture

with you and then just try to build on

that as they're speaking no do you think

that you would find that difficult to do

uh I would but I can try yeah give it a

go I don't think you'll find it as

difficult as maybe you might think

because you're already asking good

questions and when you have the map in

front of you it's going to help you to

think of more questions because you can

literally see it and when you add things

to it it's going to help you to like

organize the discoveries and insights

you make and it also means that when

some when you know when they say hey

this is going to be in the exam this is

going to be really important you can

think about how that thing fits with

what you've already got so that later

when you do your revision it's actually

anchored there on your map as well like

you've already tried to integrate it on

the spot right because the alternative

is otherwise if it's too fast or too

slow either way if it's hard to follow

then that information is not really

doing much for you anyway so spending a

little bit more time inside your own

head integrating thinking about how it

all connects together that's going to be

time that's worth spending all right so

that's the first thing that I'd

recommend for you to try out and the

second thing that we should look at is

you talked about the fact that you've

really been like trapped in that urgency

so now you know that you shouldn't do

that do you think it's going to be easy

for you to try to change that and have a

little bit more of that regular

consolidation like the day after at the

end of the week or do you feel like it

will still be difficult there'll be more

barriers I I have had the most um the

most productive week of my life this

week your whole life wow very honestly

yesterday I had a 12h hour or 13h hour

workshift I woke up 5:00 a.m. today to

get to my family's place on another

Island to to be here for a family

relations because this is very important

and I still managed uh I kind of messed

up my timing with the buses and needed

to go to needed to walk 30 minutes back

home to get all this gear so that you

could have some proper good audio for

for this video and in all with all of

this happening I was able to have buffer

time I had contingency plans I have

contingency plans for what I'm going to

do tomorrow and how I'm going to get to

my job that I have to attend to and

that's a that's amazing I think I think

people that watch this video are going

to want to have you back on to just ask

you how you able to do that but anyway

okay so so one week is one week really

really productive is good do you feel

that it's sustainable yes because it's

not motivation based anymore right okay

so hopefully that's something that will

then just fix itself and that you will

be able to have that day after the

lecture you know the week after the

lecture the thing is that when your

knowledge Gap is because of let's say

that the knowledge Gap is because you

just completely miss something it's not

even on the board these are relatively

easy to fix because it just means that

the scope that we're looking at is

usually not align and there's some easy

things that we can do like for example

looking at the lecture objectives a

little bit more clear clearly being more

inquisitive exploring outside of the

scope doing practice questions you know

having conversations with people so

that's kind of easy to solve if there's

an issue with the retention

again this is not as easy to solve but

it's the answer is relatively

straightforward usually the lowest

hanging fruit is to work on having a

better quality encoding and pre-study

step which primes the brain to hold on

to that information more in a more

sticky way but in your situation your

knowledge Gap is a Mastery issue Mastery

issues there's really only two ways that

we well there's fundamentally only one

way that you can address a Mastery issue

and that is to think at the level of

Mastery more but because higher level

lels of thinking are more integrated and

relational there's many more angles to

think through and it can be quite

overwhelming and I think for you the

thing that's actually limiting you is

just literally the number of sessions

you have to hit the different levels of

Mastery M you're hitting a high level of

Mastery like superficial and depth but

Broad and relational in your pre-study

so that's good you're heading some

deeper level of depth and details and

still somewhat relational in the lecture

through the questions that you're asking

and then by building on your mind map

during the lecture that's going to help

to to turn that into more of an asset

that moves forward but then you're

probably getting like a very extended

per of knowledge Decay and your Mastery

is going to be fading before your exam

and so even though in your exam you're

doing a relational brain dump which is

targeting the higher levels and you're

looking at Gap seeking which is going to

look at multiple different levels

there's just not going to be enough like

sessions to be able to hit some of the

finer details ideally what you should be

doing is that whole revision thing that

you do where you get the lecture

objectives you target you do the brain

dumps you you seek the gaps and then you

try to fill those that should happen

like one week after the lecture so at

the end of every week that's the session

that you want to have so that before the

before the exam your revision is more

focused around just getting like a a

more Nuance level of of Gap seeking the

gaps that are not obvious you don't want

to you ideally don't want to know where

your gaps are until you have tested them

before the exam like the gaps that are

obvious that you can look at and be like

I definitely know I've got these they

should be already handled earlier on so

that by the end you're looking for the

gaps that you haven't discovered already

and all you need is maybe just like one

or two additional sessions throughout

the termal semester to be able to fit

that in and that's I think you know as

you mentioned that's kind of more of a

time management or a task management

related issue so those are probably the

two things that I'd recommend for you to

work on and in this case I think it was

fairly obvious you probably could have

figured that out yourself actually what

do you think about those recommendations

the one about bringing my I kind of gave

up on my class honestly not that I hate

the teachers I don't hate school

whatsoever I think it's a wonderful um

the one that I go to is wonderful even

if the student culture around

examination and learning isn't the best

I just felt like I gave up on class and

you just gave me a chance to you make

that time more useful because I will be

keep on going to class because these

these these lectures have been paid for

and I have I have a lot to give back to

my family this is part of my respect

towards that so I'm very I'm just very

thankful that now I have a way to to go

through it less painfully yeah you know

one thing that I just thought of to add

on is that because you're actually pre-

studying in multiple lectures in one go

if you can extend out your pre-study

session by a little bit to try to cover

the whole topic if it's if you're able

to do like two lectures and there's only

one more to go just just do another 15

20 minutes and just get that other one

done but that means that when you're in

the lecture you can go deeper as you

build the map out but you can also use

part of of that class like for example

if they're talking about something and

they're going over something for like a

long time and you're just thinking like

I don't even have any good questions to

ask about this there's nothing to even

build here use that time to just do some

Gap seeking on the spot okay oh that's

efficient I like that yeah it's one of

those things it's like if you're going

to be there anyway you may as well use

that time for something and if it's not

going to be useful for just you know CU

you know a lot of the times like

teachers or lecturers like you know if

they might be tier they might just you

know have whatever human yeah or

sometimes they've just clocked out like

literally you know sometimes you get you

know teachers or lecturers that are like

I'm kind of just waiting to retire yeah

so you know in those situations you got

to make do and and try to do what what

you can but you know your motivation

behind it and giving back to your family

you know that's a it's a beautiful thing

to hear and it's really you know it's a

really it's a really good like wholesome

way of thinking about education in a way

because a lot of people are very like

entitled you know it's refreshing to

actually hear someone talk about

education in a way that it's like I've

paid for it this is something that I can

have and like this is a way of giving

back and showing respect to the the

people that have helped me get to the

position that I'm in which is

[Music]

awesome