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

Justin Sung
10 Jan 202420:16

Summary

TLDRIn 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

  • πŸ“š The student, Daniel, realizes the importance of studying beyond just urgency and focusing on the long-term importance of mastering the material.
  • πŸŽ“ 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.
  • πŸ€” 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.
  • πŸ—£οΈ During lectures, Daniel prefers to focus on understanding and asking questions rather than multitasking with note-taking, which he finds challenging.
  • πŸ“‰ Daniel's main challenge is the gap between lectures and pre-exam revision, often starting to study intensively only 2 days before an exam.
  • πŸ” The coaching session identifies that Daniel's knowledge gaps are primarily due to mastery issues rather than retention or missed content.
  • πŸ“ˆ 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.
  • πŸ”„ 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.
  • πŸ’‘ 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

πŸ“š 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

πŸ€” 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

πŸ“… 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

πŸ”„ 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

πŸŽ“ 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.

Mindmap

Keywords

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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.

πŸ’‘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

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let's go into the after the lecture so

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what's happening afterwards nothing

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when's the first time that you'd

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actually go through and start like

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studying at again before the exam how

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long before the exam do you start 2 days

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so what's happening in the meantime in

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the meantime

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nothing I think for you the thing that's

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actually limiting you is just literally

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the number of sessions you have to hit

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the different levels of Mastery I have

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had the most productive week of my life

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this week your whole life wow very

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honestly every couple of months I find

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some members in our I can study program

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who are active and supportive in our

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community and I offer them some 30

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minute free coaching sessions some of

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you do seem to really like my coaching

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style content so I've decided to record

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some of these and post them on YouTube

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before we jump in I'd appreciate if you

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give this video a like and if you're

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interested in joining the full program

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yourself then you can check out iin

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study.com there's a link in the

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description the idea here is that in 30

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minutes I basically want to just help

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you as much as I can make some make some

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meaningful difference in that amount of

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time we'll see where we get but if you

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could just start start off by telling me

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a little bit about yourself you know

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like where you're from what you're what

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you're studying what stage of Education

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you're at things like that okay I am a

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first year college student my name is

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Daniel I come from Kenya I moved to

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Canada about 3 years ago when I was 15 I

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got a chance to go to a boarding school

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in an IB system I came from an igcc

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system and then I went into the Canadian

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Dogwood system for high school I

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recently started watching your videos

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and analyzing how I can change my

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learning methods 2 months ago and I

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realized that doing it by myself was

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much more inefficient and that the

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investment of just spending money to buy

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the course would be much better for the

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long-term my long-term goals and my

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long-term achievements that I wish to

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attain awesome that's great thanks for

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that so just tell me a little bit about

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your long-term goals my long-term goals

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as um as I go into college I want to go

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into Psychiatry so I have to go through

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medicine I want to go through Psychiatry

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to research particular dissociated

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disorders so I will need to spend a lot

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of time going and focusing on the

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psychology aspect as well as the

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medicine aspect on top of that I am a

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musician music is part of my soul the

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reason I have such an expensive

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microphone is because I love music

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there's a piano in my background right

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now that I can totally play and let's

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just say that that takes up a lot of

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time in my life I am very storm trop

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likee in what I like to do I have too

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many passions and not enough time for it

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so I have to be efficient because

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there's no other option aome well on

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that note let's just jump into that part

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so on the diagnostic assessment that it

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gave you a trooper what were your actual

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scores deep for deep processing and

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self-regulation deep processing was two

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self-regulation was two everything else

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was three just give me a indication

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about your overall background

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achievement level like what do you

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normally tend to get when you do tests

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and exams and things 80 plus okay let's

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jump into a little bit about your

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learning methods and your learning

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system is there a particular aspect that

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you feel like is holding you back that

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you have a problem with re revision and

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retrieval okay why do you say that I

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don't feel like my encoding elements are

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perfect but when it come if I'm left

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alone with a topic whichever topic it

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may be I am able to spark my engagement

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for the topic which I have over time

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learned how to do consistently I'm very

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confident in that initial exposure to

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that topic being very beneficial for me

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getting at least 75% of the topic in but

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when it comes to revision afterward when

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it comes to the retrieval and learning

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how to um get back to that and see what

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

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problem just explain that a little bit

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more in terms of getting back to see are

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you talking about just finding knowledge

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gaps finding knowledge gaps okay so when

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you said you can get around what 75% of

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it are you saying that 25% is

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essentially knowledge gaps uh 15% is

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

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of that would be stuff I don't know that

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I don't know yeah sure and obviously

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there's multiple types of knowledge gaps

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like broadly speaking we can say that

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there are the gaps that you learned and

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then forgot and then there are gaps that

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you learned and then it's not that you

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forgot it but you never really saw it

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from that perspective and then there are

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things that you didn't even cover gaps

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that were like completely missed do you

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have any indication of the proportion of

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gaps that you feel like you have like

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how many let's start with the biggest

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one which is what percentage of gaps

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generally speaking and it might be

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different depending on subject do you

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feel are the types of gaps that you like

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completely missed in the first place

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like you didn't even study it to begin

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with very very few you I I do like going

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back and forth and in terms of my learn

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learning processes and as I go back

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sweeping back and forth I usually don't

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miss many things completely or at least

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

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do in the first place okay and then so

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of the gaps that you find uh or or

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struggling to find how many of these are

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ones that you have learned and you

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learned it the right way but you have

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forgotten it um a very few no okay not

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very few but few okay so yeah okay so

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definit so generally speaking this is

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the lower one wait sorry is that because

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you didn't learn it the right way the

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first time round didn't learn it the

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right way the first time round okay so

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it's a master so the main gaps are

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really a Mastery Gap issue I see so

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rather than a pure retention Gap would

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you agree with that the main types of

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gaps you have are in discovering Mastery

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gaps yes okay but the ones that you do

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learn the right way to the right level

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of Mastery you feel that you've got a

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good level of retention on it yes I do

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okay cool we can look at this in two

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parts I know that You' have said that

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the revision and retrieval is a big one

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but I want to make sure that you're

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first round encoding is done you know

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like good enough that it's not going to

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have you know massive gaping holes in it

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because obviously even if we get the

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retrieval right if a lot of what you're

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missing is because you didn't learn the

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right way in the first place there's

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something to look at there and then we

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can have a look at the retrieval stuff

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so just tell me a little bit about the

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learning process for when you encounter

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information for the very first time I

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ask lots of questions about why this is

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relevant why I need to learn this and

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which parts of it are going to be the

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the most important parts that I need to

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learn so let's just rewind a little bit

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like when is this even happening like

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what's the first moment that the first

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piece of information for that topic like

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enters your scope before the lecture how

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far before usually the day before yeah

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usually the day before yes okay so you

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so day before is the first time you'll

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be exposed to that topic yes and so

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you're going to proactively just go

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through and do a little bit of pre-study

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or priming for that subject yes are you

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ever priming more than one lecture at a

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time um yes because the pace that I tend

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to Prime at is is faster than what I'm

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currently being taught at so how many

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like lectures roughly is one whole topic

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two three lectures okay and how many

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lectures are you able to Prime on two

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lectures two so you're doing almost the

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whole topic yes yes for priming okay

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you're doing a priming that is like

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almost whole topic and so tell me a

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little bit about what that priming

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process looks like what are you actually

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doing okay um learning objectives uh I

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go through the learning objectives I

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have my sheet of paper on the side I'll

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quickly scope through the um scan

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through the content I'll write down any

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keywords that I don't understand

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completely or a concept that I've noted

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it could be important and I do my best

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not to to think too much into the

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details of one specific keyword then

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

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the lecture notes or the slides that

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I've taken I'll take my keywords and

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then I'll try and make a mind map okay

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and how long does that whole process

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usually take 45 minutes this is very

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good by the way like everything you're

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saying is you know it's like a really

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really solid foundation of pre- study so

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if it's taking 45 minutes you know I I

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think overall by the end of that you're

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pretty confident with what that topic is

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going to talk about like the main ideas

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and like the overall flow yeah okay

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

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actual you know day of like the the

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lecture itself are you going to the

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lectures or are you watching recording

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

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lectures the pace that the lectures go

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at is very not followable followable for

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

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at some points yeah sure there's times

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when I know that okay I need to sit here

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for a second and there's times that okay

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I really don't want to do this because I

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feel like I I should go to that more

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pressing issue how do you try to manage

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that I don't I basically study by myself

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outside of school and then when I'm

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getting into school into my lectures I'm

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taking down notes on what I know is

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going to come to the on the exam so when

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the teacher says this is going to come

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on the exam or this is one kind of model

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question that might come I'll take notes

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of that and then that's what I should be

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using for revision but then my

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self-regulation gets in the way and I

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don't use that for revision later on oh

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okay what's your note taking process

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during like while it's being explained

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to you physically I do not do anything

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because I have a very hard time focusing

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

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sitting there and I'm waiting to ask a

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really a good question or not waiting

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I'm trying to ask a really good question

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so why is um examples would be with

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hydrogen bonding in my recent chemistry

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lesson why a hydrogen bond and a dipole

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are different when they're technically

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the same thing but that's the details um

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move on from there yeah okay okay sure

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okay now let's go into the after the

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lecture so what's happening afterwards

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nothing okay so when when's the first

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time that You' actually go through and

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start like studying it again and

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consolidating before the exam okay so

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what's happening in the meantime in the

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meantime nothing and and why is that I

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started the course recently I started

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the course 4 days ago I think on the

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last Sunday actually yeah 7 days ago

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after realizing after the first getting

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into the Rapids about urgency and

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importance and the difference between

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those two things I've realized that I've

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been completely on urgency and and not

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really thinking about the importance so

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

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

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just oh wait I need to study and then I

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study that and then I go through the

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same cycle again when you say before

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exam like how how long before the exam

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do you start two days one day two days

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jeez man you you're not a deer in the

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headlight you're a deer that's like

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already sniffing the front of the the

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Bonnet you're mid impact exactly exactly

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okay so tell me about how you're doing

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your revision brain dump and see what

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holes there are and then I I

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specifically Target the holes that I

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that I end up seeing linear brain dump

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mind M brain dump so I have brain dump

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based on lecture objectives or just self

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queuing and just your own kind of flow I

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usually go through the lecture Aces

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first and then I see okay I'm very sure

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

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put that aside and uh I know I'm going

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to focus on that and then I put I sort

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out what I know for sure I do not

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remember and then after that I start

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making m a mind map and then I might end

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up getting queued into remembering the

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stuff that I knew that I didn't remember

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and then I'll start realizing okay I'm

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done I'm going to go check how accurate

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this is and I'm going to go check the

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parts that I wasn't confident in because

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even if I was right what matters is

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whether or not I was confident in it or

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

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okay so here's what I'm seeing overall

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you're doing some priming and the

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priming looks like it's it's doing good

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for you and actually probably the reason

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why you're able to still do pretty like

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reasonably well even though you have

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essentially no study to speak of until

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just before the exam yeah um is probably

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because that priming is actually helping

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you a lot I would say and then in the

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lecture you are asking good questions

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

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going to help you to keep engaged and

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get a deeper level of Mastery obviously

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there's a big gap there in terms of what

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happens after the lecture and then

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before the exam although it is rushed I

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mean it's relatively targeted you're

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looking at lecture objectives you're

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trying to identify gaps you're you're

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actively Gap seeking and you're trying

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to Target your revision for that so yeah

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yes like there's lots of things that can

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be improved with the retrieval system

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but I I think that's not really the

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lowest hanging fruit here for you I

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think the thing that's going to make the

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biggest difference is to figure out why

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is it that you know there's such a big

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gap between you know after the lecture

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and then your pre-exam revision and also

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um what can you do during the lecture

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that really takes what you did in your

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pre-study and Carries that forward to

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build on it a little bit more so let's

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just I'll start with that second one

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first have you ever tried to just take

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your pre-study mind map into the lecture

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with you and then just try to build on

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that as they're speaking no do you think

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that you would find that difficult to do

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uh I would but I can try yeah give it a

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

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difficult as maybe you might think

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because you're already asking good

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questions and when you have the map in

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front of you it's going to help you to

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think of more questions because you can

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literally see it and when you add things

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to it it's going to help you to like

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organize the discoveries and insights

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you make and it also means that when

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some when you know when they say hey

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this is going to be in the exam this is

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going to be really important you can

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think about how that thing fits with

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what you've already got so that later

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when you do your revision it's actually

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anchored there on your map as well like

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you've already tried to integrate it on

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the spot right because the alternative

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is otherwise if it's too fast or too

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slow either way if it's hard to follow

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then that information is not really

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doing much for you anyway so spending a

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little bit more time inside your own

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head integrating thinking about how it

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all connects together that's going to be

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time that's worth spending all right so

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that's the first thing that I'd

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recommend for you to try out and the

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second thing that we should look at is

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you talked about the fact that you've

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really been like trapped in that urgency

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so now you know that you shouldn't do

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that do you think it's going to be easy

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for you to try to change that and have a

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little bit more of that regular

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consolidation like the day after at the

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end of the week or do you feel like it

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will still be difficult there'll be more

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barriers I I have had the most um the

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most productive week of my life this

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week your whole life wow very honestly

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yesterday I had a 12h hour or 13h hour

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

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get to my family's place on another

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Island to to be here for a family

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relations because this is very important

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and I still managed uh I kind of messed

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up my timing with the buses and needed

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to go to needed to walk 30 minutes back

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home to get all this gear so that you

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could have some proper good audio for

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for this video and in all with all of

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this happening I was able to have buffer

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time I had contingency plans I have

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contingency plans for what I'm going to

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do tomorrow and how I'm going to get to

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my job that I have to attend to and

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

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people that watch this video are going

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to want to have you back on to just ask

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you how you able to do that but anyway

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okay so so one week is one week really

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really productive is good do you feel

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that it's sustainable yes because it's

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not motivation based anymore right okay

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so hopefully that's something that will

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then just fix itself and that you will

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be able to have that day after the

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lecture you know the week after the

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lecture the thing is that when your

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knowledge Gap is because of let's say

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that the knowledge Gap is because you

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just completely miss something it's not

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even on the board these are relatively

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easy to fix because it just means that

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the scope that we're looking at is

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usually not align and there's some easy

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things that we can do like for example

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looking at the lecture objectives a

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little bit more clear clearly being more

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inquisitive exploring outside of the

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scope doing practice questions you know

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having conversations with people so

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

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an issue with the retention

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again this is not as easy to solve but

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it's the answer is relatively

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straightforward usually the lowest

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hanging fruit is to work on having a

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better quality encoding and pre-study

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step which primes the brain to hold on

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to that information more in a more

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sticky way but in your situation your

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knowledge Gap is a Mastery issue Mastery

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issues there's really only two ways that

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we well there's fundamentally only one

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way that you can address a Mastery issue

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and that is to think at the level of

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Mastery more but because higher level

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lels of thinking are more integrated and

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relational there's many more angles to

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think through and it can be quite

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overwhelming and I think for you the

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thing that's actually limiting you is

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just literally the number of sessions

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you have to hit the different levels of

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Mastery M you're hitting a high level of

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Mastery like superficial and depth but

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Broad and relational in your pre-study

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so that's good you're heading some

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deeper level of depth and details and

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still somewhat relational in the lecture

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through the questions that you're asking

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and then by building on your mind map

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during the lecture that's going to help

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to to turn that into more of an asset

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that moves forward but then you're

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probably getting like a very extended

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per of knowledge Decay and your Mastery

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is going to be fading before your exam

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and so even though in your exam you're

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doing a relational brain dump which is

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targeting the higher levels and you're

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looking at Gap seeking which is going to

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look at multiple different levels

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there's just not going to be enough like

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sessions to be able to hit some of the

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finer details ideally what you should be

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doing is that whole revision thing that

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you do where you get the lecture

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objectives you target you do the brain

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dumps you you seek the gaps and then you

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try to fill those that should happen

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like one week after the lecture so at

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the end of every week that's the session

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that you want to have so that before the

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before the exam your revision is more

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focused around just getting like a a

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more Nuance level of of Gap seeking the

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gaps that are not obvious you don't want

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to you ideally don't want to know where

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your gaps are until you have tested them

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before the exam like the gaps that are

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obvious that you can look at and be like

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I definitely know I've got these they

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should be already handled earlier on so

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that by the end you're looking for the

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gaps that you haven't discovered already

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and all you need is maybe just like one

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or two additional sessions throughout

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the termal semester to be able to fit

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that in and that's I think you know as

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you mentioned that's kind of more of a

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time management or a task management

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related issue so those are probably the

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two things that I'd recommend for you to

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work on and in this case I think it was

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fairly obvious you probably could have

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figured that out yourself actually what

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do you think about those recommendations

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the one about bringing my I kind of gave

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up on my class honestly not that I hate

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the teachers I don't hate school

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whatsoever I think it's a wonderful um

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the one that I go to is wonderful even

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if the student culture around

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examination and learning isn't the best

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I just felt like I gave up on class and

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you just gave me a chance to you make

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that time more useful because I will be

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keep on going to class because these

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these these lectures have been paid for

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and I have I have a lot to give back to

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my family this is part of my respect

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

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thankful that now I have a way to to go

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through it less painfully yeah you know

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one thing that I just thought of to add

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on is that because you're actually pre-

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studying in multiple lectures in one go

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if you can extend out your pre-study

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session by a little bit to try to cover

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

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to do like two lectures and there's only

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one more to go just just do another 15

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20 minutes and just get that other one

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done but that means that when you're in

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the lecture you can go deeper as you

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build the map out but you can also use

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part of of that class like for example

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if they're talking about something and

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they're going over something for like a

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long time and you're just thinking like

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I don't even have any good questions to

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ask about this there's nothing to even

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build here use that time to just do some

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Gap seeking on the spot okay oh that's

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efficient I like that yeah it's one of

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those things it's like if you're going

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to be there anyway you may as well use

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that time for something and if it's not

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going to be useful for just you know CU

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you know a lot of the times like

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teachers or lecturers like you know if

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they might be tier they might just you

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know have whatever human yeah or

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sometimes they've just clocked out like

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literally you know sometimes you get you

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know teachers or lecturers that are like

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I'm kind of just waiting to retire yeah

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so you know in those situations you got

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to make do and and try to do what what

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you can but you know your motivation

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behind it and giving back to your family

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

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

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really it's a really good like wholesome

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way of thinking about education in a way

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because a lot of people are very like

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entitled you know it's refreshing to

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actually hear someone talk about

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

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paid for it this is something that I can

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have and like this is a way of giving

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back and showing respect to the the

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people that have helped me get to the

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position that I'm in which is

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[Music]

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awesome

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