5 Ways to Train Yourself to Be a Genius (3 Short-term, 2 Long-term)

Summary

In the provided video script, Dr. Justin Sung, a medical doctor and learning coach, challenges the notion that intelligence is fixed and asserts that anyone can train their brain to think like a genius. He introduces the concept of neuroplasticity, which has shown that the brain is highly adaptable and capable of reprogramming. The video outlines strategies to enhance memory and understanding through better encoding and deep processing of information. Dr. Sung discusses the importance of moving beyond rote memorization to a more active and connected approach to learning, which he illustrates using frameworks like the revised Bloom's Taxonomy. He also emphasizes the value of pre-study structures, delayed note-taking, and increasing cognitive load tolerance. The script concludes with the advice to critically reflect on one's study techniques to refine and improve them for better learning outcomes.

Takeaways

• 🧠 The brain is highly adaptable and capable of retraining and reprogramming through a concept known as neuroplasticity.
• 📚 Memory and deep understanding are key components of academic genius, which can be developed through effective study techniques.
• 🔑 High-quality encoding of information is crucial for memory retention, which can be improved by understanding and connecting new information to existing knowledge.
• 🎯 Deep processing involves thinking about information in a broader context, which helps in creating a more nuanced and fluid understanding of topics.
• 🌐 Creating relationships between different pieces of information leads to better organization and retention in memory, a process facilitated by techniques like mind mapping.
• 📈 The Revised Bloom's Taxonomy and SOLO Taxonomy are frameworks that can be used to structure learning and promote higher order thinking.
• 🚀 Start with short-term strategies to immediately improve study techniques, such as understanding your current level of learning and moving up to the next level.
• 🏡 Pre-studying involves creating a basic organizational structure for information before delving into in-depth study, which helps in efficient learning.
• ⏰ Delayed note-taking encourages active processing of information before it's written down, which enhances encoding and understanding.
• 🏋️‍♂️ Increase cognitive load tolerance by engaging in more active and higher order learning techniques to build up the brain's ability to handle complex tasks.
• 🤔 Critical reflection on your study techniques is essential for identifying what works and what doesn't, allowing for continuous improvement in learning efficiency.

Q & A

What is the main idea of the video?

The video discusses the concept of training oneself to think like a genius, emphasizing that the brain is adaptable and can be retrained to improve memory and understanding through the process of neuroplasticity.

What is neuroplasticity?

Neuroplasticity is the brain's ability to adapt, modify, and reprogram itself. It is a branch of science that has shown the brain can change its structure and function in response to learning and experiences.

What are the two key factors often associated with genius in an academic context?

The two key factors often associated with academic genius are memory and deep understanding. A genius is typically someone who can retain information for a long time and has the ability to learn things deeply, applying new information to complex problems more easily.

Why is high-quality encoding important for memory?

High-quality encoding is important for memory because it is the process of how information is first processed and stored in the brain. If information is not encoded correctly, it is challenging to retain and recall it effectively.

What is deep processing and how does it improve understanding?

Deep processing is the ability to take information and think about it in a broader context, connecting it to other pieces of information. This helps in seeing the information from multiple angles, leading to a more nuanced and fluid understanding of the topic.

What are the two taxonomies mentioned in the video that can be used to improve learning?

The two taxonomies mentioned are the revised Bloom's Taxonomy and the SOLO Taxonomy. Both are frameworks that can be used to structure learning and thinking in a way that promotes higher-order cognitive processes.

What are the four main stages of learning according to the video?

The four main stages of learning, starting from the highest order, are: evaluating and creating judgments on information, analyzing and synthesizing information, applying information to new contexts, and remembering and understanding information in isolation.

How can pre-studying help in the learning process?

Pre-studying helps by creating a basic organizational structure for the information to be learned. It allows the learner to identify the main ideas and their relationships before delving into detailed study, which can enhance understanding and memory encoding.

What is the concept of cognitive load tolerance and why is it important?

Cognitive load tolerance refers to the ability to handle complex and demanding mental tasks without becoming overwhelmed. It is important because higher-order learning and effective encoding require active brain engagement, which can initially feel uncomfortable but is essential for deep learning.

What is the purpose of delayed note-taking?

Delayed note-taking encourages the brain to process and organize information before it is written down. This forces the brain to engage more deeply with the material, which can improve memory encoding and understanding.

Why is critical reflection on study techniques important?

Critical reflection helps learners to identify which parts of their study techniques are effective and which are not. It allows for the removal of ineffective methods and the enhancement of those that contribute to higher quality learning.

How can understanding the theory behind learning techniques help students?

Understanding the theory provides students with the knowledge to solve their own study-related problems and to improve their techniques. It empowers them to be self-sufficient in their learning process, rather than relying solely on external guidance.

Outlines

00:00

🧠 Understanding Neuroplasticity and the Potential for Cognitive Improvement

Dr. Justin Sung, a medical doctor and learning coach, introduces the concept of training oneself to think like a genius. He emphasizes that it's possible to overcome previous academic struggles by leveraging the brain's adaptability, known as neuroplasticity. The video aims to provide principles and strategies for retraining the brain to excel in academic studies, noting that while it's possible to retrain the brain, the process can be lengthy and challenging. The discussion focuses on academic genius, characterized by memory retention, deep understanding, and the ability to apply knowledge flexibly.

05:02

🌐 Deep Processing and Higher Order Learning for Enhanced Memory and Understanding

The paragraph delves into the importance of deep processing for learning, which involves connecting new information to a larger context and understanding it from multiple angles. This approach leads to a more nuanced understanding and better memory encoding. Dr. Sung introduces the concept of higher order learning, which involves cognitive processes that create organization and meaning from the information consumed. He recommends using frameworks like the revised Bloom's Taxonomy or the SOLO Taxonomy to facilitate this level of learning, progressing from lower order to higher order learning techniques.

10:05

📚 Building a Network of Knowledge for Academic Genius

This section discusses how to view information not in isolation but in relation to other knowledge. It emphasizes finding relationships and patterns between different pieces of information, which makes learning more intuitive and improves memory retention. The paragraph outlines the process of creating a network of knowledge with interconnected ideas, leading to a more organized and meaningful understanding of complex topics. Study techniques that can facilitate this include mind mapping and creating high-quality questions that challenge the relationships between different ideas.

15:05

🤓 Practical Strategies for Short-Term and Long-Term Cognitive Improvement

Dr. Sung categorizes strategies into short-term and long-term approaches. Short-term strategies include identifying one's current level of learning and aiming to incorporate techniques from the next level up, as well as creating pre-study structures to prepare the brain for incoming information. Long-term strategies involve increasing cognitive load tolerance, which means becoming more comfortable with the discomfort of active learning and higher-order thinking. The paragraph also stresses the importance of starting long-term strategies immediately to see benefits in the future.

20:07

📈 Creating Pre-Study Structures and Delaying Note-Taking for Better Learning

The focus here is on pre-study techniques that lay out a basic organizational structure for information before delving into detailed study. This involves creating simple groups and relationships between main ideas to form a basic framework. Additionally, the paragraph advises delaying note-taking, encouraging individuals to process and manipulate information in their minds before writing it down. This approach forces the brain to engage more deeply with the material, leading to better encoding and understanding.

25:08

🧐 Increasing Cognitive Load Tolerance and Critical Reflection for Effective Learning

The final paragraph discusses the importance of increasing cognitive load tolerance to become more accustomed to active and higher-order learning. It also highlights the need for critical reflection on one's study techniques to identify what works and what doesn't. The paragraph emphasizes the importance of understanding the theory behind learning techniques to become self-sufficient in improving study methods. Dr. Sung encourages students to be their own 'mechanics' by understanding why certain techniques are effective and how to apply them to different situations.

Keywords

💡Neuroplasticity

Neuroplasticity refers to the brain's ability to adapt, modify, and reprogram itself in response to new experiences and learning. It is a fundamental concept in the video, as it underpins the idea that one can train their brain to think like a genius. The script mentions that unlike what was believed 40-50 years ago, current research shows the brain is 'very, very adaptable,' which is the basis for the possibility of retraining our cognitive abilities.

💡Memory Encoding

Memory encoding is the process of converting information into a format that can be stored and later retrieved from memory. In the context of the video, high-quality encoding is crucial for having a good memory. The script explains that if information is not encoded correctly the first time, it is challenging to improve memory through repetition alone, emphasizing the importance of effective encoding for learning.

💡Deep Processing

Deep processing involves thinking about information within a broader context, connecting it to other pieces of information, and understanding its multiple applications. The video uses the analogy of a pen stylus to illustrate how deep processing allows one to see beyond the initial use (as a paperweight) to its full functionality. This concept is central to developing a nuanced and fluid understanding of topics, which in turn enhances memory and learning.

💡Higher Order Learning

Higher order learning is a cognitive process that involves creating organization and meaning from the information we consume. It is synonymous with deep processing in the video's context and is characterized by thinking about information in a way that forces us to connect and structure it. This process is essential for improving memory and understanding, as it leads to more effective encoding and a deeper comprehension of the material.

💡Revised Bloom's Taxonomy

Revised Bloom's Taxonomy is a framework used to classify different levels of cognitive complexity in learning. It is mentioned in the video as a tool to facilitate higher order learning. The taxonomy ranges from lower order thinking (remembering and understanding) to higher order thinking (evaluating and creating). The script suggests using this framework to structure learning and to move beyond rote memorization to a deeper engagement with the material.

💡Cognitive Load

Cognitive load refers to the amount of mental effort being used in the working memory during learning. The video discusses the importance of increasing cognitive load tolerance as a strategy for improving learning. This involves engaging in more complex and active learning processes that may initially feel uncomfortable but ultimately lead to better encoding and deeper understanding.

💡Pre-Study Structure

Pre-study structure involves creating an organizational framework before delving into detailed learning. The video suggests that this approach can make the learning process more efficient by giving the brain a 'map' to place new information. This strategy is part of the short-term strategies for retraining the brain to think more like a genius by preparing the mind for the incoming information.

💡Delayed Note-Taking

Delayed note-taking is a technique where one refrains from writing notes immediately upon receiving new information. Instead, one is encouraged to process and understand the information first, which then needs to be written in one's own words. The video argues that this method forces the brain to engage more deeply with the material, leading to better encoding and retention, as opposed to passive note-taking.

💡Critical Reflection

Critical reflection is the process of evaluating one's own learning techniques to determine what is effective and what is not. The video emphasizes the importance of this skill for long-term learning improvement. It involves being honest about which study methods are contributing to better learning and which are not, and then adjusting one's approach accordingly to enhance efficiency and effectiveness.

💡Academic Genius

In the context of the video, an academic genius is characterized by exceptional memory and a deep level of understanding. The video aims to train individuals to think like academic geniuses by focusing on improving memory retention and the quality of understanding. It is used as a benchmark for the type of smart thinking the audience is encouraged to develop through various learning strategies.

💡Short-Term vs. Long-Term Strategies

The video differentiates between short-term and long-term strategies for improving cognitive abilities. Short-term strategies are those that provide immediate, though potentially smaller, gains, such as delayed note-taking. Long-term strategies, on the other hand, involve building cognitive load tolerance and critical reflection, which require sustained effort over time but lead to more transformative change in learning capabilities.

Highlights

It's possible to train oneself to think like a genius, contrary to common beliefs about innate intelligence.

Neuroplasticity shows the brain's ability to adapt, modify, and reprogram itself, which is a relatively new understanding from the last 30 years.

The concept of academic genius involves having a good memory and a deep level of understanding.

Memory is highly affected by the way information is first encoded, emphasizing the importance of high-quality encoding.

Deep processing involves thinking about information in a broader context, which enhances understanding and memory.

Higher order learning, synonymous with deep processing, involves cognitive processes that create more organization and meaning from information.

Revised Bloom's Taxonomy and SOLO Taxonomy are frameworks that can be used to facilitate higher order learning.

There are four main stages of learning, with the highest order involving the creation of priorities and judgments on relationships between information.

Most commonly used study techniques are lower order learning, which are less effective for deep understanding and memory.

To improve learning, one should aim to move up the levels of cognitive processing, starting with understanding the level they are currently at.

Pre-studying involves creating a basic organizational structure for information before it's formally learned, which aids in memory and understanding.

Delaying note-taking until after processing the information in one's mind can enhance memory encoding and learning.

Increasing cognitive load tolerance is essential for higher order learning and involves becoming comfortable with the discomfort of active learning.

Critical reflection on one's study techniques is vital for identifying what works and what doesn't, leading to more effective learning strategies.

The process of retraining the way one thinks can take months or even years, but it leads to lasting transformative change in learning capabilities.

Short-term strategies include identifying one's current level of learning and incorporating higher order techniques, while long-term strategies involve building cognitive load tolerance and critical reflection.

Dr. Justin Sung's course is based on the idea that it's possible to retrain the brain for academic success, offering practical systems for learning efficiency.

Transcripts

if you've ever looked at someone and

thought man that person's just really

smart they're able to understand things

so quickly they must be a genius i'm

here to say that you can actually train

yourself to be like that person that's

what this video is going to be about how

you can train yourself to think like a

genius for those of you that are new i'm

dr justin sung i'm a medical doctor as

well as a learning coach which means i

work with people to help them study and

learn more efficiently and before we

talk about how we can actually train

ourselves we need to understand that

it's first of all possible to do that a

lot of the times when i work with

students or professionals of any age

there are often some beliefs about what

you can and can't change often people

that haven't had good academic

experiences earlier on in life can

pigeonhole themselves into thinking that

they're just not a good studyer they're

not good at learning they just can't

learn in certain settings and these

concepts are usually

not true most of the time it's just

about what your brain is used to doing

and what you're comfortable with doing

however

these may not actually be fixed in fact

the branch of science which we sort of

refer to now broadly as neuroplasticity

is something that has been growing in

interest and research over sort of the

last 30 years and we now know unlike 40

50 years ago that the brain is actually

very

very adaptable the brain is able to

adapt and modify itself and reprogram

itself in more ways than we thought so

we don't know exactly where the limits

of neuroplasticity are but we do know

that most things can to a certain degree

be retrained and reprogrammed which is a

good thing because if you've previously

been a student that's been academically

unsuccessful already struggling then

that doesn't have to be your entire life

it is possible to retrain yourself and

this is

the fundamental idea that my course is

based on which is the idea that it is

possible to retrain this and you can

actually then use that to excel in your

academic studies now it doesn't mean

that just because it's retrainable

that it will be retrained so easily the

process of retraining the way that you

think can take

months or even years however it is

possible and if it's something that's

really important for you and you want to

have a feeling of academic freedom to

feel that opportunities are in your

grasp and you can take hold of them and

learning is not going to be the barrier

then i'm here to say that it is very

possible and we're going to be covering

some of the most important principles to

do that in this video so let's break

down what we are talking about when

we're saying a genius what are the

patterns of genius that we're

essentially referring to now it's

important to note that when i'm talking

about genius in this context we are

talking about academic genius the idea

of being smart street smart or smart

emotionally intelligent

completely valid but for the context of

this video i will be restricting the

discussion mostly to the typical kind of

things that you think about when you

think about learning or studying now

usually when we talk about genius we're

referring to usually a few pretty

discreet factors the first thing is

often their memory when we say someone's

a genius we often say that they have a

really good memory and they're able to

retain information for a long period of

time and not only are they able to

retain this information and they have a

good memory but number two they usually

have a very deep level of understanding

so not only do they retain information

but what they do retain is of a high

quality they're able to learn things

very very deeply they can maybe apply

new information to complex problems more

easily and earlier on and the ability to

just move through the information and

use the information as more flexible and

fluid than someone that is not a genius

so the reason that we want to break it

up is because we can think of about what

the components are that make up having a

good memory or having deep understanding

we know that when it comes to memory one

of the things that affects your memory

the most is the way that you encode

information the first time around and i

have other videos talking extensively

about this so this goes back to good

high quality encoding if you're not

encoding information correctly there

isn't really any way for you to have a

better memory it's

very very time consuming very

challenging very repetitive and tedious

and frustrating to try to hold on to

information through pure repetition

alone using low quality encoding

techniques so the first thing is about

increasing our encoding in terms of

deepening our understanding what we're

looking at here is sort of the wider

field that is often referred to as deep

processing and deep processing is a term

that's sort of thrown around all over

the place and the definition for what we

are referring to when we talk about

deprocessing is pretty varied but

usually what we're talking about is the

ability to take information and then

think about it in a bigger picture so

we're able to connect that information

to other things and because we know how

a piece of information is related to

other pieces of information it means

that we are able to see it from multiple

different angles which develops a more

nuanced and more

fluid understanding of the topic so we

can see how we can apply it in multiple

different angles an example of this

would be if i gave you a never before

seen item like i don't know this pen

stylus and i said that this pen stylus

is really really useful to

use as a paper weight and that's the

only frame in which you were able to

understand the pen stylus is that you

use it as a paper weight well we know

based on our understanding of what a pen

stylus is is that that's really not

doing it justice in terms of the amount

of functionality that it can have but

you wouldn't really know to apply it if

you weren't told that it has these other

features deep processing is the ability

to take this information and explore it

to discover the features that it has and

see the ways that it can be applied and

manipulated so that we can really make

the most out of that information and the

side effect is that because of the fact

that when you do good deep processing we

understand all the nuances of the

information we're able to create more

relationships with it which means it has

more places that it can belong our brain

knows how to think about it more easily

it's more organized and these things

directly increase the quality of our

encoding as well so there is a

relationship here where good deep

processing increases in coding which it

further improves the quality of our

memory the other really important part

of deep processing is that it's

activating this thing that i've talked

about previously which is called

higher order learning

now higher order learning and deep

processing are sort of in this case

synonymous with each other when we're

referring to higher order learning we're

talking about the types of cognitive

processes the types of thoughts that we

have about the information we consume

that would force us to create more

organization and more meaning to that

information which therefore increases

the encoding which therefore increases

our memory and also allows us to use the

information to a greater depth one of

the best frameworks that we can really

use for this is called the revised

blooms taxonomy i mentioned it in a lot

of other videos as well i talk about it

all the time or another one that we can

use is called the solo taxonomy you'll

see if you look at both of them that

they're actually very similar there's

some trends between them but i like to

break it down very very simply like this

there are sort of four main stages of

learning and in this case we'll say that

the first stage is the highest order and

then the fourth is the lowest order in

the fourth stage we're really thinking

about information and isolation that is

the key feature of lower order learning

information is viewed purely just as

what it is it's not related to anything

else it doesn't have a meaning

associated with it it doesn't seem

particularly important so study

techniques that facilitate low order

learning are things like root

memorization just repeating things over

and over again rewriting your notes out

re-reading your notes doing flashcards

that test purely on just basic fact

recall even explaining how something

works like a process or a cycle or a

concept can still just be low order

learning because that concept could just

be in isolation so anything that is

viewed in isolation is lower order

learning and the sad reality is that

most study techniques that are commonly

used are lower order learning and the

main reason is because lower order

learning is much much easier to do it

requires pretty much no real effort

whatsoever and therefore it's the most

common method of learning that people

tend to revert to we go a little bit

higher and we're starting to see how

information can be applied and related

specifically to maybe one or two other

concepts so at a middle level of

learning we're starting to apply the

information to contexts that are

different

to how we initially would have learnt it

if it's a maths or an engineering

problem we're able to change some of the

variables we can maybe mix and match

some of the scenarios and we can apply

the information to a real world problem

so it's definitely a step up from your

normal just isolated learning the next

step beyond this is when we're actually

starting to create more relationships

and groups

here we're really entering into a higher

order of learning now the information is

not viewed in isolation all information

that we consume whether it's read or

listen to or seen on a youtube video we

are taking that information we are

thinking about it and we're thinking how

is it similar or different to other

information that i've learned or already

know or am learning right now how is

that different to other sources of

information we're finding relationships

between them cause and effect

relationships form versus function

beginning versus end before versus after

we're trying to find these different

patterns that we can leverage off of and

what this does is it allows the

information to feel a little bit more

intuitive because we know how to think

about it now it's not just a random

isolated piece of information it's

information that actually has meaning it

is related to other things so now

because the brain sees that this

information is related to so many other

things it's a lot more likely to retain

it and because as i mentioned before

we're seeing it from multiple different

angles we're able to see multiple

different ways that we can apply this

information and how we can combine it

with other concepts to apply it in more

complex or nuanced ways as a result of

seeing how different ideas are related

to each other we're also able to group

some of these ideas together and we're

able to say that all these ideas

actually are related to each other they

may serve a similar purpose they may be

important for similar reasons and so we

can actually start grouping them

together into these sort of boxes and we

can have groups inside groups inside

groups inside groups and it gets

progressively more and more organized

it's at this level where information

really starts to make sense those light

bulb moments those points where it feels

like it just fits together and we can

think about it and it's not about us

having just memorized things and

recalling it it feels a little bit more

genuine it feels like we really know it

and we can approach the information from

multiple different angles and that's

because each piece of information has

multiple entry and exit points lots of

relationships going to and from each

piece of information so now we have more

of a network of knowledge which have

these big landmarks which are the groups

that we have created for the information

and that makes it a lot easier for our

brain to hold on to it and directly

improves our quality of encoding so

study techniques that facilitate this

would be doing things like mind maps

where you're really focusing on creating

good groups and good quality

relationships between them there'll be

things like creating high quality

questions that challenge you on the

relationship between different ideas and

then the top here the highest order that

we can really get to now we are creating

priorities

and we are making judgments on the

groups and relationships so not only are

we saying that we can group the

information not only are we able to say

it's related but we are now even able to

say which relationship is more important

than another relationship we're able to

make a judgment call on how important

one group is in a certain context versus

another group we're able to say we could

group the information this way or we

could group the information this way

there is a relationship between these

and so we're having to actively

prioritize and so this is the next level

beyond because before we're just

comparing concepts and grouping concepts

but now we're comparing entire networks

against other entire possible networks

and so our brain is working overtime and

all of that effort and energy is going

into deepening our understanding and

deepening our memory and so that's going

to help us to understand things faster

and this is where neuroplasticity kicks

in because the more we do this and the

more we exercise this type of thinking

the better our brain gets at the process

we start recognizing patterns in the

information our brain doesn't have to

try so hard to find the connections and

these groups become more and more

intuitive and over time it becomes just

as easy as your old method of studying

but now it's actually facilitating

higher quality and coding and this is

how you can train yourself to be a

genius it's tough work at the beginning

but as you get those reps in over time

and i am talking realist realistically

uh months to

probably more like years but over that

period of time you do start feeling that

it's getting easier and easier and

easier and at that point your brain has

literally been retrained to be

smarter okay so that's the theory that's

kind of the overall direction and

strategy that we want to apply so let's

now make that a little bit more concrete

with some actual steps that you can take

now these steps are ones that are based

on my experience working with students

and yes there are

component pieces of research here and

there about how each of these things

work and i have other videos talking

more about the evidence behind

each of the individual principles but it

is really about taking all of that

research together and putting it into a

practical system that actually works any

of you who have spent some time reading

educational research will know that

often a lot of it is very not practical

you'll usually read it and think that's

interesting to know

what do i do with this information i've

sort of taken that and experimented with

it with a crapload of students and i've

realized that there are some things that

are relatively easy to get started and

make it much easier to do this

retraining process and that's what i'm

going to leave you with now so i want to

break it up into two different

categories one are things that you can

do in the short term that will give you

pretty instantaneous gains they're not

going to be like game changing but they

are things that get the ball rolling and

start slowly retraining the way that you

think and then there are things more

long-term they're sort of the

prerequisites to really create lasting

transformative change so i do recommend

that you do both of these at the same

time obviously you can't do the

long-term ones after the short-term ones

because then you'll just have to wait

for ages to see the benefits it's better

to start the long-term ones now

and then do the short-term ones at the

same time so that by the time the

long-term gains are starting to kick in

your short-term gains are already there

from the short-term strategies okay

that's really obvious i don't know if i

needed to explain that but okay here are

the two different types of strategies

that we can go into so the first

short-term strategy is just to figure

out at what level of learning you are at

right now so if we think back to the

previous diagram

where we have the different levels of

learning we want to see

what most of our study techniques what

most of our time and effort and energy

is going into are we more about isolated

information or are we about really

expansive big picture networks of

thinking or are we even at the stage

where we're comparing different big

picture networks and entire knowledge

structures against each other to

prioritize which schema makes the most

sense if you're already at the top level

probably

have a really good memory and you

understand things super deeply and

you're probably like getting you know

the top marks for your respective cohort

already to begin with then you're sort

of maybe already the person that

everyone else wants to become

and maybe you can pick out a few

additional tips from here that can help

you just edge that up a little bit

closer but for most people and this is

kind of just the statistics of it most

people are going to be down in those

lower orders most people are going to be

using techniques that are just like lots

and lots of flash cards a lot of fact

recall lots of rewriting or

relearning maybe there's just heaps of

past paper questions which is sort of in

this

mid level where we're applying it and

we're creating some basic relationships

between things but it's not really very

expensive it's not looking at the entire

topic it's usually just like small

pockets of relationships that aren't

connected with each other in a

meaningful way or very prioritized if

you look at the techniques that you're

using and you think what part of

thinking what type of thinking is this

activating that will allow us to figure

out what level we are sort of on you can

have a look at the revised blooms

taxonomy or solo taxonomy as well for

further reference to just try to see

roughly what level you're at and so the

short term strategy is fairly

straightforward is number one we just

want to go up a level so whatever level

you're on start incorporating a few of

the strategies at the level above and

you might want to start slow if it's

really difficult just a couple of those

higher order learning techniques and

then when you get more used to that you

can use a few more and a few more and a

few more and a few more and so on and so

forth i usually don't recommend that if

you're at a lower order that you jump

straight to the highest order and the

reason is because it's going to be a

little bit overwhelming your brain is

not really ready for that it's kind of

like being a couch potato and then going

straight from there to running a

marathon step number one short term we

go up a level step number two is to

start creating some pre-study structures

so when i refer to pre-study what i'm

talking about is pretty much any type of

studying that you're doing that is

before the main learning event so it

could be in class it could be in

lectures or maybe if it's a big

self-study session that you're having

pre-study just refers to any little bit

of studying that you're doing that would

make that session easier so if you're

going to class or lectures it's about

what can you do before the class or

lecture to make the class or lecture

experience more useful so you can

extract more learning from it and walk

away with it having understood more

pre-studying is an effective way to

overcome that but most people are

pre-studying at a very lower order level

of learning and their pre-study is

basically the exact same technique that

they would normally use in their

revision or you know in the lecture it's

like the same thing they're just doing

it earlier and that's not an efficient

use of time because your brain is not

really ready to absorb information at

that level of detail what we want to do

is we want to lay out a basic

organizational structure so that when

the information comes in we know where

it's going to fit it's kind of like if

you imagine moving into a brand new

house and you've got all this furniture

from your old house you're not gonna

just get the people to move your

furniture in shove it in through the

front door and just lay it wherever it

ends up laying and then walk into your

house and think all right cool time to

move the furniture around what's more

efficient is to have a look at the house

look at the rooms and visualize okay i

can put my lounge set here i'm going to

put my dining table over here i'm going

to put my you know the items in my

clothes over here i'm going to put my

you know computer over here and arrange

my disc maybe in this corner or maybe

i'll arrange it in this corner so what

we're doing is we're really figuring out

where in the house we want to put these

items so we want to spend a little bit

of time maybe 10 15 minutes learning

just a little bit about some of these

big ideas so we can at least figure out

where approximately we want to lay out

the information we want to create some

very simple groups and a really good

rule of thumb that i would say is

whatever topic that you are about to

study and i do recommend it doing it for

an entire topic at once rather than just

individual lessons because sometimes

there are really important groups that

of that you can create between multiple

lessons and it's just a waste of time to

go through listen by lesson and then

realize oh you know i should have

actually put all of this together

because that makes the most sense better

when you're doing the pre-study because

it's so superficial to begin with you

can actually manage to do like a whole

week or even more of content in one go

and not overwhelm yourself because

you're only really taking a very very

superficial slice of just the biggest

ideas so take that entire topic and then

divide that down into the three or four

main ideas

and then take those three or four main

ideas and figure out what the

relationship is between them what is the

basic framework the basic backbone that

we can build for this information and

you'll find that actually this is a

pretty interesting engaging experience

your brain is working back and forth and

you'll be evaluating different

structures and this is a way of exposing

yourself to higher rate of learning and

just getting used to that

if you haven't encountered that before

and you'll find that doing this and just

working with three or four main ideas

makes a really big impact for when you

go and actually study it properly if you

have a bit of extra time and you're able

to do this fairly easily then do another

layer so do the three or four main ideas

and from each main idea figure out the

two to four ideas that are within them

so we might have sort of these sub ideas

that exist between them and we can

figure out how all of these things are

related as well so we might end up with

something like that but if you don't

have time to go to that level don't

worry about it just getting three to

four main ideas and seeing how they fit

makes a really really big difference to

creating some structure in your brain

and prepping your memory to receive all

this new information and the third thing

that we want to do is start delaying our

note taking so a lot of people will

write notes as soon as they hear the

information but by writing notes as soon

as the sensor information comes in what

we're doing is we're essentially

offloading the work that our brain would

have to do to make sense of it by

putting it on paper and so we have that

sense of security my notes are on paper

i don't have to worry but that's not

actually a good thing because if we were

to hold on to it in our brain it forces

our brain to deal with the information

and process and organize it and that's

uncomfortable and it's like man how am i

going to hold on to this and our brain

has to work overtime and that in itself

is actually what produces the learning

by writing notes straight away we

actually stop our brain from having to

do that our brain gets a take of rest

and

learning doesn't end up happening which

is why you can go through an entire

lecture writing heaps of notes a couple

hours later you look at it and you don't

remember half of it that's because the

information was not encoded at all in

fact it's pretty easy to just write

mindlessly without even thinking about

it i had an old history teacher in high

school that made us write everything for

like an entire hour you still always

fall asleep in class and i can tell you

that i actually genuinely don't remember

anything i learned i you know i don't

even remember what subjects and topics i

learned in this class but i do

distinctly remember sitting there

writing notes endlessly it's the issue

because if you've been in that

experience before and you respect your

teacher you may think that that's a good

way of studying because your teacher

makes you do it i'm in a position where

i'm actually working with schools and

teachers as part of my job and let me

tell you there are a lot of teachers

that mean well and genuinely care about

helping you succeed but they do not know

how learning in the memory works delayed

note-taking simply means instead of

writing notes straight away just hold on

to that information in your head first

think about it process it manipulate it

make it your own make it make sense to

you think about it maybe ask some

questions about it and when you get to

the feeling like that makes sense then

write the notes in your own words on

there it's a little different to

paraphrasing because it is happening in

our head

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and it is not like a mega awesome ultra

technique you know it's just for those

people that really struggle with getting

rid of that note taking chain it just

helps them break that habit a little bit

more and then opens the door to a range

of other techniques so those are the

three short term strategies that you can

use and now we have another few

long-term strategies that we can use so

the first long-term strategy is simply

about increasing what is called the

cognitive

load tolerance

this is the idea that whenever you're

doing higher order learning better

encoding pretty much any technique that

is efficient it does require you to use

your brain and be pretty active and that

can feel uncomfortable it can be quite

confusing you go back and forth and you

can sometimes feel like you're not

really learning because you're not

writing lots of notes but there's

actually a lot going up here so it's

time well spent as opposed to spending

time writing heaps of notes without

anything going on in here which is

actually a waste of time coding of low

tolerance and increasing this means that

we're getting more and more used to

doing higher order learning we're

getting more used to that sense of

confusion and we're getting more used to

using that confusion to figure out how

to organize information it's like if

there's a really difficult problem to

solve you know that you're gonna have to

really sit there and think about it and

that feeling is what is you know the

symptom of your brain working uh to

really use the information and to do

something with it a lot of the time when

we're studying we're very very passive

and so we're not actually doing anything

with the information building cognitive

load is a really important and sometimes

very difficult step for students that

have been used to passive note taking

passive studying techniques so if your

studying technique is mostly writing

notes reading the notes rewriting the

notes doing past paper questions and

heaps of flash cards these are all

pretty relatively different differing

levels of fairly passive so you're not

going to be used to holding on to

information and processing and

manipulating in a higher order building

up the tolerance for it is just like

building a physical strength you have to

work on it slowly over time to just

strengthen the processes that allow you

to do that so how can you increase your

tolerance well actually the short term

strategies that i've talked about if you

continue to apply them and you continue

to use them diligently they will over

time build that cognitive load tolerance

cause going up a level increases

cognitive load delayed note-taking

increases cognitive load simplifying

ideas into three or more main ideas and

thinking about relationships increases

cognitive load so all of these things

will improve your cognitive load

tolerance and then the second final

thing that we're going to give you for

the long term strategy is about critical

reflection of your technique and what

i'm talking about here is understanding

what works and what doesn't work and

this may seem like a really fluffy soft

skill type thing but it's actually

extremely important when i work with the

students going through my course a lack

of critical reflection is probably the

number one reason why people will fail

to improve even when i'm literally

teaching them the technique with actual

examples they will still not be able to

use it because a critical reflection

might not be there which by the way we

actually teach in the course as well how

to do it it's just that some people

don't feel that it's very important so

if you're listening to this and you're

thinking this is not important you may

need to listen you may be the one that

needs this the most what critical

reflection is talking about is being

very clear about what particular

components of your studying technique or

system are working and contributing to

higher quality learning and what things

are not it might just feel like you're

being productive a great example of this

that's not about studying would be like

time management a lot of people feel

that they are being productive by

scheduling their day and arranging their

tasks except it's only productive if you

execute on that it's not productive if

you just did it and then didn't do

anything with your schedule or follow

your plan so this is the illusion of

productivity it's the same thing there's

an illusion of studying writing lots of

notes making lots of flashcards is not

necessarily good quality learning it may

not be in your brain so critical

reflection means looking at your study

techniques and thinking about okay what

parts are working why are they working

and how can i make it work even better

and what parts are not actually

contributing and can i remove that so

it's about taking away the parts that

don't work and enhancing the things that

do work so a lot of the techniques that

i teach including the techniques that i

teach in my course which can be

relatively specific they are drawing on

fundamental cognitive processes that we

already know were and people may be

using components of those systems in

their existing techniques but if you're

also using techniques that aren't

working that's going to overall hold you

back one of the things that i always try

to encourage for all of my students is

to be very very critically reflective of

their system look at all the components

and always bring it back to the theory

about why things happen and this is a

reason why my videos are pretty long and

i know people complain about it all the

time but i just feel it's really

important for people to understand the

theory behind why things work because

otherwise you don't have the skills or

the knowledge to solve your own study

related problems you don't know how to

improve yourself it's like having a car

but not you know being able to repair it

you have to go to the mechanic every

single time and what i want is for

people to be there the mechanic of their

own brain if you understand the theory

you can take a studying problem and

think okay why might my technique not be

working in some situations and then draw

that back to a solution that can

actually help and can actually work

these are just some fairly simple

strategies that you can start using in

the short and long term to help improve

your memory deepen your understanding

train yourself to be smarter and

hopefully give you a little bit more

control over the studying process i hope

you learned something new if you did

please make sure to leave a like and a

comment if you enjoy this type of

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as well thanks for your attention and

i'll catch you next one

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