1

Этап 1

Week 1. What is Learning? Focused versus Diffuse Thinking

2

Этап 2

Week 1. What is Learning? Procrastination, Memory, and Sleep

3

Этап 3

Week 1. What is Learning? Summary, Review

4

Этап 4

Week 1. What is Learning? Optional materials

5

Этап 5

Week 2. Chunking. The Essentials

6

Этап 6

Week 2. Chunking. Seeing the Bigger Picture

7

Этап 7

Week 3. Procrastination

8

Этап 8

Week 3. Memory

9

Этап 9

Week 4. Renaissance Learning and Unlocking Your Potential I

10

Этап 10

Week 4. Renaissance Learning and Unlocking Your Potential II

11

Этап 11

Week 2. Chunking. Optional

12

Этап 12

Week 3. Optional Interviews

13

Этап 13

Week 4. Optional

1

Этап 1

Week 1. What is Learning? Focused versus Diffuse Thinking

2

Этап 2

Week 1. What is Learning? Procrastination, Memory, and Sleep

3

Этап 3

Week 1. What is Learning? Summary, Review

4

Этап 4

Week 1. What is Learning? Optional materials

5

Этап 5

Week 2. Chunking. The Essentials

6

Этап 6

Week 2. Chunking. Seeing the Bigger Picture

7

Этап 7

Week 3. Procrastination

8

Этап 8

Week 3. Memory

9

Этап 9

Week 4. Renaissance Learning and Unlocking Your Potential I

10

Этап 10

Week 4. Renaissance Learning and Unlocking Your Potential II

11

Этап 11

Week 2. Chunking. Optional

12

Этап 12

Week 3. Optional Interviews

13

Этап 13

Week 4. Optional

02 ноября 2015
Цель завершена 19 августа 2019
Общая

Пройти курс Coursera 'Learning How to Learn'

This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about the how the brain uses two very different learning modes and how it encapsulates (“chunks”) information. We’ll also cover illusions of learning, memory techniques, dealing with procrastination, and best practices shown by research to be most effective in helping you master tough subjects.

Link

 Критерий завершения

курс пройден

 Личные ресурсы

время

 Экологичность цели

Я действительно этого хочу :)

  1. Week 1. What is Learning? Focused versus Diffuse Thinking

    1. Lecture: Introduction to the Focused and Diffuse Modes

    2. Lecture: Terrence Sejnowski and Barbara Oakley--Introduction to the Course Structure

    3. Info: Welcome to Learning How to Learn!

    4. Info: How to Use Discussion Forums

    5. Lecture: Using the Focused and Diffuse Modes--Or, a Little Dali will do You

    6. Lecture: What is Learning?

    7. Introductory Quiz

    8. toDo: Get to Know Your Classmates

  2. Week 1. What is Learning? Procrastination, Memory, and Sleep

    1. Lecture: A Procrastination Preview

    2. Lecture: Practice Makes Permanent

    3. Lecture: Introduction to Memory

    4. Lecture: The Importance of Sleep in Learning

    5. Lecture: Interview with Dr. Terrence Sejnowski

  3. Week 1. What is Learning? Summary, Review

    1. Summary video for Module 1

    2. Excitement About What's Next! MaryAnne Nestor Gives Special Hints

    3. Quiz: What is Learning?

  4. Week 1. What is Learning? Optional materials

    1. Interview with Dr. Robert Bilder on Creativity and Problem Solving

    2. Interview with Writing Coach Daphne Gray-Grant

    3. Interview with "Benny the Irish Polyglot" about Learning Languages

    4. A Posting about Anxiety, Depression and PTSD from a Learner in Learning How to Learn

  5. Week 2. Chunking. The Essentials

    1. Lecture: Introduction to Chunking

    2. Lecture:​ What is a Chunk?

    3. Lecture:​ How to Form a Chunk - Part 1

    4. Lecture:​ How to Form a Chunk - Part2

    5. Lecture:​ Illusions of Competence

    6. Practice Quiz: Retrieval Practice

  6. Week 2. Chunking. Seeing the Bigger Picture

    1. Lecture:​ What Motivates You?

    2. Lecture:​ The Value of a Library of Chunks

    3. Lecture:​ Overlearning, Choking, Einstellung, and Interleaving

    4. Lecture:​ Summary

    5. Practice Quiz: Retrieval Practice

    6. Review Quiz: Chunking

  7. Week 3. Procrastination

    1. Lecture: Introduction to Procrastination and Memory

    2. Lecture: Tackling Procrastination - It's Easier, and More Valuable, Than You Think

    3. Lecture: Zombies Everywhere

    4. Lecture: Surf's Up: Process Versus Product

    5. Lecture: Harnessing Your Zombies to Help You

    6. Lecture: Juggling Life and Learning

    7. Lecture: Summing Up Procrastination

    8. Practice Quiz: Retrieval Practice

  8. Week 3. Memory

    1. Lecture: Diving Deeper into Memory

    2. Lecture: What is Long Term Memory?

    3. Lecture: Creating Meaningful Groups and the Memory Palace Technique

    4. Lecture: Summing Up Memory

    5. Practice Quiz: Retrieval Practice

    6. Quiz: Procrastination and Memory

  9. Week 4. Renaissance Learning and Unlocking Your Potential I

    1. How to Become a Better Learner

    2. Introduction to Renaissance Learning and Unlocking Your Potential

    3. Create a Lively Visual Metaphor or Analogy

    4. No Need for Genius Envy

    5. Change Your Thoughts, Change Your Life

    6. Practice Quiz: Retrieval Practice

  10. Week 4. Renaissance Learning and Unlocking Your Potential II

    1. The Value of Teamwork

    2. A Test Checklist

    3. Hard Start - Jump to Easy

    4. Final Helpful Hints for Tests

    5. Summary

    6. Wrapup to the Course by Terrence Sejnowski and Barbara Oakley

    7. Practice Quiz: Retrieval Practice

    8. Quiz: Final

  11. Week 2. Chunking. Optional

    1. Reading: Chunking

    2. Optional Interview with Dr. Norman Fortenberry - Learning at MIT

    3. Optional Interview with Scott Young, a "Marco Polo" of Learning

    4. Optional Interview with Author Amy Alkon

  12. Week 3. Optional Interviews

    1. Optional: Caroline Mitchell on Learning Something Difficult that Others Think isn't "You"

    2. Optional Interview with 4 Time US Memory Champion Nelson Dellis

    3. Optional Interview with Dr. Robert Gamache, an Award-winning Bilingual Scientist

    4. Optional Interview with Stanford's Keith Devlin, the NPR "Math Guy"

  13. Week 4. Optional

    1. Reading: Renaissance Learning and Unlocking Your Potential

    2. Optional: Part 1: How NOT to Take a Test, Interview with Dr. Richard Felder and Dr. Rebecca Brent

    3. Optional: Part 2: Learning Something New, Interview with Dr. Richard Felder and Dr. Rebecca Brent

    4. Optional: Part 3: The Imposter Syndrome and Dealing with Procrastination, Interview with Dr. Richard Felder and Dr. Rebecca Brent

    5. Optional: Writer John Maguire (readablewriting.com) on the Importance of Putting Objects in Your Writing

    6. Optional Interview with William Craig Rice on learning in the humanities

  • 5233
  • 02 ноября 2015, 13:31

Цель состоит в группе

Тренинги

  • 3156

    участников
  • 5688

    целей

Дневник цели

1387день
ksenpo19 авг. 2019, 14:13

Так так!

Комментарии

Liudmyla09.07.2019

Как идут дела?

192день

Запись к этапу «Week 3. Optional Interviews»

ksenpo11 мая 2016, 11:30

Optional Interview with Dr. Robert Gamache, an Award-winning Bilingual Scientist

Dr. Barbara Oakley: Dr. Robert Gamache was named by Thomson Reuters as one of the world's most influential scientific minds for 2014. He's also currently the Associate Vice President Academic Affairs, Student Affairs, and International Relations at the University of Massachusetts, while simultaneously serving as a professor in the Department of Environmental Earth and Atmospheric Sciences. Despite Dr. Gamache's long experiences in administrator, he was also the dean of the University of Massachusetts School of Marine Sciences for close to a decade. Dr. Gamache is also clearly a very active researcher. Of the list of the ten most cited publications by the University of Massachusetts Lowell faculty compiled in 2011, he was a co-author on five of the ten, including the top three papers. Dr. Gamache's current work relates to the problem of line shapes from molecules. Ultimately, this work is important in understanding planetary atmospheres in support of missions for NASA and the European Space agency. Professor Gamache is married to Suzanne and has two children, Justine and Peter, and a very clever dog, Newton, who helps professor Gamache explain Newton's laws to his classes. With that, let's begin our questions.

  • Dr. Barbara Oakley: Dr. Gamache, I'm so glad to have you here. And let's start with our first question, which is, you're bilingual in French and English. Can you talk a little bit about that bilingual background and how it might inform your learning in both the sciences and, and overall?

Dr. Robert Gamache: Sure. There are a few interesting points of my study of French. I've had the opportunity to work in France often, and early on I decided I would learn the language. I was in my late 30s at the time. [COUGH]. First, let me say that I'm dyslexic and as a child I had really a lot of trouble learning English, spelling, grammar, reading. I still have trouble reading. I'm a little bit slower than most people, especially with the precision needed for reading scientific articles. But my study of French really enforced my learning of English. And I'm really grateful for, for that. In terms of learning, I use bilingual as an example of why students should study every subject every day. When I say this to students I of, often get a very strange looks. And I explain that no, I'm not saying study for six hours out of class every day but, you should do the homework that's needed and spend at least 15 minutes on every subject. And I use being bilingual as an example. When I go to France, my first couple of days I struggle to find words. After a few days, it's kind of smooth. What's interesting is when I come back to the United States, my first few days in the United States, I do the same thing. I'll have a colleague or a student come in my office and ask me a question, and my mind is just racing, looking for the English word. Thank goodness after a few days it's, it's okay. So, why is it we can speak English without thinking? And, you know, the answer is that we're using it all the time. So it's just there in our brain. So the example I used for them is if you study chemistry every day, you, it's right there in your brain. You don't have to search for things. The same thing with work with physics, or biology, or psychology, or history, any subject. If you study it every day, it's just there in your brain and you don't have to do a lot to recall information. It's just there.

  • Dr. Barbara Oakley: You know, sometimes I think of it as like strumming a guitar. After you strum it, it resonates and it continues to, to resonate and send out the sound, and I almost think that that's what we're doing with our own brains when we're just keeping something in mind, we're keeping those neurons resonating a little bit so they don't sort of die away and, and go off to do other things. So, I, I think that's a vitally important piece of advice. You observe that when you first began studying in the Sciences, you stumbled across some particularly effective techniques. Can you tell us a little bit about those techniques?

Dr. Robert Gamache: Sure. I mean, the correct word here is stumbled. Because when I was an undergraduate, there was not a lot of research on how we learn, and the things I did, I just stumbled upon them. Now they are backed by research, and you, you show a number of these things in your book and I can attest that they work. So when I was an undergraduate I was taking physical chemistry in my third year and I became fascinated with the fact that you could take equations, you could take simple rules of physics. And with that, you could derive other equations. And what I did is I started doing every problem in the textbook. At first, it was a little difficult but with time, I could do problems as fast as I could look at them. So, I noticed that problem solving in other courses at the same time became easier. It was later in graduate school that I found that there was research and this repetition actually hard-wires your brain. So in my case, I hardwired my brain to solve problems.

  • Dr. Barbara Oakley: Precisely. I, I think it's almost like, again, like learning an instrument. By practicing continuously, you can bring those, those parts of a melody to mind instantly, and, and play them and fit them together in new ways more easily, and that can be a very effective technique for learning. Can you talk a little bit about how some of these techniques which you applied in science, also can be useful in the Humanities and the Social Sciences?

Dr. Robert Gamache: Well, yes they are. And, you know, the interesting point is, while I was doing this and I was hard wiring my brain to solve problems. And I mention problem solving in other disciplines became easier. So it does spill over and, you now, this technique is, is not unique to science. This, this would work with any subject matter that you would like to study. So I, I do recommend this for my science students and also for the non-scientists. It's a great strategy to develop to, to get knowledge in a certain area. And again, one of the big benefits is it spills over to your other studies.

  • Dr. Barbara Oakley: Exactly. I think it's very similar to the kinds of techniques I used when I was learning Russian. I, I tried to do a lot of the additional practice exercises so that I could stretch my brain a little bit and become much more comfortable with the things that we were learning. Let me ask you this now. What kinds of techniques did you develop to handle matters when you found yourself getting stuck in problem solving in your studies?

Dr. Robert Gamache: Well, again, I have to say my discovery was serendipitous. When I started at UMass Lowell, I was entering a new field. And the, the early, early stages of that meant I had a lot of studying to do. So, I would come home from a full day at work, and I would immediately sit down at my desk. And start studying some more. And often I would get stuck on, on concepts or stuck on problems, then I had to take a break for dinner or a few times I had friends come over just to say hello. And what I found was while eating dinner and conversation, suddenly the answer would just pop up in my mind. And at the time, I would run off and write it down like I was going to lose it if I didn't do it immediately. But the gears are always turning in the background. My wife used to joke that I had two brains. Now when I get stuck, I deliberately take a break and try to do something to, just to relax, you know, almost thoughtless, it can be as simply as bouncing a tennis ball off the wall or something like that. After five to ten minutes, I tend to go back to the problem with the answer. And sometimes, I have to sleep on it. There are many mornings when I wake up and suddenly, I have the answer in my brain.

  • Dr. Barbara Oakley: Isn't that funny and, and that kind of technique is so useful for so many different areas. One thing, I love that you mention your family on your website. It's clear your family is very important to you. How do you balance your family life and your work life?

Dr. Robert Gamache: Well, that balance has always been important to me. I tell my students and my post-docs that as a scientist involved in research, you're a little like a professional athlete. Every day you have to get up, and do something that's going to make you a little bit better than the competition. Young faculty members at research universities live by the mantra, “publish or perish.” However, this, you know, this is tremendous pressure. But, if you're working all the time it tends not to be productive. And as I just explained that downtime can be very beneficial. The gears are always turning. So being with my wife, playing with my children, or playing with my dogs has, has always given me a chance to relax my mind to refresh my mind so that when I do go back to work, I can be productive.

  • Dr. Barbara Oakley: Has this balance shifted from your early student days? Were you, do you, do you have any particular advice for students who are at various stages in their life's careers?

Dr. Robert Gamache: Well, the shift from the early days to now has been noticeable. When I was in graduate school, I was in two programs at the same time. So I was basically a study machine. And that down time with my wife and my daughter, also playing ice hockey in the winter, tennis in the summer time, that gave me a chance to, I used to say, you know, get the steam out. It, it refreshed me enough where I could go back, and the time that I spent was productive. Now I work as hard but, you know, I have experience so things that, things happen faster. But, I do realize that the down time is important, and now I actively seek it out. My advice to students has been, you know, choose a career that you can do something that you love. When you love something, it's always easier to learn. I've been really lucky in my 36 plus years here at UMass, where, you know, I can't remember a single bad day. And I'm sure I probably had one, but I can't remember it. So, you know, the key point is do something you love, work hard at it. But it's important to have that down time. That down time keeps you refreshed and you don't have to worry. The gears will turn in the background. But working all the time you get burnt out and you just can't accomplish what you can when you refresh yourself periodically.

  • Dr. Barbara Oakley: Well, I think that's just fabulous advice. And one thing I, I agree heartily with is do something you love, but also realize that sometimes it takes a little longer to learn to love certain subjects. So sometimes it's good to be patient too. I do have a last question for you. How does your dog Newton help your students to learn more effectively?

Dr. Robert Gamache: Well, I use Newton and my previous dogs to lighten up the classroom. A picture of Newton, you know, watching a tennis ball fall. I was actually going to do a video where I dropped an apple on his head, but my wife wouldn't let me. I also have a picture that I use of a previous dog, Chaos, who was a 96 pound Irish Wolf Hound mix. Sitting at a table with an Advanced Atmospheric Dynamics book open. He's got glasses on, and he's punching numbers into a calculator. And then I say to my students, you know, see, physics or science is so easy even a dog can do it. Of course, the next step is to choose examples that can give students a real feel for the subject, and let them realize how simple physics, or science in general, can be. And, and that's the real art of being a professor. Choosing these examples that, that make it easy. We have to remember, we're not born and that includes us, knowing these disciplines; science, or any other course. So, you know, when, when we're doing this work we, we, we have to lighten it up, but we have to choose these examples. Science is compounded by the fact that people are very uncomfortable with numbers. I use an example where I, I pass tennis balls around the class. So the student can see, and feel, hold the ball, then I ask them, what size box could hold 10,732 balls? Being in the United States, I get the answer in feet, and I make it a cube, so it's easy, easy for them to give me one number and, you know, I get numbers in the hundreds of thousands. Seldom, do I get a number that's below a hundred. You want to guess what the answer is?

  • Dr. Barbara Oakley: [LAUGH]. No, you go for it.

Dr. Robert Gamache: It's four, it's four feet. And when I say that, you know, that just drives home the point that we really don't know numbers. So, using examples in the classroom where they can really latch onto it is important. Because that's what helps drive deep learning.

  • Dr. Barbara Oakley: That is, really the ultimate example of the kinds of things that we're talking about in this course. So Dr. Gamache, I cannot tell you how much I appreciate your taking the time to be with us here today. And thank you so very much.

Dr. Robert Gamache: You're very welcome. Thank you.

Glossary

  • hardwire - подключать (через кабель)
  • spill over (to) - распространяться (на)
  • serendipitous |ˌserənˈdɪpətəs| - связанный со счастливым случаем
  • 9:12
73день

Запись к этапу «Week 3. Optional Interviews»

ksenpo13 янв. 2016, 17:17

Caroline Mitchell on Learning Something Difficult that Others Think isn't "You"

Hi everyone, I'm Caroline. I live in Atlanta, Georgia, USA. And I grew up in Miami, Florida where I was always good at reading. I liked art, philosophy, stuff like that. I was the girl in elementary school who got in trouble for reading behind the desk in math class. And a little bit later in high school I got in trouble for skipping math altogether to go the beach instead. I have two older sisters one of them became a doctor, the other became a lawyer. So I had a lot to live, live up to. And my parents thought their youngest child who was kind of a free spirit, math and science hating kid would end up with a degree in creative poetry, cartoon drawing, or something. But to everyone's surprise, I chose mechanical engineering as my major at Auburn. And that was kind of weird because it combined all of the subjects that I was worst at. And people always, now, and in school, they always ask me why I would choose that major? And Dr. Oakley promotes this idea of broadening your passions instead of just following them, which I think is just an incredible idea. And it perfectly describes what I was feeling going into this field. I knew that I was always going to have a passion for English and art and all the things that I've always loved. But now, I have these new passions for engines and power tools and coding, and stuff I never even knew that I liked. And that's really cool. It's cool to find interest that you never knew you had.

School was really hard for me. A lot of my peers had worked in auto shops and they were certified machinists and all sorts of technical brains. And, so it was really hard for me to keep up because I had never even changed my own oil before. But I worked my butt off for four years and I got through. And it really paid off, because upon graduation I got this amazing job with Lockheed Martin Aeronautics. And I work with some of the most advanced technology and coolest military aircraft in the whole world. And I feel like I'm valued at my job just as much for my problem solving skills and my engineering skills that I learned in school, as my creativity and my communication skills, my writing skills, my people skills. And it's good to feel proud of yourself for stuff that you were naturally born with. But it's also really cool to feel proud of yourself for working really hard to learn how to do something that you weren't actually good at. So that's kind of why I went into my field. So thanks guys. Good luck.

Glossary

  • I had a lot to live up to - мне приходилось соответствовать
  • it was really hard for me to keep up - мне было действительно сложно не отставать
  • I worked my butt off - я работала как Папа Карло
  • it really paid off - это действительно окупилось
29день

Запись к этапу «Week 2. Chunking. Optional »

ksenpo30 нояб. 2015, 11:45

Interview with Author Amy Alkon

{ Amy Alkon is a nationally syndicated newspaper columnist, radio show host, journalist, book author and blogger. She turns reporting on evolutionary psychology and behavioral science findings into an art form, combining great writing were deep yet humorous insight. The result provides terrific and practical advice for how ordinary people can live better lives. Amy's book, I See Rude People. And most recently, Good Manners for Nice People, Who Sometimes Say the F word. Have helped create a new genre of insightful humor, based on practical science. Amy may be, as the LA Weekly put it, Miss Manners with fangs, but I tend to think of her as the literary daughter of Charles Darwin and Dorothy Parker. In Amy's work, she's forced to learn fast, reading a new book every other day or so even if she's keeping up with her voluminous writing and radio show hosting. She has a great deal of insight about efficient learning. }

  • So, it's a pleasure to speak with her today about her work. Hi, Amy. Thanks so much for taking time from your busy schedule. We both know, we're both writers that writing is a form of learning. And so what I'd like to know is how do you use the focused and diffused modes to help you with your writing and with your learning?

I'm normally, very focused in my writing. It's a very intense process for me every hour of writing. And so, I need to take a break from that in order to really have the information be assimilated into me. And so what I like to do is to see that I work every day, little by little on a piece of work that I'm doing. Because then in the background when I'm sleeping, when I'm washing dishes, when I'm doing something other than writing, that information has a chance to process in my brain and that's a very important thing for me. I used to sometimes wait until the last minute to start writing my weekly advice column. And this is a huge mistake, because I would fail to take advantage of the diffuse mode where I would have these sort of elves in my brain taking the information, running around, doing something with it and processing it. Instead, I would just be all last minute and I really wasn't as smart in my writing or my thinking, because of that, cuz I didn't have the extra time. And it wasn't that I spent so much time doing extra work, it was just doing it days ahead of time that really made a difference.

  • That sounds a lot like the way I approach writing, as well. Well, tell me this, what do you do to help prevent procrastination? When you have the kind of writing job that you'd really rather not be doing?

Well, all writing jobs are jobs I'd rather not be doing. It's sometimes you have a beautiful paragraph, it just goes like butter. It's wonderful, it's funny. It's all together and clear, but usually that's not the case. And so usually knowing that, I would rather do just about anything than write. This is the time I sit down to write and I think about lint that must be lurking behind my furniture. So what I do is I turn on a timer. I set the timer for an hour. I know other people use different times. 20 minutes, the pomodoro. But I like the hour, because that gives me enough time to into flow, a flow state where I maybe can lose myself in the work. And sometimes I'll get going and I just feel dumb and like I'm making no progress, but I start typing and I start thinking. And eventually, something will come and I usually do get to that state where I get lost in my work and something really wonderful happens, but you really need to put in that time like that and not go cling behind your furniture in order to make the work really work.

  • You keep a very fast paced reading schedule on top of your regular work that many people would find daunting. How do you do it and do you have any special advice for picking out and remembering key points in books?

One of the really important things I learned. I used to read whole books even if they were boring and terrible and I was reading War and Peace. And every other chapter is Napoleon, they're cold, their feet are wet. And these chapters were just boring with me. So, I realized it's okay to skip parts of books. And so now, I approach a book like I do a buffet. And I take the things from it that are important to me and I skip the parts that are not. So when I say, I read probably a book a night, but I don't read the whole book in every case. Some of them, I just open and I see they're not worth very much and I close them right away. But I think it's very important to, even when you're reading a chapter, if you see a story you've already read. If you read a lot of science, you'll read research that you've read a million times before. I just lop that off the chapter and move on to the stuff that I don't know and haven't read. I think it' s really important to be a critical reader in that way. And then the other question you asked me, so you asked how do, what was the second question? Sorry.

  • [LAUGH] Do you have any special advice for picking out and remembering key points in books?

Well, there aren't so many key points in books. And sometimes when a book is very important to me or a point is very important, what I'll do is I'll write it down. It's really important. Writing something down with an actual pen and ink. Remember, those? It seems to ingrain it into your brain better. And then what I do and this maybe seems funny, I tape it on the wall outside my shower and I can see it from when I'm there. And so, I can look at that idea when I'm there and this is a sort of diffused mode of thinking. I'm not really focused on it. I'm not as intense as I am when I'm reading a book, but it's just there and so I can think about it in a sort of less intense way. And it helps me ingrain an idea that maybe is a difficult idea to otherwise get.

  • Any particular tips on how you learn most efficiently?

When I read a passage, I don't quite get. I'll read it a few times, because sometimes the first time you miss things or it's the language that you're not used to. So that's pretty important. Another thing I'll do is go to other reference material, because sometimes someone is a poor writer, but has some really good ideas. So if I can understand the things they don't explain well, then I can maybe understand their idea better.

  • That makes sense. Finally, do you have any tips related to sleep?

I love sleep. I do about six things well and one of them is napping and this was not always the case. I took a yoga class, which I hate yoga. It was horrible, but the thing I learned to do was to breathe. I learned to slow down my breathing. And so in order to sleep, I just slow down my breathing. I'll take ten really, really slow breaths and I use that to slow myself down, so I can fall asleep. And something very important is not to sleep for too long. Because if you sleep for too long, you can actually get groggy. So I set my alarm clock for about 30 minutes and about 5 minutes of that is getting my dog to calm down, cuz she sleeps with her little snout on my neck. And she's only five pounds, she's not a Great Dane. So I then sleep for maybe 20 minutes, which seems to be a very good amount of time to give you a reboot rather than make you groggy.

  • That all sounds great. And Amy, thank you so very much for all of these insights. I'm sure they'll be particularly helpful for the writers among us. So thank you so very much.
29день

Запись к этапу «Week 2. Chunking. Optional »

ksenpo30 нояб. 2015, 10:22

Optional Interview with Scott Young, a "Marco Polo" of Learning

{ Scott Young is the ultimate adventurer in learning. He's compressed the entire four year MIT curriculum for computer science into one year of independent learning, and is now wrapping up[ПК1] a year's travel, learning four different languages, Spanish, Portuguese, Chinese, and Korean through total immersion in each of the countries. Scott doesn't just study learning from an academic perspective. He immerses himself in learning and perceptively observes the results so that we can all gain from it. }

  • So, it's a pleasure to welcome Scott Young. Scott, I'm always excited to follow your adventures. So tell me, where are you now and what is your latest learning challenge?

Right. So right now at the moment I'm actually in South Korea, in Seoul not too far away from Gangnam actually. And I am learning Korean. And this is part of a larger project where a friend and I are traveling for a year. Staying three months in four different countries. So three months each trying to learn the language of that country through not speaking English as much as possible.

  • Wow. I'm just so impressed. You're sort of a Marco Polo of learning. [LAUGH] And I was also impressed by your MIT challenge in learning. What you did was you compressed a four year curriculum of computer science into one year of independent learning[ПК2] . There are a lot of questions I have for you in relation to that experience as well as your language learning experience. So first, can you tell us, how do you avoid illusions of competence in learning?

Right. Well, I'm a big fan of trying to dive into a position where you might be wrong as soon as possible. So, when you're just reading a lecture, reading a textbook, you can't ever really be wrong. There's no real check on whether you know what you know. And, I really like getting into problems as quickly as possible with a language, trying to speak as quickly as possible. Or if not speaking quick as quickly as possible testing my, my listening comprehension in a, in a, in a strict way. So, with the MIT challenge I,I would work on problem sets. And I would do my best to do the problem sets without having the solutions at hand. And try my best on, on any problem and if I got stuck, if I couldn't finish, then of course go to the problem and check to see the solution and learn it. But I think only if you feel that [ПК3] a bit first, if you feel that tension, that stress that you're not quite sure how to finish it only then will you really remember how to do the problem for the future. So if you don't have that feeling of not being sure how to do it and that strain, I think it is hard to really improve your knowledge.

  • But that goes right along with our own learning philosophy. In this course which is test yourself as frequently as possible. So, one of the approaches that you have to learning that I absolutely love is that of self explanation. Can you explain to our viewers a little bit what you mean by self explanation? What, what is it and what kind of benefits can you get from it?

Right, well I got this idea reading biography of Richard Feynman. He was a Nobel Prize winning physicist, and I forget the exact method that he used himself, but I remember him talking about, you know, being a Nobel prize winner in theoretical physics. He's a smart guy, and he was talking about a particular academic paper, a particular concept he didn't understand. And his approach wasn't to throw his hands up and say, well, you know, I don't get it or, it's too difficult. But he went through [ПК4] , not only trying to understand everything that was in that paper, but of the papers it sourced. He read through them very carefully and [ПК5] them and, and tried to make sure he understood all the supporting ideas. So, for me, I've kind of adapted that into this idea of taking a blank piece of paper out and writing as if I'm trying to teach someone else what this idea is all about. Or what this process for solving a particular type of problem is all about. Or what it means. And what I find happens is that you usually get to points where you have some friction, where you have to be too vague or you can't really be as exact and precise as you want to be. And those are usually the things that you don't understand. So you can go back to your notes, you can go back to the textbook, look up that exact spot, and figure out, oh, this is the part I'm missing. I'm missing step three of this process. Or I don't really understand why step three works, maybe I can ask someone, a teacher or a, or a friend.

  • I think it's so smart to go look and intuit how other very creative people have, have approached their problem solving. And I always love Feynman's approach. He always said that, that it's very important that, that the first rule is not to fool yourself, but you are the easiest person to fool. So I, I, I just love how you're, you're learning from other learners. Can you, can you one of your approaches that I really like is that of creating vivid examples. Can you give us an example of that?

So, the mind doesn't learn abstract things very well. It works a lot better when you have something very concrete, you can point to it and say, oh, this is how it works. And, math and science is often full of things that are just pure abstract, abstraction, they, they only connect very loosely to things we can touch and feel. So what I try to do is find simple analogies that are, are metaphors and try to test them or see how to make them fit with the thing I'm trying to learn. So it's kind of like looking through your mind for examples or stories or things that you are familiar with, and like, fitting a jigsaw piece into a puzzle, trying to figure out, what's the right piece. So I'll give you a quick example of that. I was learning about electricity and one of the concepts you learn early on is voltage. Now, I didn't have a good intuition of what voltage was. So I'm trying to make a, a mental picture of what voltage could be, and I'm thinking about, you know, an electrical circuit. Well, it's a little bit like pipes with water. And so if, if the electrical circuits like pipes with water, then what are all of the components? And current is pretty easy. Well, that's like the water flowing. I, I can get that. But what was voltage, and I was like, what was it like pressure? But if you look at the equations for pressure and you look at the equations for voltage, they don't really look alike so that, that felt wrong. And I realize that, you know, if you've studied electricity, you've usually also studied the, the, the, the gravity beforehand, and what was the same was electric potential and gravitational potential. So, oh, voltage is like height. So I can imagine in my head that the high voltage wires are like pipes that are physically higher than the other pipes. So the way water when it rushes down, when it goes down from the high level to the low level, it gives off a lot more energy because it's falling. And that metaphor really helped me because not only was it something concrete that I'll never forget, but it also was fairly accurate. And then I tested out a couple things like pressure and I found, okay, this is the one that works. And sometimes, this process can take a little bit of time. I'm recapping this in two seconds, but it really took me about an hour to comb through the notes to figure this one out. But. You can ask professors, you can ask, you know, hey, is this kind of like this? And someone who really understands can help you out. Or you can just do what I did and just try to fit different puzzle pieces and see what fits. Because even if you don't find a good puzzle piece, you can still learn a lot more that way.

  • Oh I, I couldn't agree more. I do find that as the years have gone by, the most creative professors who I've worked with, researchers, are always the ones who use these kinds of analogies. And the ones who are more pedantic, a little more by the book[ПК6] , often aren't as creative about how they approach things. So I think that's a very intelligent way of, of going at everything. Can you talk to our viewers just a little bit about motivation? How can you develop a passion for learning, perhaps even in subjects you think you don't have a passion for? Any suggestions for mental tools people can use to help motivate themselves in their learning?

Well, I love this question, because right now I'm learning languages, and we're currently, I'm currently learning my sixth language, Korean right now. And we're doing it in very tight time constraints. So I've gotten a few emails from people who have, you know, heard about the project, and they said, well, maybe you and your friend who were doing this have this natural talent for languages and, you know, this, this genetic gift. And I think it's so funny, because I remember, the first time I was trying to learn a foreign language, French, I spent about the same amount of time I'm spending here. And I barely passed the exam. [LAUGH] I got a D. And I'm, I feel like I'm a fairly smart fellow in other things. So I didn't really let it get to me. But I think, it's true for a lot of subjects. That, being intelligent within that subject is often a factor, just how much exposure you've had to it. So if you're not used to math, don't take that as a sign that maybe you're bad at math, but just that you need to put more time in. And you'll get more motivation, it'll be even more easy to motivate yourself, you'll have more interest once you're better at it. And you can get better at it by, by encouraging yourself to take on little steps, little mini projects. And once you complete that project, you build more confidence. With more confidence, you can do more things, you can understand more things and it becomes more interesting. And I just, I love your story that you gave of, of learning math, because I think that's just a perfect example and it's too bad that a lot of people just don't conceptualize the world that way. One thing that I really like about your own story is, you failed, but you just learned from failure. You didn't allow that to get to you. You just sort of shifted your strategies and figured out what strategy was more successful. And I think that's a sign of the best learners, is not to be set, set back by failure, they just learn from it.

  • So, I, I love how you've developed projects for self education. Can you tell us a little more about what you've done this way and how our viewers might go about developing their own projects for self education?

Right, so I actually got this idea from a good friend. He's also in, I think, your recommended resources, Benny Lewis. And he was someone who told me I remember he told me in person one day, he's like, always have a mission. And basically just this idea of, he, he would pick these three month missions for learning languages, because that was usually how long he could secure a tourist visa [LAUGH] to this place to try to learn as much as possible in three months. But it really struck me how different that was from the regular approach. The regular approach of going, and you know, I'm going to just learn this and I don't really have any concrete goals and I don't really have any specific motivation. And of course it tapers off and you don't achieve that much. And what I found really helpful is making very concrete projects that are exciting to me. Something that, you know, this is really interesting. So when I did the MIT Challenge, just this idea kind of obsessed me. This idea of, you know, would it be possible to learn the things that an MIT student would learn in school without going to MIT? Or this language learning project, you know. Would it be possible to get to a conversational level, or, or a decent amount of level through complete immersion in four different countries in a year? So I, I tend to pick these kind of grand projects. But I think you could pick something very simple. You could just say, you know, I want to try learning this over a month. And I'm going to obsess about it and make it interesting. And that's often how you can turn something that might otherwise be dull into something that fascinates you, because it's this specific concrete challenge.

  • I like this approach. It seems very similar to what I did with helping to create this [ПК7] . So, yeah. Any tips on effective use of online resources?

Right. So, this is I think particularly relevant to your audience, because you know, a MOOC audience you're signed up to this through Co, Coursera and you probably know about Coursera and edX and all of the great MOOC platforms. And I really think these platforms are the future because they have such high quality courses, but it's still early days. And I think that there's still a lot of subjects that people would like to learn but maybe there isn't a MOOC for it. And I think there's also some disadvantages to MOOCs. In particular if you want to learn something a little bit more advanced MOOCs can sometimes be a bit harder because they tend to be written for audience with no prerequisites, no requirements. So you might feel that if you wanted to do, you know, some physics it isn't just an intro physics class, this is a little bit harder, because you know, they are expecting that I haven't learned calculus or I haven't learned something different. And so what I recommend is using MIT's open course ware's incredible. It has literally hundreds, I don't know whether it has thousands of courses, but it has just such a huge volume of courses. And sometimes the courses aren't really well supported, like they don't have videos, they don't have, it's not as hands-on as, as these MOOCs. But I've found sometimes what they'll have is they'll have the exams in the problem sets and a list of the readings, and a link to a textbook. I can buy the textbook used on Amazon for $15 sometimes. And I'd get it delivered, and I would do it, and honestly I felt like I sometimes learned more from those courses than the video lecture courses. So I think if you are willing to be bit more adventurous, there's literally almost no topic you can't learn through this kind of structured, university-like format through the resources available online.

  • It's an explosion in learning how to learn. I mean this, the what's available now to the public is just absolutely phenomenal. And so anyone who has an interest in pretty much anything can, can do some great exploration. So as our, our wrap up question here, you've written that you, you can learn more by studying less. What do you mean by that?

All right, so I think you've touched on it a lot in this course that you're offering. That people get caught up in low efficiency, low intensity studying habits, and because they learn a lot slower with those methods they end up spending a lot more time studying. And because they're spending a lot more times studying, which is naturally more tiring, you go into less efficient studying methods. It's a little bit like exercising. It's as if, you know, you're not getting the exercise results you want, so you extend your workout from one hour to two hour. But now you're not working out as, more intensely, so you make it four hours. And now, you know, you really can't do more than just a light jog for four hours, or maybe just walking. And eventually, it eats up all of your time. But you're, you're not having the intensity that your muscles in your body really need to get physical improvement. And similarly, I think the same is true with mental improvement. So what I try to do is, I try to pick specific chunks of time that I'm going to study. And they don't have to be too big. So right now, I'm learning Korean over at least three months. And I'm actually only doing three to four hours a day. Of studying time, which is considerably less than I would say a typical full-time student studying Korean. But I think that I've been making quite good progress just because the actual time I'm spending is highly focused. This kind of test yourself feedback so that I'm using things like Anki for flashcards. And I'm doing actual conversations one-on-one with a tutor. And these things are very efficient, but they are also very intense. But the benefit of that is that you have more time and you can relax outside of it.

  • Great advice and as always, great advice from you. I know I've learned a lot and really enjoyed following your adventures and, and getting new tips on learning from you. So I thank you so much, Scott. And we'll see you on the flip side.

Well, thank you very much for letting me be a part of this. I, I really hope the students taking this course found some value in it, the video I put together.


[ПК1]заканчивает

[ПК2]самостоятельное изучение

[ПК3]тяжелая работа

[ПК4]тщательно

[ПК5]провел тщательный анализ

[ПК6]действующие строго по правилам

[ПК7] массовый открытый курс дистанционного обучения (сокр. от "massive open online course")

29день

Запись к этапу «Week 2. Chunking. Optional »

ksenpo30 нояб. 2015, 10:21

Optional Interview with Dr. Norman Fortenberry - Learning at MIT

[For this interview, it's a pleasure to introduce you to one of today's leading figures in learning how to learn more effectively, Dr. Norman Fortenberry, the executive director of the American Society of Engineering Education. Dr. Fortenberry is MIT cubed. That is, he has his bachelors[ПК1] , masters[ПК2] , and doctorate[ПК3] in mechanical engineering from the Massachusetts Institute of Technology. Because of his interest in learning, Norman took an unusual career path. After teaching his first engineering classes, he realized that [ПК4] . He knew a great deal about his research area, but he didn't know about how to teach effectively. The reality is, that most new professors arrive at their universities without any training in how to teach effectively. Dr. Fortenberry wanted to do something about this problem. His work at the National Science Foundation and the National Consortium for Graduate Degrees for Minorities in Engineering and Science have helped create a whole network of support for faculty in science, engineering, math, and technology who want to help students learn effectively. In this interview, we'll get some practical ideas from Dr. Fortenberry on how you can most effectively approach your studies]

  • Thank you so much for being here, Dr. Fortenberry. I'm just so impressed. I have to ask you. Here you are. You landed at MIT, which is one of the top educational institutions, at least technologically-speaking, in the world. And you successfully climbed your way up the ladder all the way through to get your PhD. Let's cut past the generalities and get to specifics. What were some of the most, most worthwhile tricks [ПК5] and approaches that you used to help you study and learn most effectively?

Well, MIT is, is a very good institution and not just technologically. For example, it has one of the top political science departments in the world. But, that said, the techniques that, that I pursued, the first and [ПК6] was to recognize that what worked in high school will not work in college. In high school, you're taught to, well actually, most of [ПК7] , you're taught you're to do your own work, study alone, etc. [ПК8] . In college, at least in engineering schools, the expectation is that you're part of a group. The expectation is that there are course notes and course bibles that are all over campus. There's an expectation that you have access to resources that if you don't have access to, you're in deep trouble. So you have to make sure that you live up to that expectation[ПК9] by making the connections to the people who have the resources that you need to succeed. The key lesson in, in collegiate study, at least in engineering school, is you are part of a team. And if you don't have a team, you find a team. If you are a team, you maximize the team. But you have to be part of the group. Engineering is a team sport. You know, all the, all the stereotypes are about the lone engineer, the lone programmer. But it's a team sport. And you have to find your team as quickly as possible and make sure that the members of that team are very serious about their studies as well.

  • Okay. Your competition at MIT included some of the top students in the world. How did your, you approach your studies so that you could find things in a way to keep yourself from being [ПК10]

I was intimidated. I was extremely intimidated. What it took was reminding myself and having others remind me, my peers, some of the administrators, to remind me that I didn't suddenly become less smart once I got to MIT. There were some extremely bright people, but I was one of those bright people. And that I needed to build a community of support around me. I gave support. I received support. So yes, you are entirely intimidated. At least I was, and people I knew were. But we knew that if we worked together as a team, we would make it through. And so, that was they key was to remember the objective is to learn the material. The objective is to finish the class. Even in grad school, the objective is to get the degree. And you keep your eye focused on the prize[ПК11] , and you fight it out[ПК12] , and you get through.

  • Early on in your college career, you took a more advanced calculus course- That most people don't usually take, at least at that stage. I understand this set you back in your studies. How could you have avoided this scenario, and how did you keep going in the face of facing failure and, and [ПК13] ?

Well the, the way to avoid the problem is to, is to, so this is all about balancing ego. I should have done what the overwhelming majority of students did, which was take the regular track calculus and not take the Calculus with Applications, which everybody said was the hard track. But I said, but it has application, so if I'm going to be an engineer that makes sense for me to do. There are times when there's wisdom in the wisdom of the crowd. There are times when being [ПК14] is not the brightest thing in the world to do. The challenge is figuring out which is which. But I think I could have informed my decision by not only talking to my peers, but talking to some grad students and some administrators, you know, counseling deans, et cetera, about that choice and my background in calculus, which was not strong because I hadn't taken calculus before. I was handed an AP book and that was, that was my calculus class senior year in Louisiana. so, so the, the thing is to recognize when one is making a reasonable choice and when one is not making a reasonable choice. Now, how did I persist? I buckled down[ПК15] and studied very hard, again with the study groups. And I spent a lot of extra time going over material, two and three different ways to make sure that I understood it.

  • Okay, so what do you do to help prompt, sort of, what we call diffuse mode or neural resting states, the fresh perspectives you get from those kinds of states. In your, your research, in your work, how do you, how do you prompt those?

Well I think it's very important, the point that you make. One of the stories that I tell people is that, you know, it's okay to keep your nose to the grindstone[ПК16] . There are plenty of people, at that point, talking about MIT, plenty of people walking around with no noses. But if you keep your nose to the grindstone too long, you begin to cut into brain. And since brain is what you're trying to use, that's counterproductive. So it is important to take a break. My breaks involve total mental turn-off. I read cartoons in the, in the newspaper or watch cartoons on television. I watch some of the, now, I watch some of the silliest, most [ПК17] , television shows, as a form, without naming any names, as a form of relaxation. That allows me to turn off my conscious brain, your unconscious work. It's a lot like taking a nap. You know, there's so many things coming at you and pushing on you, that you have to redirect your focus in order for your brain to work on background and come up with the answers. So, so, I do things. Some people exercise. I used to exercise more. I need to exercise more. But I do things that shut my brain down in different ways.

  • Well, we share a little, my guilty pleasure is, I, I love to read the National Enquirer. [LAUGH]. Many of our viewers have brothers and sisters and friends who are trying to learn new things. So, reflecting back on your own childhood, and even your work today, how have other people helped you in your learning? And, did, did people sometimes help you, perhaps, by not helping you? And, do you have any practical suggestions for our viewers, who are trying to learn how to learn?

There's very practical guidance on learning how to learn in, in any number of publications and online in, in terms of a, a systematic process for acquiring information. Some things I used with my son when he was younger, in terms of using as many different modes of input as you can. See something. Write it out by hand so that you've got the muscle memory, repeating it back to yourself. See it, say it, spell it, whatever. As many input modes, you've got your auditory learners, your visual learners. You, you saturate yourself with learning modes. That's one of the reasons why people need to be careful when you have a faculty member or a teacher to put something on, [ПК18] or, or Powerpoints these days. And you just take their overheads and don't really study them. The, the mechanical act of writing helps you to [ПК19] that material, as well as going back over the notes again, helps you to internalize that material. So, multi-mode input is critical for learning. Аgain, with the study groups and challenging each other, because what you, what you think you know, you find out when you try to explain it to somebody else, that's why teaching is one of the best ways to learn. But even if you don't go full blown to tutoring somebody else, just in discussing it with a set of peers and colleagues, okay, this is what I think I know. And they challenge you. Okay, well that's not what I thought I thought, but let me explain. And they will either, you will either validate what you thought, or you will find a, the [ПК20] in what you thought. And they do the same thing. And so you help each other by explaining material to each other. If you just write it out, yeah I've got it. Well, you may not have it, or you may have it wrong. And so you have to take the time to explain it, teach it, whatever, to somebody else as a way to make sure that you, in fact, have what you think you have in terms of your learning.

  • I think active learning like this, really [ПК21] and using information that's within your own mind, that's the best way to know you've really got it within your own mind.

Sure.

  • So, you're exactly right. Norman, thank you so much.

[ПК1]бакалавриат

[ПК2]магистратура

[ПК3]аспирантура

[ПК4]здесь была несостыковка

[ПК5]полезные трюки

[ПК6]основной

[ПК7] Pre Kindergarten

[ПК8]это ужасно

[ПК9]оправдываешь это ожидание

[ПК10]запуганный

[ПК11]фокусируешься на цели

[ПК12]доводишь борьбу до конца

[ПК13]трудности

[ПК14]человек, не способный думать сам за себя

[ПК15]серьезно взялся за дело

[ПК16]не переставать работать усердно

[ПК17]бессодержательные

[ПК18]поверхностно

[ПК19]усваивать

[ПК20]заблуждение

[ПК21]пытаясь освоить эту информацию

27день

Запись к этапу «Week 4. Optional »

ksenpo28 нояб. 2015, 16:38

Reading: Renaissance Learning and Unlocking Your Potential

Worthwhile Additional Popular Works

Worthwhile Popular App

  • Breathe2Relax, by the National Center for Telehealth & Technology
27день

Запись к этапу «Week 4. Renaissance Learning and Unlocking Your Potential II»

ksenpo28 нояб. 2015, 12:03

Week 4. Wrapup to the Course by Terrence Sejnowski and Barbara Oakley

Добро пожаловать на последнее видео "Учимся учиться". Если вы ещё слушаете нас, значит вы уже прошли курс во всех его аспектах. И, возможно, помните, что вначале я говорил, что интеллект не распространяется вместе с инструкцией. Поэтому, нам нужно её написать самим. И это одна из наших задач. В этом последнем видео, мы хотим рассказать вам насколько нам интересно обучать и учиться. Мы учимся у вас так же как и вы учитесь у нас. Правда в том, что вы всегда на месте водителя машины, когда дело касается вашего самостоятельного обучения. А теперь, когда вы стали лучше ориентироваться в том, что у вас находится под вашей нервной оболочкой, вы можете использовать это как помощь при изучении чего-то нового на протяжении всей своей жизни. Единственное на что мы надеемся это то, что по прошествии дней и месяцев, вы будете воскрешать в памяти некоторые основные идеи, которые вы узнали во время этого курса. Такие подходы, как переключение вашего сфокусированного способа мышления на рассеянный, могут помочь вам уменьшить ваше разочарование и позволят вам находить более творческое решение проблемы. Усиление абстрагирования может обеспечить вас более устойчивым овладением материала. Использование метода "помидора", например, может внести впечатляющие и долгосрочные изменения я в ваше обучение. Обучение настолько жизненно важно, что большинство из нас тратят от 12 до 16 своих юношеских лет жизни на школу, кульминацией чего становится высшая школа или университетский колледж. Но образование, полученное в учебных заведениях сосредоточенно на результате, а не процессе обучения. И на этом курсе мы попытаемся дать вам более лучшее понимание процесса обучения. И хотя это наше последнее видео, мы надеемся, что это не последняя возможность повлиять на вас. Вы никогда не выучите что-то, до тех пор, пока не сможете научить этому других. Учите этим идеям других и вы обнаружите, что они начнут резонировать и углубляться в вашей собственной памяти.

27день

Запись к этапу «Week 4. Renaissance Learning and Unlocking Your Potential II»

ksenpo28 нояб. 2015, 11:59

Week 4. Lecture_Summary

This week, we've done a wide sweep through some of the deepest aspects of learning.

  • Metaphors and analogies aren't just for art and literature. One of the best things you can do to not only remember, but also more easily understand concepts in many different fields, is to create a metaphor or analogy for them. Often, the more visual, the better.
  • We have learned from Nobel Prize winner Santiago Ramon y Cajal that if you change your thoughts, you can really, truly change your life. It seems people can enhance the development of their neuronal circuits by practicing thoughts that use those neurons. Like Santiago Ramon y Cajal, you can take pride in aiming for success because of the very things that make other people say you can't do it.
  • Keep in mind that when you whiz through a homework or test question and you don't go back to check your work, you're acting a little like a person who is refusing to use parts of your brain. You're not stopping to take a mental breath and then revisit what you've done with the bigger picture in mind, to see whether it makes sense.
  • Overconfidence in your results can result from using only one mode of thinking. By making it a point to do some of your studying with friends, you can more easily catch where your thinking has gone astray.
  • Taking a test is serious business, just as fighter pilots and doctors go through checklists before takeoff and surgery, going through your own test preparation checklist can vastly improve your chances of success.
  • Counterintuitive strategies such as the hard start jump to easy technique, can give your brain a chance to reflect on harder challenges even as you're focusing on other more straightforward problems.
  • The body puts out chemicals when it's under stress. How you interpret your body's reaction to those chemicals makes all the difference. If you shift your thinking from, this test has made me afraid, to this test has got me excited to do my best, it helps improve your performance.
  • If you're panicked on a test, momentarily turn your attention to your breathing. Relax your stomach, place your hand on it, and slowly draw a deep breath. Your hand should move outward and your whole chest should expand like a barrel.
  • Your mind can trick you into thinking that what you've done is correct even if it isn't. This means that whenever possible you should blink, shift your attention, and then double check your answers using a big picture perspective, asking yourself, does this really make sense?
  • And finally, remember that not getting enough sleep the night before a test can negate any other preparation you've done.

Вы тоже можете
опубликовать свою
цель здесь

Мы поможем вам ее достичь!

309 000

единомышленников

инструменты

для увлекательного достижения

Присоединиться
Регистрация

Регистрация

Уже зарегистрированы?
Быстрая регистрация через соцсети
Вход на сайт

Входите.
Открыто.

Еще не зарегистрированы?
 
Войти через соцсети
Забыли пароль?
Андрей
Irma
Ия_
Cutin
Лана Фукина
Cutin
Cutin
Cutin