Tag: feynman technique

Algorithms for Every Class (Part 2)

“Learning is not the accumulation of scraps of knowledge. It is a growth, where every act of knowledge develops the learner, thus making him capable of constituting ever more and more complex objectivities—and the object growth in complexity parallels the subjective growth in capacity.”

Husserl (as interpreted by Quentin Lauer)

Last week, I posted Algorithms for Every Class (Part 1), which was a collection of tips and tricks that would be helpful in all, if not most, classes. This is the 2nd part of that post.

Take what you love, leave what you don’t. Hope this is useful!

On Getting Stuck

We’ve all been there and this will happen inevitably. We’re working on something, then we reach a part that we don’t understand. This is great because that means we’re at the edge of our competence and we have an opportunity to learn something. Now, what separates the excellent students from mediocre students is what they choose to do when they get stuck. Here are a few methods that can unstick us while being constructive.

The first piece of advice I want to give is probably the most overstated and corny advice for getting stuck but it’s a cliche for a reason: Apply the 15-minute rule to try to figure it out on your own. Before asking anyone for help, try to figure out the answer for 15 minutes. This increases retention and creates a healthy relationship with ourselves. Document everything you do during that 15 minutes to give yourself something to present to the professor or teacher if the problem can’t be solved. They will be able to figure out where you went wrong or what you are missing more effectively. This saves you and your professor time and you will be able to understand the information better because that 15 minutes would have given a context for all of the new information to fit into.

This advice is so cheesy, but when we keep in mind The Relationship with Ourselves and our Identity, the implications that come with giving ourselves that extra 15 minutes are so significant. How we do anything is how we do everything, and it’s critical for us to observe ourselves solving problems that we don’t understand. If we back down and ask for help immediately after encountering a solution, we are creating a relationship with ourselves which proves that we back down when challenged and need help when things get hard. If we use that extra 15 minutes, we create a relationship with ourselves as someone who rises up to the challenge and tries. We can get much further if we know ourselves as someone who tries.

Let me add that professors and teachers will give us the answers we’re looking for, but only if we can explain to them what we don’t know. When we’re stuck it’s usually a lack of specificity. Try to find out exactly what you do not know. You can use the Feynman Technique to figure out what this is. The points that are difficult to explain are the points that we don’t understand. Those little details can usually be turned into questions that can be brought to the professor or teacher.

Articulation to the highest accuracy will give us a deeper understanding of the subject and will help our instructor help us. A proper question should take less than 2 seconds to answer. The answer itself may take longer than 2 seconds to explain, but the professor or teacher should be able to answer it quickly. If you find that your instructor is having a hard time knowing the answer to the question, chances are the question you asked them isn’t specific enough and could have probably been more specific.

Additionally, we need to always ask questions if we have them. I can’t tell you how many people I’ve known (myself included) who did not ask a question during class and we’re completely screwed later. I’ve also many so much money off people (through tutoring) just because they don’t want to ask their questions in class. A majority of the time a question that a student asks me in our tutoring session could have been answered by the teacher or professor if the student were more engaged in their class. People tend to ask questions too late – ask them right when you get them or the soonest possible moment.

On top of that, everyone has always heard the “someone else may have your question” phrase. You don’t need to ask questions for the sake of others, but you should oo it because risking the embarassment is worth getting the knowledge. Not knowing what to do feels a lot worse than looking dumb to your classmates, trust me.

Some Ways to Lighten the Workload

We can’t really decrease how much work we have to do, but there is a lot we can do to prevent unnecessary work from accumulating.

Get to know your classmates. They might actually be cool people. Plus you can ask them for notes, explanations, assignments, favors. There are so many studies that show students learn more effectively from their peers. Connections and relationships are why the human race has moved it’s way to the top of the food chain and the foundation for all of our significant accomplishments as a species. When you connect with people, they will move mountains for you.

As much as I’d love to say everyone is worth connecting with, some people require a certain skill set to connect with in order to prevent a detrimental outcome. As a student, our primary goal is to learn as much as we can from the course and get good grades. This is more easily done by identifying people of interest. This group includes, but is not limited to, the professor/teacher, the TA, and other friendly high-performing students.

Frontload the work. Either way, we have to pay, and it’s way better to pay upfront than paying installments or paying later. Everyone knows how great review sessions are, imagine if every class was a review session and the actual review session was a 2nd review session, this is active recall and spaced repetition at the highest level. Frontloading give us more time to work on passion projects and gives us some slack when the laziness starts to kick in at the end of the term.

Types of Tests & How to Prepare for Each

Not all exams are created equal and preparation for each depends on what kind of exam we’re taking.

Multiple Choice (MC) – most of us are familiar with these tests, especially in the United States. We’re simply given an array of answers and we have to select the correct choice. Since many standardized tests are MC, we’ll be using strategies for conquering these kinds of tests often.

I say the best way to prepare for these tests is to do practice problems that ask questions in a similar style as the exam we will be taking. This not only helps with active recall but also gets us used to how the questions will be asked. Since MC tests give us multiple options with one of them being correct, recognition plays a bigger role than usual. Now if we study while implementing active recall and spaced repetition, we will be training our recognition skills but with higher retention rates.

If you don’t have access to practice problems, look over the concepts that are going to be covered on the exam, and identify the main ideas of each. Once those main ideas are identified, we can turn those into practice questions. The questions can look something like “What is this main idea?”, “How can this idea not work?”, “What changes can be made to affect this idea?”, “Are there any special scenarios to keep in mind with this idea?”.

Case-Based/ Problem Solving – these types of exams are slightly more involved. Usually, we will be presented a case or a problem and we will either have to come up with a solution or proper course of action. These are usually presented in the form of a scenario. I had a bunch of these exams when I was studying engineering, and again in EMT school.

The best way to prepare for these exams is to practice each scenario that we are going to encounter. I imagine them in my mind. Visualization helped a lot for me. For example, if I had a patient with a heart attack, I would run through the situation in my mind as if I were actually there. I would write down each of the steps I would do to see if they are correct or if I’m missing something.

Essay-Based – these are similar to the case-based exams in that we need to provide a well thought out answer, but we need to communicate it in writing.

Sometimes professors will provide a series of possible prompts, and if that’s the case then create outlines for each prompt and be prepared to write any and all of them.

If the professor doesn’t give a selection of questions, then we can prepare by creating possible prompts for ourselves and creating outlines for those, but while paying particular attention to the kinds of arguments we can make and the relevant research and references used. Having a list of evidence or references to make and knowing how to use them in other contexts is an excellent way of preparing for essay-based exams.

These kinds of exams take significant amounts of preparation, so don’t underestimate the time needed to prepare for these.

Verbal/Oral Exams – most common in language classes. In these tests, we have to communicate or present something to our examiner.

Working in pairs would best for these types of exams. Taking turns leading the conversation will give you both a chance to practice pronunciation and answers. If you don’t have access to another person, you can record yourself and take notes on the necessary improvements. Remember, these tests are mostly subjective and we are examed through our examiner’s perspective so it’s imperative that we practice what we look and sound like objectively, hence the recording. It’s much harder to improve an accent or answer when we have to think about what it sounded like, it’s much easier to see it.

Open-Book/Take-Home Exams – these are the most popular during COVID-19 times. Almost every exam my students take are open book and at home. Honestly, open-book tests seem like a good deal but usually have harder questions and stricter time frames. This is to prevent students from just looking up every answer. Know what the restrictions are before you start the test!! Additionally, examiners are expecting students to look up answers so be mindful of answers that don’t sound like you and your knowledge.

And as a side note for all exams:

Find ways to collect the correct information. Being in the golden age of information, this is more relevant now than it has ever been. There is a lot of information that can throw us off course, and if we’re referencing inaccurate sources then our work will suffer.

In most classes, this comes in the form of the textbook. But if you’re like me and couldn’t afford textbooks, there are so many other ways of collecting the right information. There are answer keys and moments in the lecture when the professors have practice questions up with the correct answer. It’s crucial to work on the right stuff. I can’t tell you how many tests I’ve screwed up because I was working on the wrong stuff.

KPIs for Academics

KPI stands for Key Performance Indicators and these are the things that tell us how we’re doing in a class, I talk a little about KPIs in my post Analyzing & Improving Systems. Our job as a student is to identify out KPIs and move our attention and energy to those portions.

Some classes can get overwhelming, especially when we’ve fallen behind, but we can get through that by staying focused on the KPIs.

In most classes, the most important KPI will be our grades, but that usually isn’t specific enough to help. I recommend paying attention to:

  • The make-up of what goes into our grade – exams, homework assignments, projects, presentations, etc.
  • The weight of each of those parts – are homework assignments 10% of our grade or 40% of our grade?

Additionally, I recommend finding out if there are any exam scores that will be dropped or replaced. Each class will require us to focus on a different aspect in the class to get the grade. For example, if a class puts 100% weight in the exams and 0% in homework, then it would be wise to put 100% of our time and energy into performing well on the exams as opposed to our homework assignemnts. Now, working on the homework may help us do better on the exam, but our primary goal will be to do well on the exam.

Know which metrics to focus on.

The All-Important Syllabus

The syllabus is where we get all the information we need when it comes to scheduling our terms and identifying KPIs. The syllabus, if written well, will tell us all the assignments to expect over the term as well as their due dates, points, and weight. A good syllabus will also include the professor’s contact information and office hours.

This is where the professor will lay out their policies for their class and where we’ll learn how they feel about late work, make-up assignments, homework, etc. A lot of questions that we have about a class can be answered with the syllabus.

Analyze The Resistance

“If you tyrannize people bad enough, then they will be willing to hurt themselves to hurt you. People are often willing to take a hit if it means reclaiming justice.”

Jordan Peterson (1962 – )

For students, keep this in mind when you are making choices with assignments. Hurting ourselves to get back at a teacher is one of the least productive things we can do – it only hurts us and won’t hurt the teacher at all. I’ve had so many students not turn in work as a fuck you to the teacher, and all that came from it was that they had to retake the classes (sometimes with the same teacher). Self-destruction in the name of justice is not worth it.

When therapists have patients who miss sessions, even if the patient says they have more important priorities, it’s the therapist’s job to analyze the resistance and find out why the patient doesn’t want to go to the sessions. Educators need to approach their students in the same way. I’ve seen way too many students made out to be wrong or bad because they have resistance to their assignments. If the educators took the time to analyze why this student doesn’t want to work, then they could make adjustments so the assignments have less friction.

For example, I’ve had a fair bit of students (especially during the COVID-19 pandemic) who did not want to do their work because they didn’t respect their teachers nor see them as capable of teaching important topics. These students aren’t naturally defiant but have found reasons to not respect their teachers because of how the instructors carry themselves and approach the class. The students are aware that they need to learn things, but they (like any other rational human being) will only listen to people they respect and admire and I believe that it is upon the instructor to be that kind of person. Whenever I’m working with my students, I make it known that I care about the quality of what and how we are learning things – the information has to be accurate, and when we’re learning it must be interesting and engaging. This takes a lot of the resistance away, but I believe the most effective method I use to minimize resistance is carrying myself as someone who is competent enough to match my students at any level of intellectual stimulation or communication. This always wins over their respect.

I can see my students feel verified and understood when I try to discover why they are not doing something rather than just punishing them or making them wrong, which helps build meaningful connections. Meaningful connections are the easiest way to get students to work. If these students connect with us, they will move mountains on the basis of our recommendation.

A lot of students love to say “fuck it” but never ask themselves why they feel that way. Not only is this a powerful life skill that can help us understand ourselves, it can also remove barriers that prevent us from performing at our highest capacity. Noticing when we want to give up and analyzing why can take us through any challenge.

How to Actually Read Textbooks Effectively

“To be better equipped for the tests that the year will bring — read a textbook. To prepare for the tests that life will bring — read a book.”

Mokokoma Mokhonoana

Textbooks are not the same as the every day books that people read.

The Fundamentals of Chemical Engineering was a very different read than Man’s Search for Meaning. Textbooks require different methods of consumption. Since they’re are mostly filled with factual information that we are expected to understand and regurtitage, they can seem like a giant ball of chaos. This is a huge part of the reason why we don’t like reading them in the first place.

In my past blog posts, I talk extensively about the human mind and a multitude of theories describing how it works. A commonality in these posts and the writings of others I have read suggest that people are purpose oriented creatures. We need a clear purpose in front of us when we are reading textbooks. What stops people from reading textbooks is the ambiguous nature of it. Looking at a 1000+ page book with the intention of “learning everything” is too unclear and pushes us towards not doing anything at all.

We need a clear purpose when we are reading the books. This helps us articulate exactly what we are trying to learn. We can create purposeful and intentional reading by scanning the textbook before hand.

A Specific Method for Scanning Textbooks

This video is a fantastic resource for understanding efficient textbook consumption:

Here are some of the highlights from it.

Matt DiMaio suggests that students should flip through and scan each page so they can receive an overview on what is coming. This gives us our minds purpose when we flip through these pages.

We see unfamiliar images and phrases which will stick out to us as landmarks of recognition. The best way to maximize the results of method is to keep an eye out for things you don’t understand and lean into the questions that come to mind when we first see them.

Another key to reading textbooks efficiently is to skip to the End-Quiz. This lets us know exactly what to look for. Doing this right after an initial scan is the best time to read the end quiz questions because we have a small idea of what this chapter would be about, but we don’t know enough to know what to keep an eye out for. Reading the quiz before reading the actual chapter helps bridge this gap. Seeing the questions at the end provides a deeper level of articulation when it comes to our purpose when reading this chapter.

By this point, we should have two sets of questions bouncing around in our heads – one set that we created from our initial scan and the second are the questions at the end of the chapter.

If the chapter doesn’t have end of the chapter questions, there is most likely going to be a summary of the main points. These can also be turned into questions that could be answered. The idea is to keep developing questions that YOU genuinely want to know the answer to. This helps keeps our mind engaged when we are going through the text. There’s no substitute for genuine curiosity.

The next suggestion Matt DiMaio makes is to read the bold print because the information has already been broken down for you. The author(s) of the textbook (more often than not) layout the concepts in smaller chunks which usually come together to build a solid and thorough understanding of the overall concept. The bolded print keeps the information organized and are usually highlighting an important idea necessary for understanding the concept as a whole.

After, read the first and last sentence in a paragraph. The first sentence is usually an introduction and the last a conclusion. This is to get a quick, but slightly deeper understanding of the idea and it’s components. You get the jist of it but this point.

This method takes more time than just reading the chapter in one go, but it’s way more effective. During each of these stages, our brain is developing more and more questions which it will consciously and subconsciously look for. This helps us stay more engaged with the text, but is also in line with Active Recall, which is the most efficient learning method we currently accept.

Scanning doesn’t have to take more than 5 minutes and should be done before any intense reading happens. Students should almost never be reading textbooks cover to cover like we would novels. People are purpose driven creatures and firstly we need to know what we’re looking for. Scanning provides purpose when reading. Scanning a chapter multiple times will prime our brains perfectly for effective textbook consumption. Don’t shy away from repetition.

Repetition is the mother of learning.

3 Main Goals of Reading

Sometimes when I see people study for huge exams or quizzes, they will bust out their textbook and just start reading. Not only does this requires extreme amounts of cognitive load, but it’s also terribly ineffective. We are purpose driven creatures and just reading a textbook with the intention of “learning everything” is a slow moving trainwreck.

Here are 3 main goals we should keep in mind when we are reading textbooks:

1) Getting the correct information – we want to make sure we are reading the information that we are actually responsible for knowing. I can’t tell you how many test I’ve studied for that had completely different content than what I was studying. We want to know the right stuff.

2) Retaining that information – when we find this information, we want to make sure that we can remember it! We want to be able to remember it easily and over the long term, otherwise our efforts are wasted.

3) Spending less time – because honestly reading textbooks can be a drag and our time is usually better spent doing the things we’d rather do.

A Quick Tip on Goal Setting

These goals are assuming we agree with the fundamental axiom that there are ways to get better results with less effort. Now I can focus my energy on studying better, instead of trying to convince myself that there are better ways to read textbooks. I try to create goals with underlying assumptions that remove obstacles and push me forward. It’s a nice way of tricking our brain into getting things done.

Another example is what I do with these blog posts. My goal is to improve my blog posts at least 1% every week – that goal is created with the underlying assumption that I will be putting out a blog post every week. Now I’m not focused on just trying to get myself to write, that will come as a byproduct of focusing on improving the overall blog every week.

Methods to Test Comprehension

Reading textbooks out of order seems like a sure fire way to misunderstand the text. However, it’s actually more effective as long as we test our comprehension. Here are a few ways of testing yourself to make sure that you actually understand the key bits of information.

Answer all the Questions Included in the Chapter

Like I mentioned earlier, most textbook chapters have end of the chapter multiple choice quizzes. These are excellent active recall resources and a fantastic way to test your understanding of the key points.

Sometimes a textbook will include practice MCQs sprinkled throughout the chapter. This idea doesn’t just stop with multiple choice questions, they can apply to free response questions as well.

Write Out the Main Ideas in Your Own Words

Jordan Peterson said articulation is the deepest levels of understanding. First, we act out what we understand. The next level is thinking about what we understand. The deepest level is saying or writing it so another person can also understand the information. I should probably write a blog post on the different levels of understanding. When we write something down in our own words, we are forced to confront exactly what we know and what we don’t, which is a fantastic way of testing our understanding.

Evaluate When the Text was Published

The meaning in writing, no matter what kind, is nested in the words and pages of the text. But the text is also nested in its relation to everything else around it. The dominating thoughts of the times determine which ideas are presented and in what manner.

If the text is slightly outdated, it may fail to take into account new and precedent-breaking research. Questioning the text also key in testing understanding. Here are some questions you can start with:

Why are these ideas being presented in this order?

Is there anything included in the text that may have overlooked?

Questioning things naturally gives us deeper understandings. Shallow answers provide an opportunity to breed suffering and should rarely be accepted.

Summarize to Teach

This is a bite off the Feynman Technique. The idea is to summarize the material so a 5 year old can understand it. Try not to use any specialized jargon and address any questions that a 5 year old may ask when presented with the summary you write. When we teach, we put ourselves in the role of expert and our identity gets tied up with knowing the information thoroughly.

Explaining something at the level a 5 year old can understand is not a demonstration of simplified knowledge, but masterful understanding. True masters know what information to leave out so their pupil can best understand with their current frameworks of the world.

Practice Active Reading Over Passive Reading

I’m sure it seems like I’ve beaten this dead horse plenty, but I can’t stress this enough. Active Recall and Spaced Repetition are the two biggest pillars of studying less while learning more, and we would be foolish to not integrate that into how we read.

Instead of just reading line after line, we can engage with the text through the different methods of scanning outlined earlier or practicing these Methods to Test Comprehension. Keeping our brain active in the process, not only makes the learning more efficient, but keeps us interested and happy.

A good study session can be like being engaged in an enlightening conversation, it doesn’t have to be dull.

Determine the Focus

When you are reading it is important to know what kind of reading you will be doing. There are two main types of reading in this case, reading for main concepts or reading for details.

Are you reading to understand main concepts or details?

I recommend treating the main concepts like a framework for the big picture and the details as things we hang on the frame. Learn main concepts first, then fill in the blanks with the details.

Other Techniques for Effective Reading

A majority of these tips came from the notes I took while watching Marty Lobdell’s famous lecture on studying smart. You can watch the video for yourself here – but keep in mind, it’s an hour long.

If you don’t have time to check it out, don’t fret, I tried to include most of the value from this video in this blog post.

Do a Pomodoro Session, then Do Something Fun or Go Away

I talk about breaking up our work into smaller chunks all the time. Working for 25-30 minutes on a task, then walking away makes the task much easier to initiate. The reward makes us more likely to do it again! I go more in depth about the pomodoro technique and its modifications in this post. The main idea is to just break up the work into manageable time intervals. This is how I get all my blog posts done!

Reward Yourself After Finishing Your Entire Day

Do this not only because the reward is so much sweeter after finishing a day of work, but because it makes it easier for us to start again next time. If we know that we’re going to get a reward at the end, we can’t wait to get it done! Rewarding ourselves also solidifies all the newer neural pathways created in that session. Additionally, it prevents burnout and we ought to treat ourselves as people we are responsible for. If we committed a dog to a whole day of work, we would want to reward it afterwards for doing so well. We should give ourselves the same encouragement. We’ll die without it.

Study Concepts First, then Study Facts

I talk about this in my Strategies for Better Studying (Part 3) post and touched upon it earlier too. Studying just pure facts is impossibly difficult and we will never retain any information without tremendous effort. If we learn the concepts and understand how the facts fit into the bigger picture, then it is much easier to remember more facts with less effort. Create a framework of understanding, then hang the facts on the framework.

Highlight the Important Terms, but with Caution

I try not to highlight if possible. I layout some of the disadvantages to highlighting in [this post]. Highlighting triples our workload and increases the likelihood of focusing on lower yield information. If you find yourself in a situation where you must absolutely highlight, keep it at a minimum. Whatever is highlighted is considered important. When we highlight too much, we destroy prioritization. Not all information was made equal.

Our Brain is Better at Recognizing than Recalling

This is why Active Recall is such a powerful method of learning. The heightened difficulty of recalling information trains our brain more powerfully than simple recognition.

This is also why I suggest we scan our textbooks in the method laid out above. When we scan, we create points of recognition that allow us to hang the facts and intricate details of the information.

Flesh Out Notes to Solidify New Concepts

Right when we finish reading or get out of a lecture, we have an unstable understanding of the new concepts we’ve just learned. This is partly because we have very limited access to the information in terms of neural connections. With more neural connections, recalling specific information gets easier and easier.

Fleshing out our notes helps solidifies concepts in our mind, especially if they are a little fuzzy. The expansion gives us multiple neural points of connection, which allows for easier recall in the future. If fleshing the concepts out on your own is beyond your ZPD, I recommend comparing notes with a friend or discussing the topic with the professor in office hours.

Use Mnemonics to Memorize

Memorizing sucks and it’s nearly impossible to memorize random facts without connecting them to something else that we already understand. One of the best ways to memorize is to use mnemonics, little devices designed to help with remembering patterns or associations.

One version of a mnemonics are acronyms. Not to be confused with initialisms (which can be great mnemonics too), acronyms are words or names formed from the initial parts of a bigger name. NASA (National Aeronautics and Space Administration) is pronounced like a word, but stands for a larger name.

One of my favorite acronyms are used for remembering the colors of a rainbow – ROY G. BIV. It sounds like the name of a man, but it stands for red, orange, yellow, green, blue, indego, and violet.

Another type of mnemonic devices are coined sayings. These are crazy phrases used similarly to acronyms. One of my favorite coined sayings is for memorizing the Krebs Cycle intermediates is “Can I Keep Selling Sex for Money Officer?”

C – citrate I – isocitrate K – a-ketoglutarate S – succinyl CoA S – succinate F – fumarate M – malate O – oxaloacetate

It’s easy to remember because it’s about sex. The more sexual, vulgar, and ridiculous are, the easier they are to remember. So don’t be afraid to get a little crazy.

The last type of mnemonic that I’m going to talk about here are image associations. Some people also refer to this as the “Mental Mind Palace” or the “method of loci.” The main idea is to picture a place that we are extremely familiar with, like our home for example, and place the different bits of information in places across your house.

This sounds a little woowoo, but the core of this method is to connect our familiar environment as triggers of recognition to the information that we want to memorize. This works wonders for some people and not so well for others. I wouldn’t recommend this method over the other ones, but what is powerful is knowing that we can associate any information we want with images.

Using images to solidify a concept in our minds is powerful because the human brain is mainly designed to function around sight. We are relatively visual creatures and using visualization to enhance memory is like a cheat code. Similar to coin sayings, the more sexual, vulgar, and ridiculous the image is, the easier is will be to remember.

Reading is like working out. It takes time to get better at it. Reading a textbook is like learning how to work out a specific part of your body. Stick with it. All principles regarding skill building also apply here too, so things like The Valley of Disappointment, The Transition Curve, and The 20 Hour Rule are also at play. See each reading session as a practice in developing the “textbook reading” skill.

Strategies for Better Studying (Part 1)

“All truly wise thoughts have been thought already thousands of times; but to make them truly ours, we much think them over again honestly, until they take root in our personal experience.”

Johann Wolfgang Von Goethe (1749 – 1832)

In light of my last post, Active Recall and Spaced Repetition, I want to go over different study methods that can be used with those principles in mind. Proven study methods used in conjunction with active recall and spaced repetition is the winning formula for any student looking to get better grades with less work and stress. It doesn’t matter which method you use, as long as the principles are being practiced. Pick the a strategy, combine it with another, modify it so it can fit your needs. I want my students to have an arsenal of methods to so they can design their own perfectly personalized study system. Over the next 4 weeks, I’m going to explore some of the most popular study methods that we can use to chop up, modify, and customize.

The Pomodoro Technique and its Modification

You may or may not be familiar with the word Pomodoro, but it’s Italian for tomato. I’ve been watching an absurd amount of The Sopranos lately, so I figured it would be appropriate to start with the Italian themed strategy. Now, I know what you’re thinking..

What do tomatoes have to do with studying?

Absolutely nothing. Pomodoro was the name of the tomato shaped timer that Francesco Cirillo used when he developed this technique!

Feast Your Eyes

The Pomodoro technique can be executed in 7 fairly simple steps:

  1. Clearly articulating what task needs to be done
  2. Setting a pomodoro timer (or any timer) to 25 minutes
  3. Work on the task without interruption for the 25 minutes
  4. Take a break for 3-5 minutes
  5. Repeat Steps 2 through 4 at least 4 times
  6. Take a longer 15-30 minute break
  7. Repeat as many times as needed

Each work interval of 25 minutes is commonly known as a Pomodoro. Do 4-5 pomodoros then take a long break. I use this method all the time just to get started! For me, starting something is usually the hardest part. My brain doesn’t like the idea of sitting down and working on something for hours, but when I practice the pomodoro technique, it’s much easier to get the ball rolling if I think I’m only going to be working on this for 25 minutes.

Using the Pomodoro Technique is a really great strategy and you will get tons of work done if it’s executed properly, but I find that I get my best work done when I’ve been working on something for hours uninterrupted and the Pomodoro Technique inherently comes with interruptions. So what I do is modify the technique to fit my own personal needs. If I’m feeling like it, I’ll use this technique the way it was designed but more often than not I just use it as a catalyst to begin my work flow.

In all honesty, I have an incredibly difficult time sitting down and writing for hours or producing for hours but over the years I’ve gotten pretty good at negotiating with myself to get things done. One of the deals I make with myself constantly is just do 1 pomodoro then you can play video games. Sometimes I work the 25 minutes and go play my video games, but most of the time I ride the momentum that I build during that first pomodoro and get shit done. When I make this deal with myself, I end up being more focused too. Getting my work done is important to me, so knowing that I only have this limited time to get it done helps me stay focused. There’s something about having a short time line that gets us out of our own way. The best part of that discovery is being able to trick our minds into getting out of its own way.

The pomodoro technique is effective because it works under the assumption that we get our best work done within the first 25 or so minutes of beginning. It’s easy to come to this conclusion, if we examine our productivity as a function of attention span. I view my attention span as a period of time which I can voluntarily focus on something without suffering or wanting to do something else. There are certain days and conditions that contribute to a longer attention span, but on average my attention span is about an hour. There are been times when I really developed myself in this domain and I got it up to 3 hours but there have also been times in my life when I let it drop to 10 minutes. There’s no shame or ought when it comes to attention span, but I think it is something we should take into account when we are designing systems to optimize our learning capacity. Rather than define a pomodoro as 25 minutes, I define a pomodoro as equal to my attention span at the time. It’s useless to sit down and stare at your paper if the only purpose is to wait out a pomodoro session. Adjust the length of each session and you have a game plan that works best for you, but that leave us with the question:

How do we know how long our attention span is?

So there are ways to determine an attention span, but what I find best is to just start a timer whenever you start a project and whenever you feel the desire to seek out different stimulation or take a break stop the timer. I spent a day and timed my attention span (and because I’m a total math nerd) I averaged it out and defined that as my pomodoro. Nowadays, my pomodoros last about an hour, but on days when I’m not feeling up to it I make them as low as 10 minutes. This is a great technique to bang out loads of work and overcome that high activation energy required to get started.

The Feynman Technique

I’ve mentioned this technique in earlier posts, Active Recall and Note-Taking, and it’s fairly simple. The Feynman Technique is based on the idea that we truly understand something if we can explain it in simple terms. When I first started tutoring, I wasn’t aware of all the different learning and studying theories but I noticed that I was gaining a deep understanding of math quicker and faster than my students. At first I thought it was strictly a function of time. Since I’m doing math more often than them, I’m improving faster than them. But I’ve always felt like there was a bigger reason and it is because I was constantly explaining complex ideas in a simple way. This exercise 1) forces me to find any holes in my knowledge and 2) is an excellent active recall technique. If I’m explaining something that I don’t have a deep understanding of, then I’ll stumble while I try to explain these topics. I’ll take note of that stumble and fill that little knowledge pothole, so next time I run the neural pathway it’ll be smooth.

If you don’t have another person to explain it to, try writing it down in simple terms and reading it after some time has passed. It takes more effort, so it may actually be more effective. Explaining concepts to other people, especially students, gives an opponent processing benefit but writing it out and reading it back to yourself is an excellent test for understanding.

Incorporate Concepts into Everyday Speech

This is one of those things I’m always doing without people knowing. By sliding these new concepts into conversations with people helps with firing the neurons connected to the concepts you’re interested in. I tend to look like a nerd, but I don’t mind because I get my recall in. Additionally, using the information in a creative way helps with retention.

Most people usually don’t see conversations as a creative, but they are! We are creating conversation and humans live in conversation. Our environments are results of our conversations and by injecting our concepts into our speech, we build the concepts right into our fabric of reality. The idea of speech being one of our superpowers is an old one and definitely deserves it’s own time in the sun, but I’ll just leave this tip here. Incorporating our newly found knowledge into our everyday speech is a solid strategy to get those neural pathways fired and help with knowledge retention.

Simulate the Test Environment

For a while many of my students would do fantastic when I’m working with them, but when it comes to taking the test they end up failing! They understood the material fine and whenever I’d ask them what they think happened they tell me that they forget everything when they’re under pressure. This problem drove me crazy for a long time, until I took a deep dive into the human mind to understand.

Our minds are constantly making associations and we perceive the world on so many different levels. I recommend checking out Jordan Peterson’s Maps of Meaning lecture series for those interested in diving deep into why that is. Our minds and bodies are navigating space and time constantly fluctuating between order and chaos. The world of what we already understand and the world of what we don’t. When we’re in the world of order, we aren’t anxious and can predict the outcome of our actions. When we’re taking a test, it’s much more comfortable to operate in the world of order. However, taking a test in a classroom is different than taking a test at home.

While it seems like the same thing, the test in a classroom environment is unfamiliar to the parts of ourselves that are adapted to the test in a home environment. The unfamiliarity causes us to activate the parts of us that navigate the world of chaos and that part of us may not be equipped to handle the questions on the test. This is why many students, including myself, don’t perform as well on tests than we do while we’re practicing. The solution to this problem is to simulate the test environment as much as possible while studying. The small associations we make while learning (or studying) the material can act as cues when we are trying to recall the information later. That’s why my students do better when practicing math with me. We usually practice in the same place, so their minds are associating their work with myself as well as the environment around us. Those minor associations make the recall significantly easier!

Back in high school, I noticed that my calculus skills were much better when I was in my math class but I didn’t know why. Today, my math skills are much better when I’m at a student’s home or in the tutoring center. I’m not as math savvy in my personal life.

“No Stakes” Practice

Every since I was a kid, I’ve always liked the idea of practicing something with no serious consequences. (Probably because life tends to be unwavering about consequences.) The opportunity to be a n00b is powerful because it frees us up. It gives us the freedom to make mistakes, and mistakes light the path to mastery. When we’re free to make mistakes, we’re free to learn. I talk more about this is my The Power of Failure post. Not to brag, but I’m constantly told that I make difficult academic subjects easy not because I explain things well, but because I have a relaxed attitude about it. I was so surprised when I first heard this, but after reflecting on it for a while it made complete sense. Once my students understood that nothing bad really happens if they make mistakes, they are more willing to give things a try. In those attempts, mistakes would inevitably be made but they would learn from every single one.

When we try something new, or if we’re trying to improve a skill, we should allow ourselves “No Stakes” practice. Trial runs with nothing at stake tend to carry high yield lessons. I don’t just try this strategy when I’m studying, although it is fantastic for it, I also use it when I draft blog posts and make music. I give myself a “no stakes” pomodoro, so I have a definite time when I can stop making trash but that time is crucial because I edit that trash into most of the creative projects I put out. I freedom to make mistakes is priceless, don’t underestimate the value of “no stakes” practice.

Active Recall and Spaced Repetition

“The act of retrieving learning from memory has two profound benefits. One, it tells you what you know and don’t know, and therefore where to focus further study to improve the areas where you’re weak. Two, recalling what you have learned causes your brain to reconsolidate the memory, which strengthens its connections to what you already know and makes it easier for you to recall in the future.”

Peter C. Brown (Make It Stick)

Minimum Effective Dose

The MED or Minimum Effective Dose is the smallest amount of input for a desired outcome. I first came across the idea of the minimum effective dose when I was reading Tim Ferriss. He gives the example of boiling water. When you boil water, you add heat until the water boils. Adding more heat doesn’t make the water “more boiled”, so it would be a waste of resources to continue to add heat once the water is boiled. The amount of heat required to boil the water is the MED. Tim was obsessed with finding MEDs for exercises to trigger hormone cascades in the body to produce specific results. Tim is a don’t-do-more-kettlebell-swings-than-absolutely-necessary type of guy and applying that idea to everything makes life way easier and does wonders for our productivity. If we aren’t doing extra work, then we have more time and energy to do other things that are important to us. Our energy and attention are finite, so using minimum necessary force is in our best interest if we want to get more things done. It’s also a widely practiced Eastern virtue for many different reasons, it’s much to better to get the same results with less effort.

“Fill your bowl to the brim and it will spill. Keep sharpening your knife and it will blunt.”

Lao Tzu (Tao Te Ching)

I like to think of learning as broken up into 2 parts: Understanding & Remembering

Understanding is to perceive an intended meaning. A good test to see if you have correctly internalized that meaning is being able to teach it to someone else and answer questions they have on the subject.

Renown American theoretical physicist, Richard Feynman, is known for many things in the world of science, but to us study geeks he’s the brilliant mastermind behind the Feynman Technique. His technique is based on the pretty simple idea that “we thoroughly understand something when we can explain it to a five year old“. If we can simplify complex ideas into elementary speech, then we have a truly deep understanding of those said ideas. Using our sophisticated understanding of a topic, we can carefully discern which parts are deemed unnecessary for an accurate conceptualization. If we don’t understand it well enough, we’ll have trouble explaining it to someone else in a simple way. This is how I was able to grow my skills quickly as a math tutor. I would constantly be explaining complex ideas in simple ways which gave me an opportunity to fine tune my understanding of the subject.

If you want to test your understanding, using the Feynman Technique is a fantastic way to see where you stand. I’ll go over other techniques for testing understanding in future posts, but one more noteworthy technique is Scoping the Subject. Scoping the subject is great for setting up an initial framework when learning new material.

To scope the subject, flip through whatever material that needs to be studied that day and pay attention to headings, bold or italicized words, words that don’t seem familiar, and any questions that are presented in the material. Start writing down what is already known about each concept/fact or start writing questions for concepts/facts that aren’t familiar. This gives our brains a fantastic starting point. Now when we study the material, our brains are going to be looking to answer the questions that came up while we were scoping the subject. We are delicate creatures and our minds need purpose. Scoping the subject gives our study session little landmarks. There are many ways to scope a subject, but I recommend creating a Mind Map. I go in-depth about mind maps and other note-taking techniques in my last post here.

   Here are a few questions to ask when testing understanding:

  • What did I just learn?
  • What are the key points?
  • Can I rephrase this in my own words?
  • Does this make sense?
  • Can I explain this to a 5 year old?

Remembering, in terms of learning and studying, is the ability to recall or recognize information that was encoded in the past. For most exams and metrics, we are expected to remember and synthesize information that we’ve previously been exposed to and the best way to do that is practice.

I’ll go into detail another time about MEDs for understanding, but as for remembering the MED lies in Active Recall and Spaced Repetition. I’ll break down each of these terms, explain the ideas the lay the foundation for why they work, and suggest different actionable techniques that can be used to learn everything and never forget.

Active recall is the scientifically most efficient and effective way to study anything. Active recall basically means testing yourself. It’s doing activities that force you to bring up the information out from the depths of your mind. When you practice active recall, you move slower (as in you cover less content), but you are less likely to forget the material that you do go over and your understanding of it will be much richer than if you used other methods.

The Forgetting Curve

Active recall and spaced repetition is nested in an idea known as The Forgetting Curve, coined by German psychologist Hermann Ebbinghaus back in the 19th century. The forgetting curve illustrates transience – the fact that our minds forget information over time.

Ebbinghaus : Drawn Like a Child (2020) – Christopher S. Mukiibi

When we first learn something, we slowly forget it over time unless we are forced to recall that information again. Every recall slows down our forgetting rate and the amount of information that can be forgotten becomes less and less. The further we are on the forgetting curve, the harder it is to recall the information but the stronger that connection becomes. My graph isn’t drawn to scale lol but the forgetting curve mimics something like this. For all you nerds out there, here’s the equation Ebbinghaus based his forgetting curve from:

You can graph this and see for yourself if you’d like

The forgetting curve can be proven by our knowledge of 2+2=4. I love using the 2+2 example with my students because most of us confidently know that 2+2 is 4. This is because we’ve had to recall 2+2 so many times that it’s made a permanent home in our long term memory.

When we first learned what 2+2 was, our brain created a neural pathway specifically made for 2+2 is 4 and every time we need to know what 2+2 is we send an electrical impulse through that pathway. The neurons in our brain are so specific, we create pathways in our brain for literally everything we do. We have more neurons in our brain than stars in the milky way galaxy! The first few times it’s going to be difficult to recall the information, but that is because the neural pathway for 2+2 is weak. Every time we fire that neural pathway, our brains decide that this specific pathway is useful for survival and it reinforces the pathway so it’s easier accessible for further use.

The forgetting curve is also supported by Neural Pruning and Long-Term Potentiation, the biological basis for encoding and retaining memory. Basically, neural pruning is our brain removing “useless” information over time to “free up space” for more “useful” information which gets strengthened through long-term potentiation. Our brains decide what’s useful and useless based on how often we have to use that information. Our brain thinks as long as we use it often then we need it for survival, and our brain is only interested in survival. It’s not so concerned with the other things we tend of value.

In a sense, the forgetting curve outlines our neural pruning rate. Once something is considered useful, then it’s strengthened (more information is retained) if it’s used multiple times over time through long-term potentiation. This is why active recall used in conjunction with spaced repetition is the most efficient and effective way to learn new information. We trick our brain into thinking that it needs this new information for survival and we use our in-built mechanisms to bring that information to the front of the line.

Ebbinghaus believed that stronger minds can retain information for longer periods of time, and thus their forgetting curve would be slower. This was the basis for his idea of Strength of Memory. We can strengthen our memory so it’s easier for us to remember information over time. I was pretty excited to read about this because it’s proof that once we become better at studying and learning we get to actually put in less work as time goes on. It’s comforting to know that the toughest times are right now and things get easier later. At least with studying and information retention, I know that’s true as long as I keep using my brain.

Active Recall vs. Passive Learning

In my opinion, the easiest way to think of Active Recall is by pulling out the information from the depths of your brain. It’s firing the neuron sequence that’s specific to the information you are trying to learn, and like the forgetting curve suggests, the more we fire that neuron sequence, the stronger that neural connection is. The stronger the neural connection is, the longer we retain the information. Passive learning is relying on cues or other aids to help pull up the information, this can also be known as recognition. I talk a little bit about the difference between recall and recognition in the 2nd part of my The Brain vs. The Mind post. Passive learning is a lot easier to practice than active recall, but it is so much less effective.

Examples of Active Recall

Practice problems. Practice problems. Practice problems. Question Based Learning (QBL) is the best way to encode information. By doing problems, our brains are framing the concepts in concrete examples. This helps us understand why we need to learn certain facts or ideas, and that why is the key to truly internalizing the information.

However, not all questions are created equal. When it comes to study efficiency and effectiveness:

Multiple Choice Questions < Fill in the Blank < Free Response

Free response problems are the most difficult, but that challenge is precisely what we need to develop. The idea of challenge being what we need to develop is known as Opponent Processing. Free response questions are least likely to give us cues to use recognition to retrieve the information, which allows us to solely rely on our recall ability.

Fill in the blank problems (without a word bank) can provide a similar experience, but the nature of the problems provide a context that allows for recognition to carry us part of the way through.

Multiple choice problems are the least effective questions to use for active recall because the incorrect options will point us in the direction of the correct answer. Additionally, as we learn we may unconsciously associate the incorrect answer choices as triggers for the right answer. Multiple choice problems provide the highest probability of recognition as the pathway to retrieve information rather than recall, and that can fool us into thinking that we understand something when we actually don’t.

This isn’t to say that multiple choice questions don’t have their place – they are extremely useful, but as a form of an active recall study technique, they fall short. If all you have are multiple choice problems, don’t throw them out! They can still be used to cover a multitude of topics. When answering a multiple choice question – answer the question but ask a few other questions too:

  • Why are the other choices incorrect?
  • What are they other choices?
  • Which topics do they relate to?
  • How are they different from the correct choice?
  • What is the opposite or inverse of this question?
  • What are some questions that could be related to the other answer choices?
  • What are the opposite or inverse of those questions?

Asking ourselves these series of questions will help us suck the juices, so to speak, from each question. Using this method could make multiple choice questions more effective than free response, but keep in mind, it’s all about how much effort we have to put in to pull up that information. The more effort required, the stronger than neural pathway gets developed and the slower we forget!

Running through it in your mind. I love doing this, because it’s low friction, it’s quick, it’s easy, and I can do it everywhere at almost anytime. Remember, the whole objective is to just get the neurons firing so if you’re just sitting in a waiting room you can ask yourself a question, you can answer it in your head, and it’ll have the same effect! I did this all the time in EMT school and one of my students practices this method as his primary method of studying for his EMT school. Don’t worry, he knows his stuff well!

Including it in a creative project. I forgot where I’ve heard this, but one of the best way to encode information to long term memory is to utilize it in a creative project. Creating something with that information will create a huge number of unique connections and that gives us many different neural pathways to retrieve the information.

I can personally vouch for this, every time I use information in a creative project I feel like I understand it on a much deeper level. I see this happen with my girlfriend and her students as well! Doing something creative with information is an opportunity to put the new info in different contexts. We get to test it out and see why it’s useful or important. No surprise though, when I use new info in any project I end up learning way more about it in the process and the emotional impact of learning these new things helps it stick with me.

Explaining it to someone else. Also known as, The Feynman Technique. According to acclaimed physicist Richard Feynman, if you can explain it to a five year old, then you truly understand the idea. Explaining things to someone else also lets you see if you have any gaps in your knowledge. This is a fantastic reviewing technique and it’s the reason why I tutoring comes to naturally to me now. When I first started tutoring, it was difficult because my own knowledge wasn’t complete, but when I started explaining things to other people I found where my knowledge holes were, filled them, and now most of the concepts I help my students with are second nature.

Using the concepts to solve a problem. This is similar to practice problems, but it doesn’t have to be an explicit discrete question. When we solve the problems, we see the reasons why knowing something is important and that reason drives us to make strong neural connections. If something is important or useful to know, then we are going to want easy access to it and solving problems is the catalyst to make it all possible.

Creating a mind map. This is a fantastic method for getting ideas out when scoping a subject. Creating the mind map helps with retention because it utilizes the new information in a creative project, but it also allows us to pull out all the information we know related to the subject. There’s the active recall element, it’s all about firing those neurons! This technique only works with the book closed, most active recall methods are done with the book closed. Making a mind map while looking at the textbook defeats the purpose. Creating the mind map organizes the information in our minds. I talk about scoping the subject, creating mind maps and other forms of information capture/externalization in my post about Note-Taking.

Use systemic consolidation or systemic expansion to deepen understanding. I also talk about this in my post on Note-Taking. Systemic consolidation is a method designed to emphasize active recall while simultaneously creating a study resource.

THIS IS NOT SIMPLY REWRITING YOUR NOTES.

It involves “shrinking down” any notes that you have taken onto a smaller piece of paper. I recommend consolidating a months worth of notes into one notecard. It may seem impossible, but that challenge is the active recall element of this method. The small space forces you to examine what absolutely can’t be left out targeting the high yield information. This processes activates the filters in your mind that help you distinguish the different concepts from each other.

Systemic expansion is also a method designed the emphasize active recall, but in this process we flesh out our ideas rather than trim the fat. Systemic expansion is what I practice when I make my blog posts. When I first get an idea, it’s usually some one line small note in my notes app on my phone, but because I’m interested in teaching individuals I expand on that thought through many different mediums. The information starts in my notes app, then I move it to OneNote, which helps me organize the information a little better and I expand on it there. Once I have that higher articulated version of the information, I then expand even further in a blog post. Each of the ideas fleshed out in a blog post are then added to the book that I’m trying to write and the courses that I teach. The idea is that my understanding becomes deeper and deeper with each iteration of expansion.

Flashcards. Ahh, the tried and true method of the ages. I used to hate flashcards when I was younger, but now that I know a thing or two about studying I can see that flashcards are the way to go. Putting a question on the frontside of the card and the answer on the backside is a fantastic way to trigger active recall. The thing about flashcards is that they’re painful to get through if you don’t know the material well, but the genius of this method lies in that pain. When we feel pain, we remember things much more easily. Our brains don’t know the difference between a real threat and a perceived threat, so when we get a question wrong our body and mind will respond to that as a threat. When we flip the card to reveal the answers, our mind makes it a point to remember that just in case the threat comes back. I can go on for a while about flashcards, but know this – high quality flashcards can cover weeks of information in a matter of hours.

Make a connection to your personal life. Connecting things to our personal lives give the information an emotional charge and the more emotion we can attach to things, the easier they are to remember. Learning happens once we bring the abstract down to Earth, I like to do this in my classes. Whenever I explain an idea, I try my best to accompany it with a quick and apparent example in the real world. Don’t be afraid to make it ridiculous too, the crazier the connections the easier it will be to remember. I recommend making multiple connections to your life. If you have multiple access points to that information, then it will be easier to access especially in high pressure situations.

Review questions at the beginning and end of a study session. Active Recall is most effective when it’s done at the beginning and end of the study session. Reviewing past material at the beginning of a session prevents us from forgetting it, further solidifies the information into our long term memory, and primes our minds for the new information to come.

Putting the new information in context will also help with deepening understanding. Reviewing all the new information learned at the end of a study session also helps with retention by at least 15% (according to Spitzer), with literally no extra studying. The extra 2-5 minutes spent at the beginning and end of a study session can dramatically reduce the number of study sessions you’ll need and improves understanding. My girlfriend is currently using this method to study for the MCAT. Since she hasn’t learned all the material she needs to know for the test she has to balance reviewing old material and learning new material. To achieve this balance, she reviews all the questions that are due for spaced repetition at the beginning of the session which recalls all the past topics and places the new information in context. After reviewing those questions, she learns the new material (through other active recall methods as well) and turns that new information into practice questions which she reviews at the end of the session. Studying this way provides intentional structure to our sessions that maximize our results.

Examples of Passive Learning

There are so many different methods to studying. Each having their pros and cons. The problem with so many methods of studying is that many students love to pick the methods that appear effective and feel productive, but actually waste our time and triple our workload. Let’s start with my most despised method.

Rereading Notes or Reading the Textbook. I cannot begin to explain how much I hate this method. It seems like rereading notes or reading the textbook would be the right thing to do. After all, the information can all be found in our notes and textbook right?

A lot of students pick this method of their primary study method, but that’s working under the assumption that all we need to do is simply expose ourselves to the information. When we are studying for exams or trying to learn new things, we have to be able to recall and synthesize the information. The more difficult the exam or project, the higher the level of sophistication is required to recall or synthesize. Simply rereading notes or the textbook keeps the depth of understanding at a baseline. Only when the mind uses the information to solve problems or make connections is when things get interesting. So rather than rereading notes and reading the textbook, utilize any other active method of studying. Only use the notes or a textbook as a resource if clarification is needed. This goes for PowerPoints as well, try to only use them for clarification.

Highlighting. This one drives me crazy too. This isn’t to say that highlighting doesn’t have it’s place. I love highlighting when I read and research, but highlighting is not something to do when you are studying for an exam or a class. There way too many problems with highlighting, but only I’ll outline a couple.

1) Highlighting can easily lead to over-highlighting and it’ll be too difficult to come back later to see what is actually important. This leads to time and energy wasted just trying to figure out what needs to be learned.

2) Even if we don’t over-highlight, we have to reread the highlights which instantly doubles our work. But the reality is that we have to read outside the highlights too, so we can understand the importance of the highlight with context, which can easily triple our workload. While highlighting feels productive, it’s a trap that gives us more work that we need. Don’t give into the good feelings of pseudo-productivity, practice studying actively and keep the work at a minimum.

Only looking over solutions to problems. Not gonna lie, I did this all the time in college. Whenever I’d study for an exam I would look over my practice test, but I wouldn’t actually work through the problems. I would just look at the solutions and thinking to myself “yeah, that makes sense. I totally got this.” I can assure you that I did not “got this”. Yeah, the solutions made sense when I looked at them and I could easily recognize the concepts and practices, but the exams I took were testing my recall or synthesis abilities, not recognition. Practicing recall and synthesis enhances recognition abilities, but practicing recognition does not enhance recall and synthesis abilities. Just looking at the question does not encode the concepts. Working out the problems proves that you know how to do the problem on every level of our perception.

Listening to lectures in while sleeping. This is not how learning works. This just makes it harder to go to sleep. Additional unnecessary extraneous load is burdensome on the mind. We learn when we’re awake, we consolidate when we are sleeping.

Summarizing. Summarizing doesn’t seem to be an effective study technique for exams that require recall and synthesis as well. While a student will receive some benefit from summarizing a lecture after they’ve just heard it or summarizing a chapter after they’ve just read it, this method won’t help with inference making and incorporating the information into other higher-level cognitive tasks. If we were to summarize, we’d understand the big picture (which is helpful) but we will inevitably miss some of the details and nuances.

Spaced Repetition

“Practice that’s spaced out, interleaved with other learning, and varied produces better mastery, longer retention, and more versatility. But these benefits come at a price: when practice is spaced, interleaved, and varied, it requires more effort. You feel the increased effort, but not the benefits the effort produces. Learning feels slower from this kind of practice, and you don’t get the rapid improvements and affirmations you’re accustomed to seeing from massed practice.”

Peter C. Brown (Make It Stick)

Every time we recall information, it gets easier to recall and we forget less of it! We are also able to recall less often because our rate of forgetting is lower. This is the idea behind Spaced Repetition, which makes our studying more effective and efficient.

The point of being efficient is to get better results without having to do as much work and there is no better to do less work than to actually do less work! We aren’t designed to workout the same parts of our body all the time. If we do too many bicep curls or deadlifts or run too many miles at once, we could risk injury. We aren’t machines, humans require a refractory period, a time to relax and recover. This isn’t to say, we shouldn’t be diligent and work at something every day, but we should keep in mind that there are optimal times to work on a certain parts of ourselves. We shouldn’t try to fire the same neural pathway every second of every day. We need to give our brains time to establish and strengthen the connections.

Needs Time (2020) – Christopher S. Mukiibi

I like to think of learning like a laying a brick wall.

Each layer of the brick wall is a little tidbit of information and when we want to build a wall we have to lay each layer down in a timely manner. We place a layer of bricks, add some mortar, wait for it to dry, then add the next layer. We can’t just keep adding layers on top of layers without waiting for the mortar to dry. If we do, the entire wall easily collapses and if it doesn’t collapse, the wall will at least be crooked. Our knowledge works the same way. We have to learn a little bit of information, wait for our minds to build and strengthen the necessary connections, then build upon that knowledge once we understand the previous information. The question then becomes –

How do we know how long to wait before we build the next layer?

This is where Spaced Repetition comes in handy. The Forgetting Curve suggests that we strengthen our neural connections in direct proportion to how difficult it is to recall that information. So it would be in our best interests to recall the information right before we forget it. It’ll be hard and it takes the most effort, but it’ll give us the strongest connections with the least number of study sessions.

Thankfully, this type of knowledge has been around for awhile and there are a few established study methods and resources that Spaced Repetition and Active Recall into account. These are the best two in my opinion –

Leitner System – coined by the German Scientist Sebastian Leitner, it’s a system that’s used to practice flashcards that has integrated the principles of active recall and spaced repetition. The flashcards are sorted into groups and the different groups are reviewed over different time intervals.

The system is simple, yet effective. Initially, the student would start with all of the flashcards in Box 1. If they get the question correct, then they get to put the flashcard in the next box. If they get the question wrong, they put the question back in Box 1. Each box is reviewed in spaced intervals. When I practice the Leitner System, I review Box 1 every day, Box 2 every 3 days, Box 3 every week, Box 4 every two weeks, and Box 5 every month. I keep a study calendar that lets me know which days to study which boxes because it’s not worth the trouble remembering. This gradual increase will help me focus on the questions I don’t know and stop using valuable time on questions I already understand. The time intervals don’t have to be broken up exactly like this, I recommend adjusting your review schedule to the time frame that suits you.

Here is a variant, the incorrect answers don’t have to be sent back to Box 1. They can be sent back to the previous box. Adjust the systems as you see fit, just maintain the principles of active recall and spaced repetition.

Anki – every good pre-med already knows all about Anki lol. Anki is a study app that automates the Leitner System, but with some added benefits. When you answer a question, the app asks how difficult it was for you to recall the information. You can answer easy, good, hard, or again and depending on your answer, the app automatically sorts the questions for you. The easier the question was for you, the later Anki will ask you again. Making great Anki cards is a skill all in itself and requires its own 20 hours to get used to but I think the effort is worthwhile. Anki is cross-platform so it’s easily accessible. It’s free for most devices which is nice, but it costs a pretty penny to get it on iOS. It’s a little expensive, but it’s worth the investment when you get to knock out questions in the nooks and crannies of the day. Rather than scrolling through the same Instagram or Twitter feed, you can knock out 1 or 2 questions when you’re in line at the store or waiting in a restaurant.

When it comes down to it, the method we choose to study with doesn’t matter as long as we have the principles of active recall and spaced repetition integrated into our practices. Studying is all about firing the neural pathway in our minds and strengthening the connections that we want. Here’s a list of some peer-reviewed academic studies done on study strategies that support the claims in this blog post in case you wanna look deeper into this! Big thanks to Dr. Ali Abdaal for the curating!

Dunlosky et al 2013 – [Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. – PubMed – NCBI](https://www.ncbi.nlm.nih.gov/pubmed/2…)

Karpicke 2016 – [A powerful way to improve learning and memory](http://www.apa.org/science/about/psa/…)

Spitzer 1939 – http://www.gwern.net/docs/spacedrepet…

Butler 2010 – http://sites.utexas.edu/mdl/files/201…

Karpicke & Blunt 2011 – [Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping | Science](http://science.sciencemag.org/content…)