The BEST way to learn anything: my Learning System for students!
Sintesi
TLDRThe video outlines a learning system designed to improve study efficiency and academic performance. The approach breaks down learning into four core stages: Priming, In-Class Notes, Post-Class Immediate Review, and Revision. It emphasizes the importance of understanding the big picture before attending classes (priming) to make in-class learning more effective. In-Class Notes should involve annotating and linking key concepts instead of mindlessly recording everything. A brief post-class review further ingrains knowledge, focusing on active recall techniques. The revision stage includes structured reviews using methods like the blurting technique, the Feynman Technique, and practice tests. Junyou, a biomed engineering student, shares these insights based on his own academic success, aiming to help others achieve better grades with less study time.
Punti di forza
- 📚 Effective learning is broken down into four stages: Priming, In-Class Notes, Post-Class Immediate Review, and Revision.
- 🧠 Priming involves understanding the big picture before classes to make new details more relevant.
- 📝 In-Class Notes should be focused on annotating big concepts rather than writing everything down.
- ⏰ Post-Class Immediate Review reinforces learning with a quick revision session before bed.
- 🔄 Revision is about recalling information actively using techniques like blurting, Feynman Technique, and practice tests.
- 🎯 Active recall is crucial for reinforcing memory and understanding.
- 🌀 Chunking and creating connections enhance memory retention.
- 🖼 Organizing information visually can significantly aid understanding and recall.
- 🧩 Using diagrams during study sessions can help visualize relationships between concepts.
- 💡 Efficient studying saves time and improves grades.
Linea temporale
- 00:00:00 - 00:05:00
The video introduces a four-stage learning method for achieving academic success. The speaker, June Yu, is a successful biomed engineering student and entrepreneur, who emphasizes the importance of effective study habits. Stage one, priming, involves understanding the big picture of a topic before attending classes to enhance learning capability. The analogy of building a Lego set is used to explain the concept.
- 00:05:00 - 00:10:00
June explains the priming stage with a practical example involving learning about fashion. He highlights the importance of identifying key concepts and creating meaning by grouping them, which aids in understanding. The speaker emphasizes tailoring learning to personal relevance, which in his case is selecting outfits, thereby making the learning process intuitive.
- 00:10:00 - 00:15:00
Further, in the priming stage, taking a short pre-test helps in gearing up for future exam types that require synthesis of knowledge rather than rote learning. June assures that this stage is not required before every class, but rather per topic, which typically spans several classes, thus saving time overall.
- 00:15:00 - 00:20:00
In-class notes, stage two, benefit from the priming stage. June emphasizes listening over note-taking by annotating an initial diagram with main points. This approach facilitates deeper learning through understanding connections. He introduces active recall questions during this stage to prepare for reviewing later.
- 00:20:00 - 00:25:00
The video discusses stage three, the post-class immediate review, which involves a 30-minute session to refine notes and practice active recall questions. This step aims to strengthen memory and identify weaknesses early on. It's highlighted how this quick review sets a foundation for efficient, deeper learning in stage four.
- 00:25:00 - 00:30:00
Stage four encompasses revision using techniques like diagram optimization and active recall applications such as blurting and the Feynman technique. These methods are designed to reorganize knowledge for easy recall and understanding complex topics simply. Practicing tests also help pinpoint exam-relevant content, emphasizing the power of active recall over passive review.
- 00:30:00 - 00:38:28
The final stage underlines the importance of applying an efficient learning system to minimize study time while maximizing performance. June stresses that mastering these strategies yields better grades with less effort. He plans to explore more detailed aspects of these stages in future content, encouraging viewers to implement the system for personal academic success.
Mappa mentale
Video Domande e Risposte
What are the four stages of the learning system?
The four stages are Priming, In-Class Notes, Post-Class Immediate Review, and Revision.
How does priming enhance learning?
Priming involves understanding the big picture before attending classes, which makes new information more relevant and easier to remember.
What is the importance of active recall in revision?
Active recall involves retrieving information from memory, which strengthens understanding and retention.
How should in-class notes be taken effectively?
In-class notes should focus on key concepts and connections rather than writing verbatim from the lecture.
What techniques are recommended for effective revision?
Techniques such as the blurting method, Feynman Technique, and practice tests are recommended for effective revision.
How often should priming be done?
Priming should be done once every two to three weeks, focusing on broader topics rather than individual classes.
Can visual aids help in the learning process?
Yes, organizing information visually can help understand and recall relationships between concepts.
How does this system save time while improving grades?
By strategically reviewing and understanding material instead of cramming, the system enhances learning efficiency, allowing more free time and improved grades.
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- 00:00:00this is undoubtedly the best way to
- 00:00:03learn and it can be broken down into
- 00:00:06four simple stages number one priming
- 00:00:09number two in-class notes number three
- 00:00:12post class immediate review and number
- 00:00:15four revision if you're able to execute
- 00:00:19all four stages as I teach you in this
- 00:00:22video you will get the best grades that
- 00:00:25you've ever gotten while spending a
- 00:00:27fraction of the time my name is June you
- 00:00:30if you're new to the channel welcome if
- 00:00:32you're returning welcome back I am a
- 00:00:34Deans List biomed engineering student
- 00:00:37getting both my bachelors and my masters
- 00:00:39at the same time with a neuroengineering
- 00:00:41concentration I've been very blessed to
- 00:00:44have a lot of academic success while
- 00:00:46taking such advanced classes and mind
- 00:00:49you many of them simultaneously all
- 00:00:51throughout this time I've also been able
- 00:00:53to start successful businesses still
- 00:00:56have a social life go to the gym
- 00:00:57consistently been able to spend time
- 00:00:59with with my faith and create content
- 00:01:02consistently you can do it too if you
- 00:01:04wish you're able to study effectively
- 00:01:07and efficiently and I'm so sorry that
- 00:01:09nobody has taught you up to this point
- 00:01:11but don't worry cuz I got you you don't
- 00:01:13have to wait any longer to stick around
- 00:01:15and enjoy the video stage one priming
- 00:01:19the main objective here is to understand
- 00:01:22the big picture of the topic before
- 00:01:24going into our classes why well it's
- 00:01:27because our brain's ability to deeply
- 00:01:31understand and then remember a piece of
- 00:01:34information is greatly improved when
- 00:01:37there are more relevant connections to
- 00:01:38it so by going into our classes already
- 00:01:41having understood how the major Concepts
- 00:01:44fit together in this
- 00:01:47topic all the new pieces of detail that
- 00:01:50will be taught to us in
- 00:01:53class immediately becomes
- 00:01:56relevant immediately has meaning because
- 00:01:59because it serves a function in that
- 00:02:02bigger picture a great analogy that I
- 00:02:05love to use is building a Lego set last
- 00:02:09weekend I had spent with my girlfriend
- 00:02:12doing an orchid flower Lego set and it
- 00:02:15was a really good time I think everyone
- 00:02:17loves Legos priming is equivalent to me
- 00:02:20studying the front of the Box before
- 00:02:23ever opening it up as I look at the
- 00:02:25front of the box as I look at that
- 00:02:27picture I see that the flower head has
- 00:02:29has distinct features so does the stem
- 00:02:33and so does the soil and so does the pot
- 00:02:37so when I open up the box and I'm
- 00:02:39greeted by hundreds of pieces no longer
- 00:02:43are those pieces irrelevant
- 00:02:47meaningless separate from one another no
- 00:02:50actually
- 00:02:51instead I'm able to immediately
- 00:02:54understand how that white circular piece
- 00:02:58serves a function in the flower head and
- 00:03:03how the green cylindrical piece serves a
- 00:03:06function in the stem and how the brown
- 00:03:08Square pieces serves a function in the
- 00:03:12pot and how all of those pieces relate
- 00:03:14to each other in that big picture so I
- 00:03:17was going through the
- 00:03:19instructions very quickly and I was
- 00:03:21skipping a lot of the steps because they
- 00:03:23were intuitive to me right I already
- 00:03:25understood it in terms of what was its
- 00:03:28importance by the time I finished I done
- 00:03:31it in about 30 minutes which is a lot
- 00:03:33quicker than the time allotted for it
- 00:03:37but think about what would have happened
- 00:03:39if I completely skipped the front of the
- 00:03:41box if I thought that I was too good for
- 00:03:44it and I just went straight to the
- 00:03:46pieces then all those pieces become
- 00:03:50irrelevant right none of those pieces
- 00:03:53have meaning to me so then I have to
- 00:03:55hyper fixate on each singular step each
- 00:03:58singular piece I have to think how is
- 00:04:01this important and by the time you look
- 00:04:03at it and you understand it and you're
- 00:04:05done analyzing it you've probably
- 00:04:07already forgotten how the previous
- 00:04:10pieces have built what you have gotten
- 00:04:13so far and then you have absolutely no
- 00:04:15idea how your current piece is relevant
- 00:04:18in terms of the following steps so it
- 00:04:20becomes much more laborious it becomes a
- 00:04:22much more inefficient process so you
- 00:04:26want to do priming now I thought it was
- 00:04:29important
- 00:04:30that I give a more applicable example
- 00:04:34here for us to follow together and I
- 00:04:37will definitely be doing a video in
- 00:04:40which I go over an example from my own
- 00:04:43class in neurology but when I was going
- 00:04:46through that example I realized that
- 00:04:48some of those Concepts may be completely
- 00:04:50unfamiliar to the general audience and
- 00:04:53because of that I feel that the example
- 00:04:55wasn't
- 00:04:56necessarily as meaningful to you
- 00:05:00so instead what I will be doing is going
- 00:05:03through an example of me learning about
- 00:05:05the topic of fashion we all love fashion
- 00:05:08we all know about it at least a little
- 00:05:10bit right so I think that this example
- 00:05:12will be more applicable and then a
- 00:05:13future video I'll go ahead and do
- 00:05:15something more related to my own studies
- 00:05:17my brother is actually really amazing
- 00:05:21with his Styles he's been way better
- 00:05:24than me for our whole lives and I've
- 00:05:27learned a lot from him but I'm still
- 00:05:29very very new to caring about fashion
- 00:05:33and so I called him up and I said I
- 00:05:36really need to up my dress game and I
- 00:05:39would love it if you could teach me
- 00:05:40about fashion he agreed and so for this
- 00:05:44upcoming weekend what we'll do is sit
- 00:05:46down he said for about an hour and a
- 00:05:47half he'll go over everything that I
- 00:05:49need to know so as I'm learning this new
- 00:05:52topic I can actually Prime for it and
- 00:05:55what I'll do is I will identify some
- 00:05:59some resources that I can supplement for
- 00:06:03this priming stage and so for our
- 00:06:07situation our scenario let's do YouTube
- 00:06:09videos right and so what I've done is go
- 00:06:14through just a few popular YouTube
- 00:06:16videos about fashion
- 00:06:18and I've noted while I was going in 2x
- 00:06:23speed right because I don't necessarily
- 00:06:25care about the details here I'm just
- 00:06:27noting repeated words point of emphasis
- 00:06:30and I'm creating a list of key Concepts
- 00:06:34so if you look here these were a few of
- 00:06:38those key Concepts this is my list the
- 00:06:40term casual the term thickness length
- 00:06:43layering formal bold and simple now in
- 00:06:46this list as they currently stand
- 00:06:49they're still isolated from each other
- 00:06:51they don't necessarily have meaning this
- 00:06:53is just like seeing those Lego pieces
- 00:06:56without ever having looked at the front
- 00:06:57of the Box casual is a completely
- 00:07:00irrelevant piece thickness is irrelevant
- 00:07:02and so forth so what I want to do is go
- 00:07:04through the next step of creating groups
- 00:07:07and so for me using my own prior
- 00:07:10knowledge I'm thinking that I can
- 00:07:13compare these key Concepts to each other
- 00:07:15and identify some similarities so I see
- 00:07:18the terms bold and simple they're
- 00:07:20similar right I can categorize them in a
- 00:07:22group called colors and the terms
- 00:07:26layering length and thickness they're
- 00:07:28similar and I can group them under a
- 00:07:30term called season and formal and Casual
- 00:07:33are similar as they describe occasions
- 00:07:36so these are three groups that I've now
- 00:07:38created and you start to see that this
- 00:07:41has more meaning this is an example of
- 00:07:43chunking information down by the way and
- 00:07:46as I see it in this group I'll take it A
- 00:07:48F step further because still these
- 00:07:50groups are isolated from each other so
- 00:07:52what I have to next do is ask myself
- 00:07:55this really important question of how is
- 00:07:57this topic relevant to me well I don't
- 00:07:59necessarily care about Runway shows or I
- 00:08:03don't even know if that's what they call
- 00:08:04fashion shows that's not of my interest
- 00:08:07right my personal interest is I just
- 00:08:09want to look decently good when I'm
- 00:08:11picking out an outfit for my day that's
- 00:08:14all so for me it's relevant to create
- 00:08:17relationships and organize these groups
- 00:08:19in a way in which it helps me pick out a
- 00:08:22good outfit right so again with my prior
- 00:08:25knowledge and how I apply this to a
- 00:08:28situation that's relevant to me I
- 00:08:30believe that I will start with the
- 00:08:32occasion because that's the first
- 00:08:34thought in my head why am I dressing up
- 00:08:35in the first place is it because I am
- 00:08:38going to school or a business meeting or
- 00:08:40hang out with friends and then I think
- 00:08:43about season are we currently in the
- 00:08:45winner right now I probably don't want
- 00:08:46to be going out in shorts and then
- 00:08:48lastly colors do I want to be bold with
- 00:08:51my color Choice do I want to go with
- 00:08:52bright colors or do I want to go a
- 00:08:54little bit more monotone that's how I
- 00:08:56have crafted the relationships and and
- 00:08:59then what I'll do is literally visually
- 00:09:01create a diagram for myself and it's so
- 00:09:03helpful that I do this because this is
- 00:09:08truly the big picture of the topic as
- 00:09:10I've understood it up to this point
- 00:09:13these are how the major Concepts fit
- 00:09:16together in the big picture and this
- 00:09:18will set me up for a lot of success
- 00:09:20moving on and we'll go into how that
- 00:09:22literally does that but this is how I
- 00:09:25Envision it right occasion is situated
- 00:09:28near the top right because that's the
- 00:09:30first thing I believe that's probably
- 00:09:32the most important thing for me and then
- 00:09:33I go into season and then I go into
- 00:09:35colors it's a very very simplified
- 00:09:39version of what I believe the topic is
- 00:09:42going to further entail but I now
- 00:09:46understand how the new details as I go
- 00:09:49into class will fit what I'll do next
- 00:09:52and this is part two of the priming
- 00:09:54stage I will take a very short preest
- 00:09:58very short perhaps just five questions
- 00:10:00or so and what this is going to help you
- 00:10:03do is further analyze how these
- 00:10:06different concepts come together to now
- 00:10:08solve problems because when you go and
- 00:10:10take your exams later on they won't be
- 00:10:13regurgitation questions they're not
- 00:10:15going to be definition questions as you
- 00:10:17get into higher education the type of
- 00:10:19testing that you will go through are
- 00:10:21ones that have inference-based questions
- 00:10:23so they require synthesis of knowledge
- 00:10:25they require you to apply and compare
- 00:10:27and contrast and analyze and so as you
- 00:10:30go ahead and give your first exposure to
- 00:10:33this this is your opportunity to give a
- 00:10:36genuine attempt it doesn't mean that you
- 00:10:38have to get these questions right by any
- 00:10:40means it's your attempt to see how these
- 00:10:43different concepts come together and
- 00:10:45even if you get those questions wrong
- 00:10:47you'll make use of the hypercorrection
- 00:10:49effect during class but this again is
- 00:10:51all these both parts are all aiming to
- 00:10:55form a big picture understanding of the
- 00:10:58topic before we go into our classes I
- 00:11:01have to make a really big point of
- 00:11:04emphasis here because I know exactly
- 00:11:06what you're thinking to yourself you're
- 00:11:07saying June I thought you were going to
- 00:11:09teach me how to learn more efficiently
- 00:11:12you want me to do this every single time
- 00:11:14before my classes that's going to take
- 00:11:16me forever that's so
- 00:11:18unrealistic and what I have to tell you
- 00:11:21is that you're only going through the
- 00:11:23priming stage once every two three weeks
- 00:11:27for each of your classes why because
- 00:11:29you're doing this based on topics you're
- 00:11:32not doing this on a class basis a lot of
- 00:11:36professors do a really good job of
- 00:11:37making this clear but you will have
- 00:11:39course objectives that are spread across
- 00:11:42several classes it's because each
- 00:11:44class's information that is presented to
- 00:11:47you is restricted is limited to the
- 00:11:49amount of time that's available for that
- 00:11:51class so usually the information that
- 00:11:54needs to be covered in that curriculum
- 00:11:57is a lot more than just just a 60-minute
- 00:12:0090-minute class so you'll have it spread
- 00:12:02across four or five classes across the
- 00:12:04span of 2 3 weeks right if you find
- 00:12:07yourself trying to prime before every
- 00:12:10single one of your classes that simply
- 00:12:12means that you must broaden the scope of
- 00:12:16what you are priming for think to
- 00:12:18yourself okay what are the upcoming
- 00:12:20classes material and how do they all fit
- 00:12:23together and I bet if you go ahead and
- 00:12:25create more general terms for the next
- 00:12:27four or five class and you go to your
- 00:12:28your professor and say hey this is how
- 00:12:31I've termed how I've described the first
- 00:12:363 weeks of class material and then this
- 00:12:38next 3 weeks of material and so forth
- 00:12:41they'll help you and tell you if that's
- 00:12:43right or wrong but usually you're able
- 00:12:45to use your textbooks and they follow a
- 00:12:46certain Cadence that it's obvious what
- 00:12:48topics are but just remember that so
- 00:12:52imagine spending just an hour and a half
- 00:12:54of priming on a weekend and setting
- 00:12:57yourself up for so so much success in
- 00:13:00the next 2 3 weeks it's a no-brainer
- 00:13:03it's an absolute must because again
- 00:13:07we'll go into how much it's going to
- 00:13:09help you in the following stages what
- 00:13:11I'll do now is show on the screen a list
- 00:13:14of instructions for the priming stage
- 00:13:18it's pretty much exactly what I just
- 00:13:19showed you for me learning the topic of
- 00:13:22fashion but of course there's going to
- 00:13:23be some differences pause the screen
- 00:13:26snapshot it and try to implement for
- 00:13:29your upcoming topic stage two inclass
- 00:13:34notes because you've gone through the
- 00:13:37prime stage you will have so much
- 00:13:40success in this next stage you see you
- 00:13:45will be able to actually listen to the
- 00:13:48teacher not be nose deep into your notes
- 00:13:51I know what You' have been doing up to
- 00:13:53this point I know that you are writing
- 00:13:55every little thing that the teacher is
- 00:13:57saying but you and I both know how
- 00:14:00ineffective that's been for you right
- 00:14:02because of two main reasons one you
- 00:14:05can't write as quickly as your teacher
- 00:14:07speaks and two you're not actively
- 00:14:09engaging with the material so no
- 00:14:11meaningful learning is actually
- 00:14:13occurring so it's just a big waste of
- 00:14:15time that whole class period becomes a
- 00:14:18big waste of time you see so many people
- 00:14:21try to write every little thing but they
- 00:14:24forget that learning doesn't happen on
- 00:14:26that piece of paper so just because you
- 00:14:28wrote it all doesn't mean that it
- 00:14:29actually processed in your brain instead
- 00:14:31your notes should just be a way of
- 00:14:33facilitating the process of learning
- 00:14:35that's happening in your brain now
- 00:14:36because we've gone ahead and created
- 00:14:38this diagram for you you know what
- 00:14:40you're going to do you're going to spend
- 00:14:43a majority of that time literally
- 00:14:45annotating on top of that diagram number
- 00:14:48one why do you remember what we said in
- 00:14:50the beginning about how our brain's
- 00:14:53ability to deeply understand and then
- 00:14:56remember a piece of information is
- 00:14:58greatly improved when there are relevant
- 00:15:01connections to it well that's what we're
- 00:15:03doing in real time automatically so as
- 00:15:06we're introduced to all these new
- 00:15:08details right instead of fixating on
- 00:15:12each piece of information instead we
- 00:15:16already have the big picture
- 00:15:18understanding we understand how that new
- 00:15:20piece of information is relevant we
- 00:15:23understand the function it serves in the
- 00:15:25big picture that diagram number one is
- 00:15:28your big picture so you can literally
- 00:15:30create additional branches additional
- 00:15:33subgroups as you see fit and take in
- 00:15:37information this way so this is great
- 00:15:39because you're not going to be writing
- 00:15:41every little thing that the teacher is
- 00:15:43saying you're literally jotting down
- 00:15:45main points for you to remember in
- 00:15:47relation to that big picture in relation
- 00:15:49to other relevant pieces of information
- 00:15:52and this is extremely extremely
- 00:15:54effective so if I was to show you what
- 00:15:57my inclass notes look like this is
- 00:15:59diagram number two this is it and it's
- 00:16:03beautiful right and so you see in blue
- 00:16:07everything that I had done in my diagram
- 00:16:10number one you have still the occasion
- 00:16:13you still have the season you still have
- 00:16:14the colors but as I am in that meeting
- 00:16:18with my brother and he's teaching me
- 00:16:21about all the details and really making
- 00:16:23big points of emphasis I'm adding
- 00:16:25additional groups I'm putting them in
- 00:16:28certain appc ation that help emphasize
- 00:16:30its importance and so as he speaks about
- 00:16:32how it's really important to feel good
- 00:16:35in what you're wearing because it makes
- 00:16:36you feel confident right as he's talking
- 00:16:39about my body type and my Silhouette and
- 00:16:42my skin tone how that affects how I'm
- 00:16:45going to choose an outfit I'm going to
- 00:16:47put that in the beginning because I
- 00:16:48think that that's probably the most
- 00:16:49important he starts to add some more
- 00:16:52details about what type of colors there
- 00:16:53are right there are certain patterns you
- 00:16:55could be monochromatic you can have
- 00:16:57certain coordination but I also start to
- 00:16:59see that hey maybe these relationships
- 00:17:01weren't organized in the right way so
- 00:17:03I'm annotating literally on top of this
- 00:17:06diagram at the same time there are two
- 00:17:09other parts that are happening right so
- 00:17:11while I'm annotating the second part is
- 00:17:13for me to have just a few key
- 00:17:16observations these key observations are
- 00:17:20basically really big points of emphasis
- 00:17:23that the teacher is saying to you that
- 00:17:26you don't necessarily understand how to
- 00:17:28fit onto your diagram at that time you
- 00:17:31don't want to waste time trying to force
- 00:17:32it into your diagram at this point just
- 00:17:35put a list of key observations and
- 00:17:36you'll get back to it this is just so
- 00:17:38that you really don't miss the crucial
- 00:17:40Pieces Just because you don't
- 00:17:42necessarily know how to it fits then the
- 00:17:44third part of your in-class notes are
- 00:17:46active recall questions this is a golden
- 00:17:49gem this is a must you must do this for
- 00:17:53those that are unfamiliar with active
- 00:17:54recall perhaps you hadn't seen my
- 00:17:56previous content on in Instagram that's
- 00:17:59okay there's a lot of resources out
- 00:18:00there that talk about active recall the
- 00:18:02guy to academic success also talks about
- 00:18:05active recall I'll give a very
- 00:18:06simplified version of this but this has
- 00:18:08been a learning principle a learning
- 00:18:10strategy that has been widely studied
- 00:18:13the research has shown that it is so
- 00:18:16effective in terms of facilitating your
- 00:18:20learning so at its basic form without
- 00:18:23going into the studies or any of the
- 00:18:25details I can totally make another video
- 00:18:27about that if you guys want active
- 00:18:28recall is forcefully retrieving the
- 00:18:31information out of your brain without
- 00:18:33the source of the material in front of
- 00:18:35you and we will talk about how that's
- 00:18:38such an integral part of your revision
- 00:18:40and why that is so much more beneficial
- 00:18:42in comparison to passive techniques but
- 00:18:45here you are setting yourself up so that
- 00:18:47you have a list of questions to practice
- 00:18:50with later these are questions that
- 00:18:51you're making this just basically able
- 00:18:55to even happen because you had have this
- 00:18:58increased bandwidth since you've done
- 00:19:00the priming session right most people
- 00:19:02are so nose deep into their notes that
- 00:19:04they don't even have time to create
- 00:19:06questions that are important for their
- 00:19:07review later but because you now have
- 00:19:09the time most of your time is just spent
- 00:19:11listening to the teacher you're going to
- 00:19:13start jotting down some questions and
- 00:19:15these are really why and how questions
- 00:19:18predominantly why is this piece of
- 00:19:20information important how can this
- 00:19:21information be applied how can it be
- 00:19:24related to things that I've learned
- 00:19:26before How can I alter a variable so
- 00:19:30that it changes the outcome what's a
- 00:19:33real life example of this these are the
- 00:19:36types of questions that you're trying to
- 00:19:37ask yourself and a lot of times teachers
- 00:19:39do a really good job of asking you
- 00:19:42questions as they go throughout the
- 00:19:43lecture this is another place for you to
- 00:19:45just write these down so now in your
- 00:19:46inclass notes you would have an
- 00:19:50annotated diagram number two you will
- 00:19:52have key observations just a few things
- 00:19:55jotted down that you couldn't
- 00:19:56necessarily fit into your diagram and
- 00:19:58then number three you'll have your list
- 00:20:00of active recall questions that probably
- 00:20:02takes up
- 00:20:0310% of your attention while you are
- 00:20:06going throughout the process of being in
- 00:20:09class and learning the information 90%
- 00:20:12of it should be focused on your teacher
- 00:20:15it should be focused on giving your
- 00:20:16teacher eye contact and being present
- 00:20:18and going through these types of
- 00:20:20thoughts in your brain I promise you
- 00:20:21this is so much more effective than
- 00:20:24again trying to write every little thing
- 00:20:26down that the teacher says so that wraps
- 00:20:28up up stage two I know for a fact that
- 00:20:31you have way more responsibilities than
- 00:20:33just school and rightfully so you should
- 00:20:35have time for your social life your
- 00:20:37hobbies your passions and of course your
- 00:20:39career development so how do you fit in
- 00:20:41all of those things well the guide to
- 00:20:43academic success goes over just that it
- 00:20:45first starts off with evidence-based
- 00:20:48revision techniques so focused on stage
- 00:20:50four and the notable mentions of this
- 00:20:52video and then it goes with productivity
- 00:20:55tips followed by personal advice
- 00:20:58directly from me to you so that you're
- 00:21:00able to stand out not just inside of the
- 00:21:01classroom but also outside of it as well
- 00:21:04and then lastly Career Development tips
- 00:21:06specifically with resume writing and
- 00:21:08interviews with the aim of helping you
- 00:21:11secure your dream internships the guide
- 00:21:13to academic success has helped thousands
- 00:21:15of students in just the last few months
- 00:21:18and it's been an absolute dream come
- 00:21:20true a surreal experience to be able to
- 00:21:22help you guys through that and there is
- 00:21:24no better time for you to get yours than
- 00:21:26now because four Black Friday we are
- 00:21:28announcing our biggest sale ever at 40%
- 00:21:32off 40% off but it is for a limited time
- 00:21:36so make sure you secure yours at that
- 00:21:38price by clicking the link below thank
- 00:21:40you guys so much for your support and
- 00:21:42with all that being said let's return
- 00:21:44back to the video stage three post class
- 00:21:48immediate review this is a much more
- 00:21:50concise revision period versus what
- 00:21:53you'll do more extensively later in
- 00:21:55stage 4 this is literally just about 30
- 00:21:58minutes before you go to bed that night
- 00:22:00and what you'll do is clean up your
- 00:22:02active recall questions from class this
- 00:22:05is your time to slightly clean up the
- 00:22:07diagram number two that you've made in
- 00:22:09class and maybe start to add some of
- 00:22:11those key observations into your
- 00:22:12framework now that you have some more
- 00:22:14time and space mentally to do it but
- 00:22:17majority of this stage is going to be
- 00:22:19spent practicing your active recall
- 00:22:23questions and you don't even need to
- 00:22:25write out the answers I found a lot of
- 00:22:27times that this has big waste of time
- 00:22:29because if you don't know the answer to
- 00:22:31a certain question you can always go
- 00:22:34back to your presentations or the
- 00:22:36textbook to find a much more thorough
- 00:22:38answer with the neighboring information
- 00:22:41so that's not a problem so you can do
- 00:22:43this verbally right you can go through
- 00:22:44your questions and the main objective
- 00:22:48here is to identify your strengths and
- 00:22:51weaknesses up to this point in time so
- 00:22:54the questions you do get right using
- 00:22:56active recall Force y retrieving that
- 00:22:59information out of your brain you've
- 00:23:01made that even a deeper strength for you
- 00:23:04you've deepened your understanding and
- 00:23:06you've deepened your memory for those
- 00:23:09active recall questions that you might
- 00:23:10have got wrong great you found areas of
- 00:23:13weakness for yourself that you can
- 00:23:15practice later in stage 4 but again
- 00:23:18because you've gone through the process
- 00:23:20of stage one and stage two and you've
- 00:23:22really made use of those learning
- 00:23:26experiences you'll find that a lot of
- 00:23:28those active recall questions you can
- 00:23:30get right so it's important that you
- 00:23:32spend just about 30 minutes before you
- 00:23:34go to bed doing this it will make an
- 00:23:37absolute world's Difference by the time
- 00:23:39you get into stage four the final stage
- 00:23:41stage number four revision it's
- 00:23:44interesting because this is probably
- 00:23:46where most of your time is currently
- 00:23:48spent most of you are probably so
- 00:23:51fixated on studying the material after
- 00:23:54your classes have ended and you're
- 00:23:57cramming a week or two weeks before your
- 00:24:00exam and you find that you're not doing
- 00:24:02that well on your exams you're finding
- 00:24:04that you're wasting a lot of that time
- 00:24:06right because we all know that the
- 00:24:08efficiency of your studying declines if
- 00:24:12you are studying for such extensive
- 00:24:14periods of time so that's a very
- 00:24:16inefficient way of doing this and this
- 00:24:18is actually where you save a bulk of
- 00:24:20your time so stage four consists of two
- 00:24:23parts and this is doing revision the
- 00:24:26right way not using p passive techniques
- 00:24:28but really utilizing the powers of
- 00:24:31active recall using the powers of
- 00:24:35chunking information creating these
- 00:24:37relationships the first part is creating
- 00:24:40diagram number three this is your
- 00:24:43optimized version it's your ability to
- 00:24:46reorganize and then simplify what you've
- 00:24:50already created in your diagrams one and
- 00:24:53two we saw how the one in class got a
- 00:24:55little bit messy you probably added some
- 00:24:57more information since then but here you
- 00:24:59want to make it so that it becomes an
- 00:25:03invaluable resource for you how do you
- 00:25:05do that you you make it so that you go
- 00:25:09back to this diagram and immediately you
- 00:25:12understand the knowledge that it's
- 00:25:14trying to portray if you have to look at
- 00:25:16the diagram and spend 30 40 minutes just
- 00:25:20trying to make out the words and trying
- 00:25:22to understand why these relationships
- 00:25:24are crossing over one another it's not a
- 00:25:27good resource anymore so what you want
- 00:25:29to do and what I'll show you for this
- 00:25:31example of learning the topic of fashion
- 00:25:35is start to make use of different
- 00:25:38subgroups so for personal I've created
- 00:25:40the subgroups of physical of perception
- 00:25:43of preference and in them I have all
- 00:25:45these different types of detail right so
- 00:25:48I have body type skin tone silhouette
- 00:25:50and then perception I've confidence and
- 00:25:52mood and in preference I have styles and
- 00:25:54so now it's organized in a way in which
- 00:25:56for me it's easier to understand and
- 00:25:59more relevant to me I've made use of
- 00:26:01illustrations so as my brother is going
- 00:26:03through the different patterns he's
- 00:26:05really gone over four essential ones
- 00:26:08which were monochromatic which were
- 00:26:10plaid which were striped and which were
- 00:26:12polka dots and because I'm organizing
- 00:26:15this in a way in which I can actually
- 00:26:18pick out a good outfit for myself I
- 00:26:20thought it made sense for me to draw
- 00:26:22them out in the order in which I prefer
- 00:26:24right I heavily prefer monochromatic as
- 00:26:26you can see in my shirt right now
- 00:26:28and then plaid and then stripe and then
- 00:26:29polka dots are really not something that
- 00:26:31I like and then I go ahead and I start
- 00:26:33to bold certain relationships I start to
- 00:26:35realize okay my personal choice is
- 00:26:38actually very very important as it leads
- 00:26:40to the colors
- 00:26:42selection and I've reorganized some of
- 00:26:45these groups I've created multiple
- 00:26:46relationships with two groups right so
- 00:26:49I've created a relationship from
- 00:26:50occasion to season and then season to
- 00:26:52Vacation I've created illustrations here
- 00:26:55and so when you look at this for me I
- 00:26:59can immediately understand the knowledge
- 00:27:01is trying to portray in an instant I
- 00:27:03look at this and I'm thinking I I know
- 00:27:04exactly what I learned in that meeting
- 00:27:07with my brother that's what you're
- 00:27:09aiming to do with diagram number three
- 00:27:11you're trying to make this a resource
- 00:27:12for yourself and it will become really
- 00:27:14beneficial as we go into part number two
- 00:27:17of this final stage and that is your
- 00:27:20active free call applications and the
- 00:27:23three that we're going to go in in this
- 00:27:25order are one the blurting method two
- 00:27:28the findan technique and three practice
- 00:27:31test we've just talked about how
- 00:27:33important active recall is and now that
- 00:27:35I'm speaking about I really do think
- 00:27:37that active recall deserves its own
- 00:27:39video so I'll be looking to do that but
- 00:27:41first you're going to start with
- 00:27:42blurting and there's a lot of videos on
- 00:27:45YouTube that will teach you how to do
- 00:27:47this but in terms of a general
- 00:27:49understanding I can give that to you
- 00:27:50right now first you identify what your
- 00:27:54Source material is going to be so that
- 00:27:57could could be your textbook or this
- 00:27:59could be a recorded lecture you're going
- 00:28:01to pick a part of that source that you
- 00:28:03want to learn at the time and then after
- 00:28:08reading the textbook or watching the
- 00:28:10lecture you're going to put that Source
- 00:28:13away you're not going to look at it
- 00:28:15you're going to completely remove it
- 00:28:16you're going to then grab a blank sheet
- 00:28:19of paper and write out everything that
- 00:28:22you can freely recall from your Source
- 00:28:27you'll find that this is really hard
- 00:28:29trying to forcefully retrieve
- 00:28:31information out of your brain is going
- 00:28:34to require deliberate effort but it's
- 00:28:36actually that effort that leads to
- 00:28:39meaningful learning so be patient as you
- 00:28:41go throughout this process practically
- 00:28:43you'll remember certain pieces of
- 00:28:46information and inevitably there will be
- 00:28:49gaps but the amazing part here is that
- 00:28:53because you've gone through the process
- 00:28:55of creating these diagrams you have such
- 00:28:58a good understanding of how the major
- 00:29:01Concepts relate to one another you've
- 00:29:04created so many of these linkages as
- 00:29:07you've learned the material in the first
- 00:29:09place that when you go to fill in the
- 00:29:12gaps a lot of those things will
- 00:29:14naturally start to make sense and so as
- 00:29:18you go throughout this process you'll
- 00:29:20find that you'll actually recall a lot
- 00:29:22more that if you hadn't created any of
- 00:29:24the diagrams if you hadn't gone through
- 00:29:26the previous stage
- 00:29:28you might have remember maybe 10 15%
- 00:29:30your first attempt but actually you'll
- 00:29:32find that you have a really good
- 00:29:33Baseline here you might after attempt
- 00:29:36number one recall
- 00:29:3860% after you go through that process
- 00:29:42you'll open up your Source again and
- 00:29:44make Corrections right you might have
- 00:29:46forgotten some things you might have
- 00:29:47made certain incorrect statements you'll
- 00:29:51fix them and then after you've done that
- 00:29:53and gone through the process of
- 00:29:54correcting it you'll crumble up attempt
- 00:29:56number one that piece of paper and throw
- 00:29:57it out cuz you're not going to use it
- 00:29:58anymore go take a break go do something
- 00:30:00else and then return for attempt number
- 00:30:02two you'll find that attempt number two
- 00:30:05you'll do a lot better you'll probably
- 00:30:07be around 70 75% perhaps and then by the
- 00:30:11time you get into your third attempt
- 00:30:12perhaps you've recalled everything that
- 00:30:14you need to recall maybe you're at close
- 00:30:15to 90 95% once you get to that point
- 00:30:17you're good I think the blurting method
- 00:30:19is a really good starting place for your
- 00:30:21active recall it forces you to try and
- 00:30:25recall freely as much that you possibly
- 00:30:27remember and in doing so you'll have a
- 00:30:30really good indication of again what
- 00:30:32things you're able to readily often
- 00:30:34remember and then some things that you
- 00:30:36still need a little bit of work on after
- 00:30:38you go through that that process you'll
- 00:30:39move into the finement technique as your
- 00:30:42second active recall application and
- 00:30:44this requires you to teach the topic as
- 00:30:46if the person receiving the information
- 00:30:49was someone at the level of fifth grader
- 00:30:52right but where people make a mistake is
- 00:30:55they think that the fing technique is
- 00:30:56all about just simplifying the
- 00:30:58information and although that's a really
- 00:31:00important role just because you
- 00:31:03simplified it doesn't guarantee that one
- 00:31:05it'll be accurate or two that the person
- 00:31:09listening can actually understand it
- 00:31:11right and so there's more to it you're
- 00:31:13probably going to have to reorganize the
- 00:31:16groups and the major Concepts in a way
- 00:31:19that will make more sense to someone
- 00:31:21that is hearing this for the first time
- 00:31:23that might not have any type of
- 00:31:25background in this field and your also
- 00:31:27probably going to need examples and
- 00:31:29analogies and applications or scenarios
- 00:31:31to make it more relevant to that fifth
- 00:31:34grader so perhaps if I'm teaching the
- 00:31:36topic of fashion I'm saying hey you know
- 00:31:38that dance that you got upcoming
- 00:31:40for the winner you want to pick out a
- 00:31:43really good outfit right like this is
- 00:31:45how this is how you should do it you can
- 00:31:47literally create that explanation and
- 00:31:49make it relevant through that
- 00:31:52application and you'll find that you
- 00:31:54will naturally if you do this verbally
- 00:31:56alloud you will hesitate on areas that
- 00:31:58you're weak on right or perhaps you can
- 00:32:01record yourself or have somebody listen
- 00:32:03to you as you do this and they'll give
- 00:32:05you the feedback and they'll tell you
- 00:32:06actually I didn't understand this part
- 00:32:10and perhaps you had an assumption that
- 00:32:11it was an obvious more intuitive element
- 00:32:14that didn't need any more explanation
- 00:32:16but somebody gave you the feedback or
- 00:32:17you listened to your recording and
- 00:32:19thought actually I could have done a
- 00:32:21better job of explaining that that's
- 00:32:22another area of
- 00:32:23weakness and so again the Baseline of
- 00:32:26you starting this because you've gone
- 00:32:28through the previous stages will be very
- 00:32:30high and just a few iterations of this
- 00:32:33you should be really in a good place to
- 00:32:36then start the third application which
- 00:32:38are practice tests and I think that
- 00:32:40practice tests are probably the best
- 00:32:43resource that you can use to narrow down
- 00:32:46what you need to study for your exam
- 00:32:48right because if you can utilize exams
- 00:32:51from past years you have a lot of clues
- 00:32:55in terms of content emphasis in terms of
- 00:32:58perhaps trick questions or things to
- 00:32:59look out for and maybe certain things
- 00:33:01that you don't necessarily need to study
- 00:33:03because it's not on this past Year's
- 00:33:04exams but there's a right way to do
- 00:33:06these practice exams and again I think
- 00:33:08that each of these active recall
- 00:33:10applications deserve their own video and
- 00:33:13now that I'm going through this maybe I
- 00:33:14should do them but I'll tell you what
- 00:33:16you shouldn't do and this is what most
- 00:33:18people do unfortunately is they'll go
- 00:33:21and read the question they'll take a
- 00:33:24guess at it and then read the answer
- 00:33:26immediately
- 00:33:27and then even if it's not necessarily
- 00:33:29identical or exactly what they were
- 00:33:32going to say they just say things along
- 00:33:34the lines of that's good enough or
- 00:33:36that's what I meant but the problem is
- 00:33:40if your teacher is giving you the past
- 00:33:43Year's
- 00:33:44exam it's almost for certain that it's
- 00:33:46not going to be the exact same question
- 00:33:48so if you're not able to understand why
- 00:33:51an answer is correct or why the other
- 00:33:53answers are incorrect then by the time
- 00:33:55that question is reframed on your exam
- 00:33:58you're not going to know how to solve
- 00:33:59them right so as you approach a question
- 00:34:02you should really take the time to
- 00:34:04freely recall put your sources away
- 00:34:06don't look things up right now you've
- 00:34:08done a lot of the learning already so
- 00:34:11here you're trying to review and trying
- 00:34:13to pull the information out of your
- 00:34:15brain and give as exhaustive and answers
- 00:34:17possible you're going to circle the ones
- 00:34:19that you think are right or write out
- 00:34:21the short-ended answers but at the same
- 00:34:23time focus on okay these answers are
- 00:34:26wrong because X Y and Z right you're
- 00:34:29also going to provide those explanations
- 00:34:30thoroughly and if you really really do
- 00:34:33get stuck then you can go into your
- 00:34:34diagram right you can look at your
- 00:34:36diagram and see if that can help you
- 00:34:37answer the question because that's a
- 00:34:39Quee that you've created that's how
- 00:34:41you've learned the material and then at
- 00:34:43the very end if you really have no idea
- 00:34:46how to solve this problem then you can
- 00:34:47go ahead and look at your sources to
- 00:34:50find um a way to exhaustively answer it
- 00:34:53and then you'll remember that answer
- 00:34:55you'll notate it some somewhere so that
- 00:34:57you'll have it for reference in the
- 00:34:59future because obviously that was a
- 00:35:00really big area of weakness for you so
- 00:35:02those three applications of utilizing
- 00:35:05active recall have now made you prepare
- 00:35:08and again these are just a few
- 00:35:10iterations for each of these three
- 00:35:12applications right perhaps you do two
- 00:35:14bluring rounds you do two fan technique
- 00:35:16rounds and then you go through one
- 00:35:18previous year's exam but because you've
- 00:35:20already already learned the information
- 00:35:22properly the first time around because
- 00:35:25you've been able to deeply process
- 00:35:26access the information the first time
- 00:35:29around through all the linkages that
- 00:35:32you've created right through creating
- 00:35:35groups and relating those groups in a
- 00:35:37way that's relevant to you this is where
- 00:35:39you save a lot of your time I promise
- 00:35:41you that with that being said that
- 00:35:43should wrap up all four stages of the
- 00:35:46Learning System but to be honest for me
- 00:35:48personally I definitely believe there
- 00:35:50should be more attention and time spent
- 00:35:52for each of the stages because there's
- 00:35:54so many important nuances that I had to
- 00:35:56overlook due to the time but really the
- 00:35:58purpose of today's video was to Simply
- 00:36:00introduce to all of you the four stages
- 00:36:04and provide you all enough information
- 00:36:06so that one you value each of the stages
- 00:36:09and two you can start applying it right
- 00:36:12away to your own coursework I promise as
- 00:36:15you really grapple with the stages and
- 00:36:19you overcome the initial learning curve
- 00:36:22the benefits will be more than worth it
- 00:36:25you will be getting the best grades
- 00:36:27while studying for a fraction of the
- 00:36:29time so I urge you to try it out
- 00:36:30yourself there's a lot of notable
- 00:36:33mentions here too specifically in
- 00:36:35regards to a revision timetable you
- 00:36:37should be including space repetition in
- 00:36:41or leaving along with optimal breaks and
- 00:36:44including these three things in your
- 00:36:46revision Tim tables are absolutely
- 00:36:48essential so this is more of how do you
- 00:36:50implement the Learning System across the
- 00:36:53span of a term to go into each of those
- 00:36:56will also be really extensive so perhaps
- 00:36:59we'll just save that for another video
- 00:37:01but if you've read the guide to academic
- 00:37:02success you know exactly what I'm
- 00:37:04talking about it's really unfortunate
- 00:37:06that all school does is tell us what to
- 00:37:08learn instead of ever teaching us how to
- 00:37:11learn it but hopefully I was able to do
- 00:37:13that for you in this video or at least
- 00:37:15start the journey for you as you craft
- 00:37:18your own Learning System if you've
- 00:37:20stayed to this part of the video thank
- 00:37:22you so much you're definitely an
- 00:37:23important part of this community
- 00:37:25hopefully you understand understand how
- 00:37:27important this Learning System is for me
- 00:37:29as I've spent the last several years
- 00:37:30trying to teach people how to learn and
- 00:37:34really providing hopefully a little bit
- 00:37:36of guidance to a lot of my fellow
- 00:37:37students and so I've been working on a
- 00:37:40project behind the scenes that hopefully
- 00:37:42will serve as your everyday tool as it
- 00:37:45facilitates this Learning System I'm
- 00:37:47really excited about it I'm not ready
- 00:37:49just yet to announce it but at the very
- 00:37:52least hopefully this video gave you the
- 00:37:53information to start it yourself and in
- 00:37:55the future if if that's something that
- 00:37:57you're interested in I'd be looking
- 00:37:58forward to seeing your thoughts on that
- 00:38:00as well thank you guys so much please
- 00:38:03leave your comments below if you've
- 00:38:04learned anything if you want to ask any
- 00:38:06questions I'd be happy to respond to
- 00:38:08them of course leave a like And
- 00:38:11subscribe until next time take care and
- 00:38:15as always I'll see you at the
- 00:38:19[Music]
- 00:38:25top
- learning system
- effective study
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- active recall
- priming
- in-class notes
- post-class review
- revision
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