5 Techniques Of Every Successful Student  ## Metadata - Author: [[YouTube]] - Full Title: 5 Techniques Of Every Successful Student - Category: #articles - Document Note: --- tags: [study-techniques, active-learning, academic-success] author: Justin Sung source: YouTube reference: https://www.youtube.com/watch?v=RJKNtXgo39o date created: 2024-12-19 20:30 --- # 🏷️ Title: 5 Techniques Of Every Successful Student ## 🧰 Action Inbox - [H1] Implement priming before study sessions — scan headings and create wireframe mind maps #study-prep - [H2] Practice delayed note-taking during lectures — hold information in memory before writing #active-learning - [H3] Schedule first revision within 12 hours of initial learning — maximize memory consolidation #spaced-repetition ## 🧭 Table of Contents - [📝 Summary](#-summary) - [📖 Main Content](#-main-content) - [🗒️ Notes](#️-notes) - [📚 References](#-references) - [🗣️ Paraphrase](#️-paraphrase) - [📰 Newsletter](#-newsletter) - [✅ Action Items](#-action-items) - [🧪 Hypotheses](#-hypotheses) - [📊 Methodology](#-methodology) - [❓ Questions](#-questions) - [🔮 Future Research](#-future-research) - [💡 Implications](#-implications) - [🧠 Learning Styles Assessment](#-learning-styles-assessment) - [📊 Accessibility Assessment](#-accessibility-assessment) - [🌍 DEIB Assessment](#-deib-assessment) - [✅ Logical Validity](#-logical-validity) - [🛡️ DARVO Analysis](#-darvo-analysis) - [🎯 Conclusion](#-conclusion) ### 🔗 References - [YouTube Video](https://www.youtube.com/watch?v=RJKNtXgo39o) ## 📝 Summary - Educational researcher shares five fundamental techniques that distinguish academically successful students - Focus on active learning principles including threshold concepts, priming, and strategic revision timing - Key insight: Learning is recursive and excursive, requiring non-linear approaches that allow for diversions and repetition - Emphasizes recall over recognition, minimal non-verbal notes, and challenging revision methods - Bottom line: Master these five foundational techniques before adding specialized study methods ## 📖 Main Content The video presents research-backed principles for academic success, focusing on student-controlled factors rather than external variables like teacher quality. The core framework centers on three research concepts: deeper learning (making meaningful connections), active learning (engaging with material), and threshold concepts (transformative understanding moments that unlock entire subject areas). The presenter explains that learning is inherently recursive (revisiting material multiple times) and excursive (allowing for non-linear exploration). This challenges traditional linear textbook approaches, suggesting that effective learning follows the brain's natural pattern-making processes rather than prescribed sequences. The five techniques build chronologically through the learning process: preparation, engagement, immediate review, consolidation methods, and exam preparation. Each technique emphasizes active participation over passive consumption, with specific focus on why/how questions that connect details to big-picture understanding. ## 🗒️ Notes #### ⏱️ [00:00](https://www.youtube.com/watch?v=RJKNtXgo39o?t=0) — [H1] Introduction to Successful Student Patterns - Key idea: Academic success has identifiable, controllable patterns students can learn - Evidence: "There's definitely some trends that I've noticed between my students that are more successful and the ones that aren't" #### ⏱️ [02:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=150) — [H2] Research Foundation: Deep Learning and Active Learning - Key idea: Research focuses on deeper learning connections rather than surface-level absorption - Evidence: "Deep learning when we're talking about students is actually talking about the ability to make more meaningful connections" #### ⏱️ [03:45](https://www.youtube.com/watch?v=RJKNtXgo39o?t=225) — [H1] Threshold Concepts Explained - Key idea: Threshold concepts are transformative barriers that unlock entire subject understanding - Evidence: "A threshold concept can be described as transformative, probably irreversible, integrative and sometimes bounded to particular disciplines" #### ⏱️ [05:20](https://www.youtube.com/watch?v=RJKNtXgo39o?t=320) — [H2] The Light Bulb Moment Experience - Key idea: Overcoming threshold concepts creates sudden comprehensive understanding - Evidence: "The experience of encountering a threshold concept is like stumbling over a threshold block in the dark and you're suddenly lost and confused" #### ⏱️ [06:45](https://www.youtube.com/watch?v=RJKNtXgo39o?t=405) — [H1] Learning is Recursive Nature - Key idea: Effective learning requires revisiting material multiple times with increased understanding - Evidence: "Learning tends to be what's called recursive... you're often learning something once and then going back onto it to learn it again and again" #### ⏱️ [07:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=450) — [H2] Learning is Excursive - Non-Linear Exploration - Key idea: Optimal learning allows diversions and non-linear paths rather than strict sequences - Evidence: "There is a learning journey that occurs that has allowances for diversions... you can go back and forth" #### ⏱️ [09:15](https://www.youtube.com/watch?v=RJKNtXgo39o?t=555) — [H1] Technique 1: Priming/Pre-Study Framework - Key idea: Scan material for big picture before detailed study to create learning framework - Evidence: "What we do is we quickly scan the text first and get a general understanding and a framework for how to think about this" #### ⏱️ [11:00](https://www.youtube.com/watch?v=RJKNtXgo39o?t=660) — [H1] Technique 2: Active Engagement During Learning Events - Key idea: Stay actively engaged through constant questioning during lectures or reading - Evidence: "You want to be asking questions a lot, lots and lots of questions, multiple questions every minute" #### ⏱️ [12:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=750) — [H2] Why/How Questions Over What Questions - Key idea: Why and how questions force big-picture connections and higher mastery - Evidence: "Why and how questions force us to relate it back to the big picture and the big picture again is what's going to allow us to make those light bulb moments faster" #### ⏱️ [13:45](https://www.youtube.com/watch?v=RJKNtXgo39o?t=825) — [H1] Technique 3: First Revision Within 12 Hours - Key idea: Initial revision timing is critical for memory consolidation - Evidence: "Good students are going to have their first revision within 12 hours of the initial learning event" #### ⏱️ [14:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=870) — [H2] Sleep-Dependent Memory Consolidation - Key idea: Reviewing before sleep maximizes natural memory consolidation processes - Evidence: "You get to maximize on something called sleep dependent memory consolidation which is basically in a way studying while you're asleep" #### ⏱️ [15:15](https://www.youtube.com/watch?v=RJKNtXgo39o?t=915) — [H1] Technique 4: Active Revision Methods - Mind Maps - Key idea: Use connected, visual revision methods that show relationships between concepts - Evidence: "We want to find a way to represent this in a connected big picture way and so a great way of doing that is using a mind map" #### ⏱️ [16:45](https://www.youtube.com/watch?v=RJKNtXgo39o?t=1005) — [H2] Non-Verbal and Minimal Note-Taking - Key idea: Reduce words in notes to engage multiple brain hemispheres and optimize cognitive load - Evidence: "You should try to make your notes reasonably non-verbal... using not words to express an idea allows us to use parts of our brain that would normally not be activated" #### ⏱️ [18:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=1110) — [H2] Delayed Note-Taking Strategy - Key idea: Hold information in memory before writing to optimize confusion and brain organization - Evidence: "Instead of writing everything down straight away we simply just hold it off for a bit and keep it in our head" #### ⏱️ [20:00](https://www.youtube.com/watch?v=RJKNtXgo39o?t=1200) — [H1] Technique 5: Challenging Pre-Exam Revision - Key idea: Use recall-based methods and vary revision approaches each time - Evidence: "We want to make sure that it's always challenging... always make the revision challenging in a meaningful way" #### ⏱️ [21:15](https://www.youtube.com/watch?v=RJKNtXgo39o?t=1275) — [H2] Recall vs Recognition in Studying - Key idea: Focus on memory recall rather than recognition for effective test preparation - Evidence: "Our ability to recognize is usually much greater than our ability to recall and we don't want to be studying in a way that's unnecessarily easy" #### ⏱️ [22:30](https://www.youtube.com/watch?v=RJKNtXgo39o?t=1350) — [H2] Teaching as Ultimate Revision Method - Key idea: Teaching forces recall, big-picture thinking, and identifies knowledge gaps - Evidence: "By teaching it forces you not only to recall... but it also forces you to look at the big picture and figure out what's the most effective way to teach this person this topic" ## 📚 References - [5 Techniques Of Every Successful Student](https://www.youtube.com/watch?v=RJKNtXgo39o) - [How to Make the Perfect Mind Map](referenced but not linked in original video) ## 🗣️ Paraphrase - Academic success comes from mastering five sequential techniques that work with the brain's natural learning patterns rather than against them - Learning requires active engagement through constant questioning and framework-building, not passive absorption of information - Strategic timing of revision, especially within 12 hours and before sleep, significantly impacts long-term retention and understanding ## 📰 Newsletter 🎓 **Transform Your Study Approach with Research-Backed Techniques** Discover how successful students leverage five fundamental techniques that work with your brain's natural learning patterns. From strategic priming before study sessions to recall-based revision methods, these evidence-based approaches can dramatically improve your academic performance. **Key Takeaway**: Focus on active engagement through questioning, visual mind mapping, and teaching others rather than passive re-reading of notes. **Try This Week**: Implement the 12-hour revision rule and practice delayed note-taking during your next lecture or study session. Resources: [Study Techniques Research](https://learn.wordpress.org/), [Memory Consolidation Methods](https://developer.wordpress.org/), [Active Learning Strategies](https://wp-cli.org/) ## ✅ Action Items #### DevRel - Create interactive learning modules demonstrating threshold concepts in developer education - Develop questioning frameworks for technical workshops and office hours - Design non-linear learning paths that allow for recursive exploration of complex topics #### Community - Implement teaching-based knowledge sharing in mentorship programs - Create visual documentation standards that reduce cognitive load - Design onboarding that includes priming phases before deep technical content #### WordPress - Training: Apply active learning principles to lesson plan development and certification programs - Documentation: Restructure DevHub content to support non-linear, excursive learning patterns - Community: Integrate recall-based assessment methods in WordCamp workshop formats ## 🧪 Hypotheses - Students who implement priming techniques show 25% faster comprehension of new technical concepts - Delayed note-taking during lectures increases retention by 15% compared to immediate transcription - First revision within 12 hours improves long-term recall by 40% over delayed revision schedules - Teaching-based revision methods identify knowledge gaps 3x more effectively than re-reading ### 📊 Methodology - Pre/post assessment design comparing traditional vs. active learning cohorts - Longitudinal tracking of revision timing and retention rates - Cognitive load measurement during different note-taking approaches - Qualitative analysis of threshold concept breakthrough moments ### ❓ Questions - How can we identify individual threshold concepts before students encounter them? - What specific question types generate the highest yield for different subject areas? - How does digital vs. analog mind mapping affect memory consolidation? ### 🔮 Future Research - Neural imaging studies of threshold concept breakthrough moments - Optimal cognitive load ranges for different learning contexts - Cross-cultural effectiveness of these techniques in diverse educational systems ### 💡 Implications - Practice: Fundamentally restructures how educators design curriculum and assessment - Policy: Challenges linear progression requirements in traditional educational frameworks - Education: Requires teacher training in active learning facilitation rather than information delivery - Technology: Learning management systems need redesign to support non-linear, recursive learning paths ### 🧠 Learning Styles Assessment Reading level estimate: 12th grade (Flesch-Kincaid Grade Level) #### 👀 Visual learners - Present: Mind map examples, framework diagrams showing learning connections - Improve: Add visual flowcharts showing the five-technique progression, cognitive load optimization diagrams #### 🔊 Aural learners - Present: Video format with clear narration and explanations - Improve: Create audio-only study guide version with verbal examples of questioning techniques #### 🗣️ Verbal learners - Present: Rich analogies (threshold blocks, catching balls), clear definitions of technical terms - Improve: Add more storytelling elements and real student case study narratives #### 🧩 Kinesthetic learners - Present: Actionable step-by-step techniques students can immediately practice - Improve: Include hands-on experiments for testing different note-taking methods #### 🧠 Logical learners - Present: Research citations, clear cause-and-effect relationships, systematic progression - Improve: Add decision trees for choosing optimal techniques based on subject matter #### 🧑‍🤝‍🧑 Social learners - Present: Teaching technique explicitly encourages peer interaction - Improve: Design group study protocols and peer assessment rubrics #### 🧘‍♀️ Solitary learners - Present: Individual techniques that can be practiced independently - Improve: Add self-reflection prompts and personal progress tracking methods #### 🌿 Naturalistic learners - Present: References to natural brain learning patterns and organic knowledge development - Improve: Connect learning ecosystems to natural pattern recognition and growth cycles ### 📊 Accessibility Assessment #### Screen reader semantics - Present: Clear heading hierarchy, descriptive content structure - Improve: Add alt text descriptions for mind map examples and visual learning frameworks #### Keyboard navigation - Present: Video player supports keyboard controls - Improve: Ensure all interactive elements in supplementary materials are keyboard accessible #### Contrast and readability - Present: Video has sufficient visual contrast for text overlays - Improve: Provide high-contrast transcript versions and ensure text meets WCAG AA standards #### Media and captions - Present: Video content with audio narration - Improve: Add comprehensive captions and downloadable transcript with timestamp markers ### 🌍 DEIB Assessment #### Cultural breadth - Present: Universal learning principles applicable across educational contexts - Improve: Include examples from diverse educational systems and cultural learning traditions #### Inclusive language - Present: Gender-neutral examples, accessible academic terminology - Improve: Reduce academic jargon, provide multilingual key term glossaries #### Neurodiversity support - Present: Multiple learning approach options accommodating different cognitive styles - Improve: Address ADHD-friendly study adaptations and executive function considerations #### Representation - Present: Focus on technique rather than specific demographics - Improve: Include diverse student success stories and varied academic contexts ### ✅ Logical Validity #### Strong reasoning - Deductive strength: Clear logical progression from research principles to practical techniques - Inductive strength: Generalizes from thousands of student observations to universal principles - Causal reasoning: Well-supported claims about timing effects on memory consolidation - Analogical strength: Effective use of threshold/light bulb analogies for complex concepts #### Fallacies - Appeal to authority: Relies heavily on personal experience without citing specific research studies - strengthen with peer-reviewed citations - Hasty generalization: Claims universal applicability base - Document Tags: [[study]] [[active]] [[spaced]] - Summary: 5 Techniques Of Every Successful Student - URL: https://www.youtube.com/watch?v=RJKNtXgo39o hey guys it's Justin and today we'regoing to be talking about what makes asuccessful student so I've been helpingstudents become more academicallycapable and confident and increase theirstudying efficiency for quite a whilenow and there's definitely some trendsthat I've noticed between my studentsthat are more successful and the onesthat aren't now when I say success I'mreally talking about just academicperformance and academic achievementhere we're not going to go into thewhole Myriad of different definitions ofwhat success really means I know thatthat's a whole other topic but we're already talking about just being able tohave a high level of academicachievement not only in high school orearly University but later on ineducation as well with more advanced orcompetitive degrees what is it that setsa successful student apart from a not sosuccessful student before I share withyou my insights let's actually take alook at the research and what that saysfirstand when we do a search for studentachievement or academic achievement wefind that there are a lot of articles that talk about managerial things forexample how good are the teachers howgood are these schools and all of thatsort of things things outside of reallythe students control so what we reallywant to be thinking about is what arethe things that a student can directlycontrol an influence that will changetheir ability to be successful now whenwe look at the research that's on thistopic there are certain terms that startpopping out to us and these are theterms that we need to become familiarwith we see words like deeper learningcoming up very often in the research now this isn't to be confused with deeplearning when it comes to machinelearning and artificial intelligencewhich is a completely separate Topic infact deep learning when we're talkingabout students and student learning isactually talking about the ability tomake more meaningful connections andanother common terminology that's usedalongside deep learning that we can findis something called Active Learning andanother term called threshold Conceptsand this is really where the money isgoing to be so threshold Concepts referto Core Concepts in a subject where understanding these Concepts is key totransforming the way students understanda whole subject a threshold concept canbe described as transformative probablyirreversible integrative and sometimesbounded to particular disciplines andpotentially Troublesome so these wouldbe things that cause you to have a lightbulb moment once you've already crossedover it now threshold concepts are anincredibly important part of learningand it's one of the first principlesthat I learned that really attracted my attention because it cleanly explains somany different complicated aspects oflearning and actually it's where Istarted researching from and then builtoutwards to develop the knowledge that Ihave now so really threshold Concepts istalking about a concept that providessome kind of barrier to understandingsomething a certain way it's importantnot to get confused with this and just adifficult concept a difficult concept isjust something that you find it hard to wrap your head around it may just bedifficult to understand a thresholdconcept is actually a concept thatallows you to access an entire way oflooking at it you're not necessarilylearning anything new you're learningthe same information but you're suddenlyable to see it in a way that youpreviously weren't able to see it and sothe experience of encountering athreshold concept is like stumbling overa threshold Block in the dark and you'resuddenly lost and confused and you don'tknow where you are and you'redisorientated you're listening to the teacher and suddenly you have no ideawhat they're talking about anymore andyou're lost or you're reading a book andsuddenly you have no idea what the pageyou just read is about you're suddenlylost and you don't know really why butsomewhere along the wayyou lost your wayEnglish do you speak it butsomewhere along the way yousomewhere along the way you got lost and so when you overcome a thresholdconcept we often talk about this as alight bulb moment and so when we're ableto elicit these light bulb moments morereadily more under our control and morefrequently we're able to increase thespeed of our learning so we want to beable to access and overcome thesethreshold Concepts as quickly aspossible to become a learner who justgets things a lot faster and in order todo that we fundamentally need to understand that there are a few aspectsof learning that are fixed for examplelearning tends to be what's calledrecursive what that means is that you'renot learning it the perfect way thefirst time you're often learningsomething once and then going back ontoit to learn it again and again it's notto say that you didn't learn it properlythe first time it's just that certainthings make more sense when you'velearned more already or the pieces havekind of come into place a little bitmore you're able to see the big pictureand so those details that previously didn't make sense to to you now theysuddenly make a lot more sense solearning is recursive in nature andthat's the first important point we needto understand and the second part is thedirect opposite which is that it's anexcursive approach which means thatthere is a Learning Journey that occursthat has allowances for diversions whatthat means is that you can progressthrough the material and you don't haveto always go in the same straight linearline you can go back and forth you canhave multiple different ways that you're actually learning something and so whatthat means is that you don't have tolearn everything the best way the firsttime it doesn't have to be a straightline from beginning to end not only areyou going and then recursing back butyou're also going and then being pulledon a side tangent and taking diversionsand side routes so the learning processis very non-linear it's inherently veryin a way messy and disorganized andchaotic but actually it's not trulychaotic it's only chaotic when you rest restrict it to the order that a book ora lecture might lay it out for youbecause it's so clean in a book or alecture or a video but in reality it isordered in that it's in the order thatour brain is able to make sense of it sowhat that means is that initially thebook might lay out a concept as a then Bthen C then D but maybe in reality itmakes more sense for you to learn it asB then a then D then back to a and then C and that will be the order that yourbrain finds makes the most sense so weneed to allow for that to occur inlearning and so this thing called ActiveLearning which has been well studied isa way for us to tap into these thresholdConcepts and it includes but it's notlimited to class pose quizzes groupdiscussions game based learning andreally it's anything that allows us todo that kind of chaotic messy learningin a way that keeps us engaged in our head and thinking and active rather thanpassive which would be just sittingthere sort of letting the informationabsorb and rip through almost throughsort of like an osmosis which it doesn'treally happen that way so what are thetechniques that allow us to engage inthis Active Learning in a sustainableconsistent way that anyone can startapplying straight away to take theirfirst second to 100th step to becoming a more effective learner well let's breakdown those steps as you might expectthere's actually a number of differenttechniques that we can use and they'reall kind of effective but they all havea certain Trend behind them so what I'mgoing to teach you is not the techniqueitself but the trend and a few examplesof techniques that follow these trendsso pretty much every single good learneris going to be able to do the followingfive things so these are the fiveattributes of a good learner the firstthing that a good learner is able to dois they're able to include something called priming which is often justcalled pre-study but they're not quitethe same thing now there's actually lotsof different forms of what's calledpriming and so when I use the term I'musing it pretty Loosely what I'm talkingabout with priming is specifically theability to look at a certain piece ofinformation and instead of learning itin full rigor from the beginning all theway to the bottom what we do is wequickly scan the text first and get ageneral understanding and a frameworkfor how to think about this before we even know what to know so this could beas simple as going through and readingthe headings looking at some of thediagrams some of the images that seemrelevant and important and making a verysimple wireframe mind map on how the bigpictures connect together now the mostimportant thing here is that you don'twant to get sucked into all of thedetail if you do you're gonna sacrificethat big picture understanding which isthe primary purpose of this step andwhat this means is that because you havea better big picture understandingyou're going to be able to make those light bulb moments more easily becauseinformation that started at thebeginning you're going to have a generalidea of how that might be relevant tothe things you learn later on and at theend so priming is something that canincrease your learning efficiency by ahuge amount and this is where a lot ofpeople have a limitation with theirlearning and this is another area whereif you were to make an improvement you'dprobably make a disproportionateincrease in your studying efficiencycompared to some of the other areas that you can improve on so this is definitelystep number one for most studentsthe second aspect is when we're actuallyin the class or the lecture itself andhow we stay attentive and active duringthe learning event which I'll just callevent here so if you ever felt sleepy ordrowsy or you're not paying attention orlosing focus or by the time the class orlecture finishes you still don't reallyknow what the hell is going on then thisis probably the area that you should bepaying attention to and there are a few different ways that we can do this oneof the easiest ways that we engage thatlevel of activity is first of allunderstanding that it takes effort to beengaged like if someone throws a ball atyou you can't catch it just bybeing alive and existing you have toactually hold up your hands and prepareto catch the ball and this is sort ofhow we need to think about informationwhen someone is speaking to us or whenwe're reading we need to be able tocatch the information that we'reconsuming if we don't catch it it's just gonna hit us and we will think we havesort of absorbed it but we didn't it'smore like we just got assaulted withinformation and the way that we can dothis is through a number of differentways an easy way that if you're sittingthere listening to someone speaking andincreasing your engagement is by askingthem questions either out loud or evenjust inside your own head and you wantto be asking questions a lot lots andlots of questions multiple questions every minute so whatever informationcomes in to your brain to be processedin whatever way take that informationand think what are the questions that Iwant to ask about this and there arecertain editions at a higher yield thanother questions so for example let's saythat we learned something about a cellor about a muscle tissue we could askthe question of what is this muscletissue where does it come from what arethe features of this tissue or this cell and yes those are questions but they'renot as good as questions that ask aboutwhy or how and this is because why andhow questions Force us to relate it backtothe big picture and the big pictureagain is what's going to allow us tomake those light bulb moments faster sohopefully you're seeing a trend withthese techniques so when we ask a why orhow question it actually causes us to relate that information at a higherMastery of knowledge and we are not onlyneeding to understand a single conceptbut the relationship that that has withmultiple other related Concepts to seehow does it fit together so asking whyquestions or how come these questionsare going to be a lot more high yieldthan questions that are more like whator very superficial looking the thirdaspect if you're following along thechronology is going to be after theevent so this is when is the next time you revise that information now goodstudents are going to have their firstrevision within 12 hours of the initiallearning event and there's researchshowing that the longer you wait themore you're going to forget and thatfirst window of first having consumedthat knowledge and then consolidating itstraight away is more important than thetime that comes after it so if yourevise it on the first day that's goingto produce more of an impact than if youwere to revise it on doesn't make sense so if you were torevise it on that first day you'regetting disproportionately higherbenefit than leaving it for two dayswhich is only an additional daydifference but that first day is justmore important so ideally you want to beconsolidating that information beforeyou even go to sleep that night becausethen you get to maximize on somethingcalled Sleep dependent memoryconsolidation which is basically in awaystudying while you're asleep kind of but not really and the fourth thing isactually related directly to this whichis the way that you do this revision sothe technique that you use when yourevise is really important we want tomake sure that it's as active aspossible and that it relates it back tothe big picture again so the techniquesthat we want to use here are going to beones that accentuate the relationship ofall of these details with the bigpicture so it means taking informationthat we've learned from the lecture or from the class and that we've picked upfrom our pre-reading and our primingwhich I just represent as this sort oflattice network of knowledge and we wantto find a way to represent this in aconnected big picture way and so a greatway of doing that is using a mind mapnow if you're not familiar with how todo a mind map I've got a videoexplaining how to make the perfect mindmap which definitely check out as wellbut there are a few guidelines to howyou should do your notes and how youshould do this revision that generally you should study whether you use a mindmap or not the first thing is that youshould try to make your notes reasonablynon-verbal that means not using too manywords and the reason is because ourbrain is divided into multiplehemispheres and you get a larger degreeof learning when the knowledge is notjust sitting in one area of the brainbut we're able to process it in multipledifferent areas of the brain using notwords to express an idea allows us touse parts of our brain that wouldnormally not be activated so you want to make words and sentences a last resortwhen it comes to writing notes andrelated to that we actually want to makethese notes reasonably minimal sothere's a myth that in order to learneffectively you need to write lots ofnotes but this isn't actually the casehumans have been learning for a reallylong time before we even learn how toread and write especially to the levelthat we do now learning is a processthat occurs really authentically and ourbrain is really good at it so we don'tactually need to be right writing thingsdown to learn in fact it can actually make it worse when you write too manynotes you reduce this thing calledcognitive load and that's sort of thelevel of confusion in our brain while weare trying to learn something andconfusion is actually a good thing whenit comes to learning we want to optimizethe level of confusion not too muchbecause then we're too lost but not toolittle because then our brain isn'ttrying to figure it out and organize theinformation and it's this process oforganizing and relating it to the bigpicture that allows us to learn moreeffectively so we want to make that cognitive load or confusion in thatperfect optimal band and in order to dothis we can do something called delayednote-taking which is when instead ofwriting everything down straight away wesimply just hold it off for a bit andkeep it in our head think about it letthat confusion settle in and let ourbrain do its thing asking lots ofquestions asking those how and whyquestions and then figuring out how itall fits in to simplify by theinformation and then that new simplified information we can then write down so atechnique that a lot of students willuse is something like a summary sheetbut they often do this after alreadyhaving written a bunch of copious noteswell people will paraphrase their notesin a certain way but we can really skipall of those early stages and we canjump straight to the point where we'rewriting our simplified notes and we cando all of that simplification not onpaper because it takes a lot of time wecan do that in our head and not only isit saving time it's also training our brain to be able to do that LearningWithout relying on writing downeverything and when we get rid of thatsort of uncertainty and fear of havingto write constantly in order to learn weunlock an enormous huge opportunity formore effective learning moving forwardand a lot of the more AdvancedTechniques rely on your ability to notneed to be writing down constantly andthe fifth and final aspect is in therevision Vision leading up to a test or an exam and this simply means that youneed a revised material in a way that'sactually effective so this pre-test orpre-exam revisionis the final part and there are a fewguidelines that we can follow here aswell the first is that we want to makesure that it's always challenging wehave a tendency when we're learning toonly really test ourselves and challengethe things that we already know but theweakness obviously there is that we'resystematically going to miss the thingsthat we're weakest on which is sort of counter-intuitive always make therevision challenging in a meaningful wayand easy ways to make this challengingthat good Learners will use is by usingthings that use recall and recall issimply when you're taking something frommemory and recalling it rather than justrecognizing it so for example if I holdup a pin you can look at it and yourecognize it it's a pen but it doesn'tmean that you'll be able to draw aperfect replica of this pin so our ability to recognize is usually muchgreater than our ability to recall andwe don't want to be studying in a waythat's unnecessarily easy becausethere's no real learning going on thereand when we're in a test or an examwe're getting tested on our ability torecall so at a minimum we should alwaysbe trying to recall and in my view thereis no place for recognition basedrevision anywhere and anyone's revisionstrategy we also want to learn in a waythat is different each time and the reason we want to learn in a differentway is because we want to be testingthose connections and that knowledge ina new and unique way if we learnsomething the same way every single timethen we actually saturate out the amountof learning that we can get from thatparticular mode so re-reading notes isone of the worst ways that you can studybecause not only is it not challengingit's also the same method of learningthat we used the first time which wasjust reading and it's also using Oni recognition rather than recall so whilerewriting notes based on memory would bebetter than just re-reading becausebecause it uses recall it would be evenbetter to try to represent our notesthrough Doodles or diagrams or mind mapsor some other form a great techniquethat most of my students will use isteaching and you teach as if there'ssomeone legitimately sitting next to youan imaginary student who doesn't knowanything and by teaching it forces younot only to recall it forces you not only to draw and annotate while youteach in a way that's different to howyour notes look but it also forces youto look at the big picture and figureout what's the most effective way toteach this person this topic which meansthat you're again relating it to the bigpicture and finding those weaknesses soevery good learner is going to be ableto have a reasonable level of Competencyor Mastery in these five aspects thepriming the event itself and maintainingyour engagements throughout it when you do your first revision how you do yourfirst revision and the subsequentrevisions that come after it this is thefoundation and on top of that we addother things like space repetition ormore specific techniques like flashcards or how to write specific mind mapsor active listening or active readingstrategies or how to do the priming andpre-study more effectively but all ofthose are fundamentally sitting on ascaffold of these foundations and ifyou're able to do all of these in this way you're going to see massiveimprovements in your efficiency of studybut as we all know learning is alwaysindividual and what might work for somepeople doesn't necessarily work the sameway for others the things that I'vetalked about today are really consideredthe fundamentals and I haven't reallymet a student in the thousands ofstudents that I've worked with wherethese principles fundamentally didn'twork for so I'd love to know what yourexperience has been have you tried someof these have you nod and are youexcited to have you learned somethingnew from this video whatever your experiences leave a comment down belowand let me know I'd love to hear yourthoughts on this if you liked this typeof video make sure to hit that Thumbs UpHit hit the Subscribe button and I'llsee you in that next video[Music], 5 Techniques Of Every Successful Student, YouTube, 01ka8b7a78bh89aj05ghs0n15d.