Learn More From Every Paragraph | Active Reading Example
ฝัง
- เผยแพร่เมื่อ 19 มิ.ย. 2024
- Reading is about more than just decoding the words and sentences. It's about thinking and reasoning and truly engaging with the material. Here is an example of a more active reading approach.
0:00 The paragraph in question
1:20 Some ways to approach learning from this paragraph
2:08 How I read it
5:17 What does reading something actually mean?
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Here's the video I plug at the end: What Speed readers won’t tell you - • What Speed Readers Won...
Here is the book that I took the paragraph from: Emling, S. (2009). The fossil hunter: dinosaurs, evolution, and the woman whose discoveries changed the world. St. Martin's Press. bookshop.org/a/91541/97802301... (I am a bookshop.org affiliate, which means I get small commission if you purchase through this link.)
I should say that there is more to good reading than what I have outlined in the video, but at least it demonstrates some basics.
For a concise summary of what good readers do, check out the first page of the following article: Duke, N. K., & Pearson, P. D. (2009). Effective practices for developing reading comprehension. Journal of education, 189(1-2), 107-122. asset-pdf.scinapse.io/prod/45...
Happy reading!
My sincere apologies for the bad audio...😔 I'm going to leave the video up for now, but am working on fixing the problem for future videos. Thanks for understanding.
Man The perfect content that you provide covers any negativity on the sidelines, even if you are filming with a Nokia phone, just continue with this content please
@@bakeral-sheyab546 I second this comment.
is that those screeches? i thought it was my device lol
I'm not sure if TH-cam has an audio fixer tool. Look for "pop and hiss" or "low pass" filter. For sure TH-cam will let you replace the audio track so at the very least you have the option of fixing it offline and uploading the fixed audio?
No way video sound and clear to me. Thanks for the wonderful lesson
I find myself usually having to draw something in order to understand it. Like seeing it visually and connecting it with actual arrows or lines like you did here helps me massively. Thanks for the video!
Definitely - that's a good way.
Yeah, mind Map is good to show relationships
Try the book: MindMap Mastery by Tony Buzan. He is the creator of mindmaps.
@@belsheikh Please.. mind maps were a thing human didn’t even invent agriculture 😂 creator of mind maps 😂😂
@@lucienkennedy1997i think rather he’s saying the modern idea of a mind map. i’m not an expert on mind maps but i’m sure there are many interpretations on mind maps and it’s just that his is the most widely used contemporary interpretation.
Honestly I really believe that this channel should be promoted in schools and universities. All your videos are sooooo interesting.
Greetings from France.
Bonjour!
I won't complain if my channel is promoted! I agree that schools could serve their students very well if they spent time teaching students effective study methods and the basics of how learning works more generally. It has the potential to accelerate learning in all subjects. Sadly, often courses labeled as teaching "study skills" end up replicating some of the ineffective practices and wrong-headed ideas embedded in the educational system.
Actually I believe this channel is so good that I want to keep this rare gem as long as possible for myself.
@@lucienkennedy1997Yeah if everybody becomes a great learner, then nobody is a great learner, then I have to bend over at work more etc
@@benjaminkeep teacher from the UK here 👋 I do! Been huge to getting students on board and make huge progress. Amazing content Ben, thanks so much for the engaging, clear, FREE and science backed strategies.
As a person seeking to learn the effective way, I find this extremely useful, especially on the example part. Would love to learn more about profound reading skills from you. Anyway, I find your content really practical. Appreciate alot!
I usually read by asking "how is this paragraph relevant to the past info", and usually I get to understand the flow better, making the next paragraphs more predictable, simpler, and understandable
I think i found the layering example we were discussing abt and what you described as "study decisions (like what to read next) to be guided by judgments of prior learning and knowledge"
Constructing the 1st layer(timeline of kings)+adding background details that explain the timeline!
It was really surprising to see in the end how you extracted relevant bits from the para to present a beautiful timeline which is much easier to remember than the boring paragraph with isolated information!
Thank you!!! This was a very detailed example. I really like the way you structure your videos.
Thank you for this video! I have always had challenges doing "deep reading". It seems like it would take a long time to draw out my thoughts like you do, but it seems like such a nice idea to draw out a timeline.
I will try to read deeply from now on as you have shown that speed reading is not good for comprehension in your previous video.Thank you for making this video.
Brilliant. Helpful. Inspiring. I’ll watch it with my daughter.
Very good video. Not only, do we see by the example, how much effective this type of learning is. Everything becomes connected and we create a common story.
This makes it much more easy to remember and also makes it much more interesting and triggers our minds and creativity when we try to fill out the gaps about what is not said and trying to understand precisely the implications of what is said.
How amazing the thinking processing you shared in the video. This one is a simple basically approach to reading but we forget it now, the digital age.
Great video, I started seeing your videos with the Justing Sung responde and now I am seeing all your videos, so much knowledge and it's been helping me a lot
This video is very helpful. It has really made me rethink how I read! Thank you.
Well, I figured I owed you something after all these years...😁
Good idea to put information in a timeline! Makes understanding easier.
The basic how's of active reading are 1) question first, then read and or 2) ultimately connecting background information (Sung would call it prior knowledge) with the reading information, and synthesizing a more contextualized and more in-depth set of information. Love it!
Just that I wonder if there's something going on in the mic or the editing software that affects the audio and the creating temporal artifacts/large sound squeaks? It's kinda distracting, honestly.
Ugh... I'm so sorry for the bad audio. THANK YOU for letting me know. I had this problem with the last video, too and spent two days trying to fix it. Thought I had solved the problem, but apparently not. The audio artifacts appear only after export. I'll fix it before the next upload.
For the text mentioning Kensington palace, these are the questions I would identify:
1. Where is Kensington (Locate it on the map), When was the city founded...
2. When was the palace built, what architecture does it follow, who built it, what materials did it use...
I can identify questions based on what I want to focus on. I can replace architecture with the economic depression if I prefer.
Do you see any problems with this approach?
Been watching your videos quite a lot recently, good information presented really well.
Did you used to be a lawyer? What made you do the switch? How did you get into cognitive science?
Nois. Keep'em coming King!
This is a great channel! Tahnk you so much. I really would like to know if you prefere going all on Paper vs digital.
Very interesting!!! Keep goin!!!
Thanks for your content! To my shame I always thought Justin Sung is the only Creator on youtube who gives a deep, scince based understanding of learning and tips on how to study that actually work. I was wrong! Your Channel is great and I love your content! Although Im already doing Justing Sung's i can study course (just at the beginning. And its really hard..), your videos are a really good addition and bring some new good insights and also good examples! Thanks for your content! Keep up the work! I have liked and subscriped! :)
Really appreciate the support!
How are you finding the course? Wondering if it's worth doing or to stick to free videos on YT
@@jesselam5867 It depends. If you are already doing pretty goodthan you probably won't need it. The course offers really MUCH content and I mean really MUCH! The whole System of i can study is very hard to learn (at least for me) and it takes a lot of discipline. You dont just learn how to study but also a big part of it is to self reflect and get over procrastination. (In short: self management) So you are learning pretty good techniques it takes really much practice and Im sure there are a lot of students (thats just my assumption) that drop out in the middle of the course where it gets really hard. So if you want to learn a really advanced study system and you are willing to put a lot of work in it - go for it! But keep in mind that it will take a long time! (Im talking about months to years - depending on yourself but for most people i guess at least a year if they dont drop out)
So in short: Very good content, very much content but also very hard to learn and use the whole system. Takes a very long time. (Especially because you need sometimes much feedback and to get feedback takes sometimes too much time)
Hope it helped! :)
And keep in mind that this is just my opinion. Other members of the course may have an other opinion! :)
@@0Aidan0Lynch0s it really that hard after 1 month? I was planning buy 4 month time period deal, should I go for 1 year?
@@Avi-tq6fdThey said in the course that even Top Phd Students who are already pretty good learners needed 4 to 6 months to truly learn the whole System. So I would suggest the 1 year plan in generell :)
That was great and these active reading strategies are really very underestimated and underappreciated
Actually it´s good to know which part of the textbook etc. is important and most likely to being tested
and then read that part deeply
faster reading without applying speed reading
Great work Dr Keep! Would love to see some practical advice on how to apply cognitive load theory in something like this - I feel as though I see a lot of information on “cognitive load” but a lot of it seems observational rather than truly applicable - if someone does well, they’re managing their cognitive load. If you finish studying and realise you weren’t focusing, the problem might have been you didn’t have a high enough load. That said, how useful do you think load theory is proactively, is it worth thinking about going into a study session? Would love to get your thoughts on this!
You have put your finger on one of the major issues with cognitive load theory: it's extremely easy to use it as a post-hoc explanation and that explanation is stubbornly resistant to meaningful testing.
The idea that we have attention limitations and working memory limitations and that we are better off focusing our attention and working memory on activities that facilitate learning rather than those that don't is essentially true. Or at least, I think the evidence is extremely strong that it is true. Cognitive load theory, which traditionally posits three kinds of load (germane, intrinsic, and extraneous), has various methodological and theoretical shortcomings, even though it has been a fertile research area. To give you some idea of the challenges, consider how you might measure each of these different kinds of load. In many cases, it's a single question measuring overall cognitive effort (self-reported), which gives you one decent measure of the total load, but doesn't tell you much about the others. One theoretical shortcoming that's become obvious over the years is that intrinsic load depends on what the person knows beforehand, so it's not an invariant characteristic of the material. There are other issues excellently discussed in this piece, if you're interested:
de Jong, T. (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science, 38(2), 105-134. doi.org/10.1007/s11251-009-9110-0
Personally, I find cognitive load theory to be far more helpful to teachers than to students. In designing presentations and many kinds of learning activities you need to think about what is really going to drive learning forward and what is going to be "extraneous". And there are various obvious drains on attention or working memory that are unrelated to learning the core skill.
From the student's perspective, cognitive load is less helpful. I think good students have a keen sense for when they are getting confused or overwhelmed (which is a sign of cognitive load) and slow down or recalibrate or do something to - in essence - reduce load to manageable levels. But telling people about cognitive load doesn't really help them with this: it's a meta-cognitive (specifically, monitoring) issue. Helping students to notice the "cognitive overload feeling" and giving them practice using specific steps to manage it is probably a more productive angle. I definitely don't think that thinking about cognitive load going into a study session is all that helpful. Rather, you should be monitoring your understanding of the material as you study and make decisions about what to do based on that monitoring process.
The de Jong piece referenced above also discusses some interesting experiments where students who have control over the pace of presentation and can go backward and forward "manage" their load to tackle things that might present cognitive overload in a setting where they didn't have as much control.
No solo educativo, también interactivo y divertido, el interés aflora fácilmente cuando se perciben los contextos de esta manera, ya que para investigar de esta manera en primero lugar debe surgir el interés, esa impresión de interés realmente hace durar mucho más la información, no se siente vacía o hueca!
Crees que aunque sea mas lento se deberia llevar este tipo de lectura o solo en cierto tipo de textos?
Your content is amazing. Could you give some books recommendations about how to better read? I really want to learn more about it and recommendations from a highly educated person in this area would have a great value to me
I.... don't actually. The best book I know is "How to Read a Book" by Charles Van Doren. It's a bit dated, but it could be eye-opening if you've never read it before. I'm not sure if I agree with all the recommendations (and obviously it depends on your goals for reading), but you might take a look.
I love the fact that you mention to link ideas that you already know. Most of the time I write questions in the margins but never expand on them. What other methods would you recommend to process text? I don't see a timeline being very effective in say a physics book maybe like a crib sheet.
Yes - how you want to synthesize and visualize material depends on what you're reading. Timelines are nice for some things, but less useful for others.
For something like physics, I think organizing by types of problems and a "toolbox" of problem-solving tools could be helpful. Also using contrasting and analogical examples for key concepts is really important. Been planning a video on that for a while, so that should come out at some point.
Great vid! Links in the description to the other video you made and mentioned would help reduce friction for viewers.
-he wrote as an ad popped up before he could click
Thanks for the feedback - will do!
Could you please do a video on applying these principles in med school
I am actually a very slow reader, but it's because I do this instinctively. My brain is in overdrive every time I read, always buzzing about everything I'm taking in, connecting it to whatever background knowledge I already possess.
It's also why I find reading to be exhausting, but I love it. And when I read something to learn (or read a novel to enjoy), even some of the finer details will remain with me sometimes for years before they begin to fade, if I don't do something to refresh them (like reread it, or listen to an audio book of it, etc.).
And despite all of this, I can almost never remember lyrics to songs, no matter how many times I read and re-read them. I will nearly always botch them. It's infuriating. 😤
Big love ❤
Great 💯👍🥳
Thanks for the vid! As someone who onced believed in the method of speed reading, this clarifies the importance of understanding and conceptualizing material, rather than reading for quantity.
A question:
If you are reading to learn and apply concepts, is it wise to pair Active Reading with Active Recall, or is that time better used for reading related/relevant books regarding the subject matter? (By Active Recall I refer to pen and paper)
Yes, I think it's wise to combine them, though reading other related material can be good, too. This is probably not very actionable advice, but I try to do the thing that helps me make sense of what I'm reading. That usually means reading deeply when I am reading and taking some time out for active recall and organization and - potentially - reading other related material. Knowing when to do what is more a matter of experience, IMO, than some strict science. Or, to think about it another way, once you have the tool (e.g., free recall, active reading), then you need practice at applying that tool at the right times.
Brilliant video. You should really have more subscribers. The title states that this is an Active Reading example, but you mention Deep Reading in the video. Are the two concepts interchangeable or are there tangible differences?
Active reading, like a lot of other terms starting using in education research starting with "active," encompasses more practices than I've discussed in the video. Though I think anyone would call what I illustrated active reading. Deep reading has no special meaning in the research world, AFAIK. I was just trying to contrast it with the "speed reading" that so many people talk about. I threw in active reading at the last second to help TH-cam understand what I was talking about.
1:44 "son" 😂😂😂😂😂 that was a totally accurate recalling reenactment
Thank you for your interesting video, I have a question, how often do you create some mental imagery, some self-explanation, some double-checking that what I'm thinking is correct, for example, every five minutes, ad the end of each paragraph of at the end of the chapter, and by doing what you said in the video I can see that I can reduce the numbers of times I repeat the same materials, but do you think that if this method is applied properly can I repeat the same materials just once or twice?
I wouldn't think in terms of times or amounts, or, at least, I would try to move away from this kind of thinking. The goal is to make sense of what you're reading and understand it well - mental imagery and self-explanation are tools for doing that - and you want to be guided by that purpose.
In the meantime, however, you can experiment. Try stopping at end of every paragraph to do some mental imagery or self-explanation. That will probably be excessive (this particular paragraph that I used is rather dense, in terms of people, places, and implications, which is why I thought it would be a good example). Then try doing it at the end of every chapter, which will probably be a little too much information to pull together at once. Eventually, keeping in mind that you want to make sense of the information, you might find yourself knowing a little bit better when it makes sense to use these tools.
Hello, sorry to ask a stupid questions but where can I start or where should I begin to do learning techniques, which of your video should I start for beginner? (sorry for my bad eng)
Here's my recommendations, in no particular order.
Big picture:
5 things students should know about learning - th-cam.com/video/6sblKJPK-BY/w-d-xo.html
The five biggest myths about learning - th-cam.com/video/jcMk3e7u7zM/w-d-xo.html
Learning beyond facts - th-cam.com/video/7YtC24QnikY/w-d-xo.html
Some good things to keep in mind:
The most common obstacle to effective studying - th-cam.com/video/6i7HrP84DMw/w-d-xo.html
3 Simple Lessons in learning and attention - th-cam.com/video/bKblq_vQKPs/w-d-xo.html
What no one tells you about learning faster - th-cam.com/video/wRb32j6_pD4/w-d-xo.html
Specific techniques:
How to do free recall (AKA active recall) - th-cam.com/video/FatnXnlwAc4/w-d-xo.html
Three simple tricks to read textbooks more effectively - th-cam.com/video/neQ7D90R0xo/w-d-xo.html
3 forgotten studying secrets from 1979 - th-cam.com/video/SOgSpCt3H4M/w-d-xo.html
@@benjaminkeep Thank you very much
Can you do a video of a whole learning system considering all these theories? Im in medical school and I have to go through 10-15Ch a week. What I have struggle with is generating a system to process all this info, thanks!
Thank you for the suggestion. I have no plans on creating some all-encompassing learning system, in part because I am deeply skeptical about such systems. Context, learning goals, judgment, etc. are critically important. What works for medical school might work less well in another context, even if the underlying principles are the same and you employ some of the same techniques in a slightly different way.
What I would definitely consider is collaborating with doctors or medical students to explore the studying decisions that medical students have to make and provide guidance that way.
@@benjaminkeepIf you take the context as "physics, chemistry, biology, history, geography, etc." it'll be too long. Instead you can go for abstract & analytical types like physics, maths, etc. vs factual & concrete types like biology, medicine, etc.
Hello, love your videos. I have a question, in one of your videos about encoding and retrieval, you said that not every task is going to generate flow state, like starting to learn how to drive, it's hard at the beginning and after you become kinda of good, then there is a chance for you to get involved in the activity. My question is, can you get into flow state studying? We can get focused, but taking a cenario where you have to learn biology, math and history and you have some topics that you are good and others where you don't know the material, you will constantly face a situation where you are confused and get frustrated about learning something new. How exactly can we get into flow if we face this "not being good yet", isn't this just concentrating? Or the activity of studying, even subjects you don't know well, can have a flow state? If so, can you explain to me how? Is this different from getting in flow in a game or like reading? Thank you
I think it's important to make a distinction between flow, which is a euphoric, time-warping, lose-sense-of-self kind of thing and just feeling focused.
You want to feel focused when you're studying. I don't think it's comparable to a flow state, but it should feel GOOD to study (and not bad). You shouldn't feel bored or overly tired. Just focused, trying to make sense of the material. As part of that process, there will be mistakes, there will be confusion (indeed, sense-making requires being confused or uncertain at some earlier point in time). That doesn't mean that you're not focused - you're focused on the confusion.
That said, I do think you get better at studying over time, just like you do with any other skill. You might notice feeling more focused or more effective because of cues in the environment (that you associate with focused study time) or because you have some prior knowledge that helps you make sense of things or because you're employing more effective study techniques or because you're just excited to learn the material.
When people talk about getting into the flow state studying, I suspect they just mean feeling focused.
Why questions generation is important into the active reading process? Justin Sung talked about "hunger for knowledge", but I don't understand that. Thank you, Mr. Benjamin. Your content is great, it is deep, funny and didactic. Gbu.
It's not so much that asking questions as you read is important. Rather, it's that when you are trying to make sense of something, asking questions is a natural thing to do. It's certainly not the only thing that helps you make sense of what you're reading - you're also comparing, verifying, making deductive and inductive inferences, explaining things to yourself, etc.
I suspect Justin is talking about the drive to make sense of what you're reading. The book is not telling you what to think. It's giving you information; giving you clues that you have to piece together for your own purposes. You are a detective or a scientist pulling information out and piecing it together, always a little skeptical but also "hungry to know". The book will always be there and say the same words. It's you, putting the work in, that creates something in your head (the knowledge) that neither the book nor you could create alone.
Hope that helps.
Okay, okay. So question generation is part of the cognitive learning process through reading. It means that we are engaged with the text and we are trying to guess (understand) what's going on there according to our goals. Thank you so much, Benjamin. Greetings from Mexico. Gbu. Gracias.
@@benjaminkeep Great Ans Sir!
Do you have a video on how you learn?
Ie take notes and retrieval practice
Do you mean how I personally learn? Or do you mean the "universal you"?
I'm making more videos on my own learning practices - this one, one on mental math (th-cam.com/video/uCi0_tjOiyQ/w-d-xo.html), and some upcoming ones - one that tackles reading more in-depth and on that focuses on a physical skill (juggling).
On studying in general I can just recommend some of my existing videos:
3 forgotten studying secrets from 1979 - th-cam.com/video/SOgSpCt3H4M/w-d-xo.html
7 tips for learning anything on your own - th-cam.com/video/3zmek5g3Xxk/w-d-xo.html
The surprising truth about note-taking - th-cam.com/video/cRQqH18wJgw/w-d-xo.html
Three simple tricks to read textbooks more effectively - th-cam.com/video/neQ7D90R0xo/w-d-xo.html
A simple study tip: stop highlighting - th-cam.com/video/_g3NojwBOXw/w-d-xo.html
How to do free recall (AKA active recall) - th-cam.com/video/FatnXnlwAc4/w-d-xo.html
You can learn way more from youtube - th-cam.com/video/_67Pw73x7Ms/w-d-xo.html
Bro please do more videos on discussing this and other topics more deeply
I've got one coming up...
What's that pen you're using? Writes well.
Thanks for the video!!. So u dont write summaries, its ur mental image that u build, and then u practice through free recall?
Summaries are not a bad approach at all. In fact, the free recall sessions that I do periodically when reading often read like summaries. It's just they also may have little diagrams or timelines or graphs in them, too. The important part of free recall is to build it from memory and not from constant reference to the book.
But yes, WHILE reading, I do some mental imagery, some self-explanation, some double-checking that what I'm thinking is correct, some prospective questions kind of like how I demonstrate in this video.
@@benjaminkeep Thanks for the answer!!! Do you throw this "free recall summary paper" away, and write for example the next day a new "free recall summary paper" from the same paragraph? Or do you learn then from this summary sheet, and make a new "free recall summary paper" from the summary? ..... Sorry for my english, I hope u understand this ahahahah
Can you make a video about active learning in lectures for students? Though in one of your videos about note taking you highlighted the issue of the instructor teaching while students were taking notes and the students would subsequently miss out on lecture information. I’m wondering if students employing active learning techniques would result in the same outcome and employing active learning techniques during lectures would not be benificial. Or if you have any practical suggestions.
I give some answers to this question in this older video, right at the beginning: th-cam.com/video/P9RRLT8ns5s/w-d-xo.html.
But maybe I will make another video addressing the question a little more fully.
@@benjaminkeep Thanks for the heads up. I think a dedicated video would be great as the idea wasn't fully explored in that video.
I'm curious what's your take on Josh Kaufman's book The First 20 Hours: How to Learn Anything ... Fast?
I haven't read it, but I watched his Ted talk on TH-cam once. The overall message that you can learn a surprising amount in a small amount of time is good - many people do feel intimidated when starting to learn something new. But I don't like that he accomplishes message by deceptively redefining Gladwell's "10,000 hour" rule, which Kaufman pretends is just about learning a new skill. Putting aside for the moment that 10,000 hours is stupid way to think about expertise development, 10,000 hours was to develop world-class expertise, not just to learn a new skill. He also evinces no appreciation for the wide range of skills there are. I found the demonstration of learning the ukulele a bit disingenuous b/c the ukulele is widely considered to be one of the easiest instruments to learn. Skills vary tremendously in what they require to accomplish (in terms of effort, time, component skills, etc.). I also don't know what he really knows about effective learning techniques for long-term skill acquisition.
@@benjaminkeep That makes sense and cool that you did take the time for the detailed reply so thanks a lot
Benjamin, I have a question - unsure if you'll have the answer but I figured I might as well ask. I vaguely understand the idea around relating and layering information, and I also find the visual very helpful, but my issue is that every sentence that's spoken (or read) I immediately forget it afterwards. Even with the visual in front of me I have a hard time remember and keeping up with the information and conversation and forget vital information such as names or dates or important facts almost immediately. I have diagnosed ADHD so this might be a result of that, but I was wondering if there was any way to improve my memory so it's easier for me to even just be able to follow along with conversations/lectures / reading etc... Apologies if you've already answered this, I'm new to your channel, and to higher-order learning skills in general. I'm a little scared my lack of memory will impact my learning and future, as I'm headed to university as a mature student in September, so I'm trying to do everything I can to work on it beforehand. Thanks for taking the time to read this! -LM
Sorry for missing this earlier. I'm not the best person to ask about this. You might describe this to your doctor and try to get diagnosed for a learning disability. I don't know if that's what's going on or not.
In the meantime, I would explore memory techniques. Not with the goal of memorizing things all the time, but just to widen your encoding experiences. This website - artofmemory.com/ - has some good basic advice.
Could this be taken as an example of subvocalization and its benefits toward comprehension and learning? For some reason about a year I go I just turned it off and since rediscovering it I feel like I've only been treading in books ankle deep.
I don't believe so. As far as I know, subvocalization is about the literal words you are reading, not any extra thoughts and self-explanations you come up with.
Can you make a video about language learning?
I am actually diving into the language learning literature know for an anticipated collaboration with a language learning TH-camr. And I'll probably spin off some videos based on what I find. Thanks for the suggestion!
Oh wow just a few lines = 2 hours!!
Could you talk about memory palace?
I'm planning a video now on mnemonic techniques and what their role in the learning process should be. Probably will come out a couple of months from now.
❤
this is note taking technique for encoding, graphic summaries
this can be help for people with ADHD or low working memory capacity
5:24
6:55
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Sir what are some tightly-written books/research articles(by you too will do) will you recommend to read on concepts like active reading, encoding, retrieval, effective non-linear note making, how learning actually works & its common misconceptions in sync with modern research.....As after reading your medium article on "Summarizing yourself into Stupidity" really opened my eyes and now i find it quite difficult to trust popular self-help books XD !
I don't have references for some of the things you mention, but my two recommended popular books are: The ABCs of How We Learn (by Schwartz et al) and Make It Stick (by Roediger et al.). Both written by experienced researchers.
I have some articles on my website, which are basically the same as the ones on medium: benjaminkeep.com. I am still getting a newsletter off the ground, but that will cover a broader set of topics.
@@benjaminkeep Thank you for replying Sir! Didn't know abt your website and will also chk out those books! Have a nice day ahead!
Do i have to read loudly or slowly? Like in medicine it will to much time to read slowly but it will be better a little bit…and if it was loudly it will be better also …but does it deserve the time?
I'm not sure what you mean by reading loudly - do you mean reading aloud?
As far as speed is concerned, if you are understanding the important parts of what you are reading, then you are reading at the right speed. What's important depends on what your goals are, but I prefer to err on the side of knowing that I understand something (even if it's not everything the teacher expects me to know) rather than "covering" all of the material the teacher asked me to without feeling confident that I understand any particular part.
Yes i mean to read aloud….bad English 🥲
No problem! I have bad every other language! : )
So how many words per minute can you read while you're actively engaging yourself with the material like this?
I'm a medical student and I personally struggle with reading for some reason. It takes me about a lot of time to go through a single page of a textbook, probably because I spend a lot of time trying to truly digest the information. If I try to go through the text faster, I start feeling like I haven't understood the topic deeply. I'm just worried if my brain's slower than average or if there's something wrong that I'm doing.
While this definitely is useful sometimes, you'll need a few lifetimes to approach books like this.
Victoria was the son of Edward, Duke of Kent?
There's a pop in my headphones whenever the video cuts O_O
See pinned comment. Sorry about that. Fixed in subsequent videos.
why you chose exactly a historical piece for reading ?
It just came from a book I was reading. And, as I was reading this particular paragraph, I thought it could make for a decent active reading demonstration.
Actively reading a science textbook or legal text or what-have-you is going to look a little bit different, even if the basic sense-making practices are the same.
in brief:
In this video, the speaker discusses how to read deeply to extract as much knowledge as possible from a paragraph about Queen Victoria.
They suggest that reading deeply requires bringing background knowledge to the fore and combining it with what the text explicitly states to figure out the implications.
The speaker shares their thought process when reading the paragraph, creating a timeline and asking questions.
They suggest that reading deeply is different from speed reading and encourages viewers to check out a book on early paleontology in England in the early 1800s.
i want you under every video
- Connect new information with background knowledge (2:33)
- Infer timelines and relationships between historical figures (2:09)
- Raise questions from the text to guide future reading (5:28)
- Use deep reading to enrich and build upon existing knowledge (6:35)
You're an investigator, hard part may be to know when to stop reading and start asking questions. Many times i think "i may be losing so much by not simply going after the info!" in stuff like chemistry, physics or history cause youre in trouble if the response is something you couldnt even fathom. Like did you know the earth is moving and spinning superfast??? We "know" that but cant wrap our heads around, shrug and move, you may have started simply wanting to know how birds fly (and it was much deeper).
This is hard for me because I have such little interest in the history of a royal family that actively don't want to retain this information.
Saalfeld, not Sallfeld.
Why not select books with more relevant information?
The Tyranny of Words by (1938) Stuart Chase
George Orwell mentioned Chase in an essay about politics. He was a member of FDR's brain trust and wrote the book A New Deal.
We should have had a K-12 National Recommend Reading List since the 1950s.
that's why I don't get speedreading
So.. think more divergently?
Divergent thinking is something different. It's associated with creativity in problem solving and is usually operationalized as the quality of idea generation (i.e., do you generate more ideas, more unusual ideas, and more flexible ideas).
What I do in this video is mostly deduction, a little induction, a couple of open questions, and some self-explanation.
@@benjaminkeepthanks so much for the thoughtful response! I've been digging deep on cognitive psychology (reading stuff by Piaget, Vigotsky and Chomsky also) in the hopes it will be useful for psychiatry. I'm trying to apply some of this new terminology but it can be hard to get to grips with it. All very abstract. Any recommendations on good learning resources?
No problem - I'm afraid my recommendations would heavily skew towards the reasoning, problem solving, and learning areas. So if that's not what you're looking for, I would ignore.
One of my favorites is How We Reason by Philip-Johnson Laird. It rewards re-reading and has inspired several of my videos. Another classic is Thinking Fast and Slow by Daniel Kahneman. The Design of Everyday Things by Don Norman is also great if you’ve never read it before. On the learning side, I would check out The ABCs of How We Learn by Schwartz, Blair and Tsang.
Okay, we should process it more
Sheesh. That's a seriously obnoxious paragraph. It really can't be understood without doing the work you did in making that chart.
I suppose, though, that it's a good example for the need for actually thinking about the text you are reading. I'm reading a math book, and a few notes in the margin is usually adequate (since it's well written by a bloke with extensive teaching experience). I'm also reading an overly-rich-of-characters novel (on the Kindle), and I use the Kindle dictionary lookup function to make notes of the main characters, since that function remembers the words you looked up _even if it didn't find them_. The novel's in my second language, so the dictionary function gets used a lot.
The insane complexity of the example grabbed my attention so hard that I didn't notice the bad audio.
That's a seriously obnoxious paragraph. It makes me glad I got out of humanities after a quick-and-dirty MA...
wtf happened to the fourth son????
My understanding is that he reformed the military pretty drastically. He was a military leader (and his father basically assigned him to become the military kid of the family). I think he died from some illness though. It's all on Wikipedia.
@@benjaminkeep Thanks! I had a conversation with Chat GPT yesterday about it, he died of a kidney disease before he could became king
Great demonstration and video -- marred for me only by the fact that I personally have no interest whatsoever in the material analysed. None. Not a glimmer of interest.
So… speed reading ?
I think if Queen Victoria is alive today she will buy apple vision pro because she is rich. (dont mind me)
i don't see how this doesn't lead to rabbit holes. you're posing questions that will probably require you to abandon this book, and find answers in another book. then, that questioning process just repeats itself.
Surprise: there are lots of active learning tecniques and there are bad active learning tecniques.
Bad experience: there were some group worl that were terrible for me.
AHAHAH FOOL YOU COULD'VE READ THIS PARAGRAPH IN JUST 2 SECONDS. /s
thank you for providing this absolutely useless advice that nobody is actually going to use
Looking up wikipedia, nowadays you can just ask chatgpt. Makes me curious what you think of it and how it could be incorporated to learning
You can. But it's just pattern matching and quite vulnerable to spitting out wrong information. If it was only a better search UI that better metacognition, then I would trust it a bit more. Wikipedia can be wrong, but there is a fairly rigorous process for verifying claims.
The best use case I know of for ChatGPT is to have it create interesting questions - not answer them. You can create meaningful ways of testing your knowledge; of questions that you wouldn't come up with on your own, and leverage the testing effects.