Wondering what the iCanStudy program looks like once you join? Want to know if it’s right for you? Join our next free demo webinar to take control of your learning bit.ly/49Zz8Is
Trying to learn something without memorizing a few things is like trying to climb up a ladder that's missing the first rung. What you need to do is to learn how to step on the first rung accurately, quickly, securely, and safely so that you can then get to the second rung automatically without spending too much time and effort.
This is why I was always did better in math than in other subjects. Memory is not my strongest ability. I never enjoyed memorizing anything. But I was always excited to learning about new concepts and how they are derived from previous concepts. I loved it!
I am so jealous of those who can memorize a large number of symbols. And in high school and college it is really useful in language learning and even in Grad school (where they ask you to learn 2 or 3 to even enter.)
Honestly one of the most useful videos on education/pedagogy. I'm in my adult years now, and studying again following a head injury which knocked quite a bit of the information out of my head. Videos like this are absolutely invaluable. Thank you so much for putting it out there. I knew my study methods were lacking but I lacked the vocabulary to really research how to improve it. Knowing that I was emphasising "low-order learning" really helps me challenge my approach to studying. I've always been confused by why some studying I did earlier in 2021 stuck with me, whereas my more recent studying that I've spent FAR more time on just slips out of my head within hours/days. From watching this video I've realised my earlier learning was "Relational-Priority Learning," so the concepts just stuck even though I haven't touched that area of study in 10 months. Great work.
Agree with you! and good luck Im in university and i tried so hard but still failed, and I even had done research how to study more effectively and they told me flash cards as active recall - but the information was too messy and mostly on paper instead of in my head… I wish i had known this from the start because now i have to catch up
Hi mate! What are some strategies you employ to engage higher learning? I've watched a couple of his videos on mind mapping but I seem to fall short of understanding
@@chrispompom Hiya, I'm still very new to this and still learning same as you are. Though since stumbling upon Mindmapping I've realised that I have, unintentionally, done Mindmapping before. Usually this was when I had done weeks and weeks of study on a topic, and then had trouble managing the relationships/interconnected concepts in my head. So I would draw out a rough sketch of what I thought I knew. There are a few subjects I've done this with: diet/metabolism, software design, and some other IT thing. Through this intuitive Mindmapping I applied effortful examination of what I thought I thought I knew, such that it "clicked" when I chunked it appropriately into some group or category in the Mindmap. My own experience with Mindmapping has been: "do a lot of ordinary studying, and then when it's too much to manage in your head, put it into a diagram that expressed your understanding in a simplified way. I do not yet know how to do Mindmapping "on the fly" yet, this is what I'm still learning now. I'll be looking through Justin Sungs "study sessions" to try and absorb his process and see more of what he does in real-time as he consumes information. Hope that can help in some way. To me it feels like Mindmapping is a pretty personal thing. The Mindmap I would create for a subject wouldn't necessarily be similar, either visually similar or even comparable with content/concepts/phrasing/wording etc. I also think of Mindmaps as a long-term project in and of itself. A project you return to and add to, sort of like a painting: first you sketch, then you correct, then you do the first layer, then the second, then so on and so on until you're left to just add highlights or something. Don't be afraid to be bad at it. You have to suck at something before you can get kinda good at it. That's where I'm at now. I just bought an A3 notepad to help me make larger Mindmaps and it'll take a lot of trial and error before I get comfortable making them. I've veered away from your question: What are some strategies you employ to engage higher learning? I think the act of applying effort in examining the information, and translating that into a Mindmap is where you engage the higher-order learning strategies without really consciously trying to. This high level of learning is sort of built-into the Mindmap process. Anyway, good luck.
3:55 how to track the lower level learning 5:41 mind hacking 🌟 7:02 higher level learning....relating information point 1 -7:37 analysing Point-2 8:06 evaluate 8:55 hypothesing......max level 🎚️ 9:32 apply , analyse , evaluate (Sammary) 9:54 MAIN POINT 10:26 😂 bruh... 10:49 again MAIN POINT 11:10 memorize and understanding is lower level learning 🍀🌴🌻🍀🌴🌴🌳🌴🌵☘️ 12:00 NEXT LEVEL SPEECH....(MEDIOCRE VS EXTREMES)
Memorization is at the bottom because it forms as a foundation for the rest of the steps to move smoothly. Thus, you cannot expect to learn properly if memorization is not involved. The trick is to not solely rely on memorization.
Exactly. I always recommend accelerating memorization directly before you start trying to understand and apply a topic, to do this, take your topic and the "problems" it may contain and just look through hundreds of them first looking at the "problem" and thinking about how you would answer it (take say 2 min for this step, up to 5 min if it is really complex) and then you simply look at the answer, see if you are right or wrong, and why you are wrong or right, then repeat this over and over again with multiple problems for each concept and all the concepts in the topic you are trying to learn. From there you will be ready to just connect all these concepts naturally while you try (and problem struggle at first) to try and apply and evaluate your work. I think the worst thing about school systems in most parts of the world is that they make students try to learn and memorize many complex subjects at once, when it is a lot more efficient to learn a single subject for long periods of time, say spending one semester per subject, which would get you a lot further.
Well i can tell you from studying civil engineering that it's always understanding first, then memorising second. For example by understanding first where the formula is from, its demonstration etc.. it makes it easier to remember
Uhhh - no. Did you even watch the whole video? His point is that you should focus on higher levels of learning and then memorizing will come naturally. I've seen this to be the case helping children learn math facts (5+6=11, 6*5=30). If they just try to memorize them without understanding what they mean and how to use them, it takes A LOT longer. But if they learn how numbers can be combined using operations first, then memorizing the facts comes naturally and even faster!
By YouSum Live 00:00:00 Bloom's Taxonomy: Levels of knowledge mastery in education. 00:00:39 Low mastery: Barely remembering basic information. 00:00:47 High mastery: Pushing boundaries, researching, and theorizing. 00:01:54 Practical guide: Structuring studying for efficiency and retention. 00:02:23 Revised Bloom's Taxonomy: Six levels of learning. 00:02:42 Memorize and understand: Lower levels of learning. 00:03:42 Applying knowledge: Using information to solve problems. 00:07:27 Analyze and evaluate: Comparing, contrasting, and prioritizing concepts. 00:08:54 Create: Hypothesizing and generating new knowledge. By YouSum Live
12:00 Is changing my whole view on things, personally, I'm extremely perfectionistic and worried I am not including enough detail, will forget stuff won't remember content if I don't write it down word for word but it's kept me start on the first sections of work in my classes. Hopefully, I can use this to think about really the purpose of each bit of information we are learning and prioritizing it, using facts and memorization later to flesh out essays. I definitely also have to start basing my notes around past paper questions or practice questions, that really helps trim the excessive examples and useless information. I might even ask my teachers to start by presenting us with a question.
Hi Nerdiella! Really great to hear this and sounds like a good start! One thing that you might need to be aware of too, is that you'll never see every potential question type (and practice question), so your study system can't just rely on that because you can actually be tested on any of the info.
@@icanstudystudent Good evening, I am following one of the most avant-garde courses to study in Italy. I don't understand much the English language and I ask you if you can put Italian subtitles on all your videos. So I can find the basic information and present it to my teacher: I would like him to modify his method by inserting this method.
@@marcobel2919 heyy I'm pretty sure he'd be adding subs in other languages as well once he gets popular, but frankly I don't see it coming any time soon. What u can do instead is that use google speech interpreter to understand what he's saying. It won't be 100% correct but still it's better than nothing.
This just goes to show how important good and great teachers are. Teachers at the “good” and “great” level deserve more money and support. We need to encourage people to reach that level more.
15:00 "if you are trying to learn in order to solve a problem and that's your first priority, before you even know what it means and you're trying to use it to solve a problem, then everything you learn everything you memorize and everything you try to understand is framed in a way that is related to the problem. So it automtically creates a bunch of relationships, which is much faster than trying to learn it in isolation.and then putting the pieces together.
Well. I have always thought that starting off with trying to solve a problem you have no background on may lead to so many avoidable mistakes. So, ultimately, the time you are trying to gain by not setting up a proper framework will be lost in the time you spend in pitfalls.
@@aninoedah1475 It's actually ok tho because you're brain will know if you make a mistake and fix it. Always happen to me lol its more easy because you already know youre mistake
@@maikhanhmai if I understood correctly, it’s like how it’s more effective to learn a language by application (compelling yourself to form sentences, form connections using words) and trust that your mind will fill in the gaps vs. a common beginner mistake of trying to memorize so many vocabulary only to forget most of them since you didn’t build connections early on. Example for English, you’re learning the words “neighbor”, “outside” and “playing”, it’s more effective to learn the sentence “The neighbors are playing outside” and use them to form sentences like “The neighbors are outside”, “My kids are playing outside”,etc., than learning the 3 words separately and memorizing them.
@@maikhanhmai Don't try to memorise vocabulary, don't bother too much on grammar rules, instead just consume content. Doesn't matter if most or even all of it goes over you head at first. Listen to the same things on repeat. Over time you're brain will naturally pick up on the vocab and grammar, and probably know it better than if you tried to learn in. Just like how you naturally know the grammar of english even though you probably won't be able to explain the rules too well.
Well, I like that this Bloom Taxanomy is discussed. It is nice to be aware on what level you are. However, it is not really a learning technique by itself, but rather shows the process in learning. You cannot just look at this and say "oh, the most desirable place to be on that learning pyramid is in the top category, so I will try to go for that." Rather, when you are completely new to a subject, you inevitably start at the very bottom of the pyramid. And when you slowly grasp more and more you advance up in the pyramid. So I would not say it is some learning technique, but rather a description of the process. And also it is nice to be aware where you are in the pyramid at the moment.
It is not a 'nice to have' sort of thing. To ace your exams, especially of year 12 or more, you NEED to be on at least the apply level of Bloom's Taxonomy. Also you don't necessarily start from memorization first. You can jump straight to higher orders of learning and it would very much more effective if you do that instead of wasting your time on memorization. That's just how it works.
If I understood correctly, the idea is to deliberately spend some time doing activities that involve the higher levels of the taxonomy, rather than slogging away at the memorise/understand levels. That alone seems valuable since the higher levels require the lower ones anyway, but add more higher level and relational thinking.
Isn't it all about focus? You always deliberately ask questions or try to find answers in whatever information you're learning. Focus means focusing on what type of questions you're going to ask. Are you going to ask questions in the lower or higher order? For example, take a concept: "Liquidity is how easily an asset can be turned into money" I could focus on the memorizing step: Ok, what does this sentence say? Liquidity. Easily. Asset. Turned. Money. Understanding: What is asset, what is money, what is easily, what is liquidity referring to? Application: I have an asset, I'm at a bank. I just gave them the asset, and they gave me money. What is liquidity in this sense? Analysis: Liquidity. Money. What is the relationship? They are nothing alike. Liquidity is a property of an asset. Money is a medium of exchange. Money is what is received when you transform assets into money. And this context that money is involved in is the context where you can measure the property that is liquidity. Evaluation: Liquidity only really matters when we're talking about the exchange between money and assets. If we're talking about governments, it wouldn't matter unless we're talking about government bonds, which is an asset. Create: Idk I never got this far Doing the higher-order stuff just seem to make understanding and memorizing so much easier. It doesn't matter whatever concept you're learning, whatever importance it has. You can literally apply the idea of bloom's taxonomy to just about anything. But this definition of Bloom's Taxonomy doesn't seem to be whatever you're referring to. But, isn't bloom's taxonomy all about what level you should be focusing at?
Thanks. Always heard people talk about bloom taxonomy. Never took it seriously. The big take a way I took was start from the middle and let the lower levels fill in automatically. I always thought that I needed to start from the ground up. But your way makes so much more sense.
@@mrcrazernut I think it's sort of like when you read the questions given after the chapter before you start reading cause it tells you what to focus on when you're reading. So if you start from apply you focus on the information that you need to solve a problem. I could be wrong but that's what I got from it
@@Legenducky Still practicing the skills but sometimes I get so overwhelmed by the techniques he teaches (ADHD), so I use the SQR3 method, which he also teaches. All in all, I am constantly uncomfortable as well as confused as I am adjusting the techniques to get a better feeling of when to use them. I guess that's a good sign. Have you tried any of the methods?
Thank you so much!! There's so much to learn for anatomy and physiology that it can get overwhelming but I will definitely try to learn via evaluation and analyzing. One of the ways that I can think of is really to look for case studies of different injuries and diseases, look for the connections and try to see what is more important in the different contexts.
This is really helpful. I feel like I have a greater insight into why I am strong in certain subjects and weaker in others. Inevitably, I am always weaker in subjects I try to memorise! Thank you!!!
I can see your videos will change my life for ever. I tried some of the techniques and studying became much more for fun and interesting, because now I look into the application of what I am learning first rather than just blindly memorizing or understanding it. Thank you, please keep on uploading!
🎯 Key Takeaways for quick navigation: 00:29 🧠 Bloom's Taxonomy classifies levels of knowledge mastery, from memorization to creating new knowledge. 04:00 📚 Memorization and understanding are lower-level learning, while applying knowledge to solve problems marks the beginning of higher-order learning. 07:30 🤔 Analyzing and evaluating information involves comparing, contrasting, and prioritizing concepts, enhancing your understanding. 09:05 🌟 Higher-order learning (level 3, 4, 5) naturally reinforces memorization and understanding, making them more efficient. 11:39 🕰️ Focus on higher-order learning (apply, analyze, evaluate) reduces the need for excessive memorization and understanding. 15:33 🔄 Learning to solve problems first and letting understanding follow leads to faster, more efficient retention of information. 16:59 📝 Start with basic changes in your study approach to gradually shift towards higher-order learning for improved efficiency and retention. Made with HARPA AI
Great content, have you considered putting time stamps? it'll be a lot easier to skim and traverse to the previous sections that I find more challenging.
Educational objectives are generally categorized into three domains: cognitive (knowledge), affective (attitudes), and psychomotor (skills) (Bloom et al, 1956). The cognitive domain of learning encompasses 6 levels. The first level is memorization. The second level is comprehension. The third level is application. The fourth level is analysis. The fifth level is evaluation. And the final level is synthesis or creation (Revised Bloom's Taxonomy, 2001). The first three are the lower-level or lower-order thinking skills (LOTS). The last three are the higher-level or higher-order thinking skills (HOTS). It is imperative that pedagogists and curriculum developers balance the right amount of each item on every test. The creation part will be the most difficult and will distinguish the top ranker. Should 85% of the class attain a satisfactory rating, then the teaching-learning process is considered to be average. Should the 85% attain superior ratings, then the teaching-learning process is considered to be effective. Should the 85% attain excellent ratings, then the teaching-learning process is considered exceptional. The 5% will always be the top performers no matter what type of circumstances arise. They are considered as the first set of outliers and won't be a part of the 85% majority category. The 5% will always be the worst performers no matter what type of circumstances arise. They are considered the second set of outliers and won't be a part of the 85% majority category. The remaining 5% accounts for the margin of error in all calculations.
Memorization : u know urself that not true level of mastery Understand : also low level of mastery bcz if u understand it doesn't mean u can use that information for anything (apply) Hence u have knowledge...!! But which is not useful..!! Please see that..!! Low level learning spent most of time into memorization and understanding..!! Their whole day is about getting information and memorise understand, repeat untill it get smashed into the head You might get understand the info very well when u r studying but it will not be reatained for a month or two..since it is not related to any other stuff in ur brain. Application: forces you to related the other information to which can help to solve a Qs. Or relating it to intial problems. Analysis: Comparison of similarities and differences of ideas and concepts,group then to a category, make sub categories seeing the relationship and influence of one to another. Evaluating: we are prioritising/giveing weightage to thw grups and subcategories of the ideas and concepts Clear distinct adv of operating at higher level: 1) memorization and understanding happens lot faster and easier automatically When u r trying to apply and compare and constant ideas to each other then ur brain end up memorising and understand it more deeply 🔴 even without u intend to memorize and understand....i.e.u can't really apply, analyse, evaluate and create without understanding and remembering it...so when u focous om higher leveles the brain does memorization and understanding automatically...!!! (It's almost impossible to not to understand and memorise when u r focusing on higher levels) So aim for most of the time doing higher order learning.... Ask urself.. Are u spending most of your time in solving problems...and comparing different ideas to each other and doing complicated Qs which needed to use a lots of concepts and relationships between them to solve them ,mindmaps, setting priority of concepts and idea and getting relationship between them. Insecurity of low levwl learners: if i don't spend significant time to memorise and understand then i might forget it and can apply it etc. But u r gonna forget it soon since u r not focusing of relationship and that make it less memorable and more forgetable...!! (Ya time spedning for memorising maked that more forgetful..!!) 13:31 note: higher order learning ko all time karna is not necessary for the stuff which need pure memorisation or understanding...so u can go for more flashcards, repetition etc for them 14:29 Order is imp : Have mindset that u r learning in order to solve problems / or in order to analyse and evaluate and let ur brain automatically do the lower level And when u do learn in that way your brain automatically forms a lot of relationship and does the memorisation and understanding faster and easier ....and also it is much easier than putting stuffs by remember and understanding and then try to apply/make relationship and related to each other. Ans that saves the hell time too..!! So u can go back and memorise and understand to whatever small gaps left behind + When u learn in order to solve a problem ..that as explained happens... Application points Eg Learn in order to analyse , evaluate (i.e make short mindmaps of chapter and short notes) Eg After a paragraph stop and think how does it apply to what i have learnt earlier,which one is more important ,where it fits in in a bigger picture...etc put it in a mindmap or.other form of note taking...in this way u memoried/retain/understood more and even u will be able to solve tge Q easily with those relationships...
As an teenager trying to learn Korean this video literally improved my vocabulary and Grammer instead of reparations like words that i studied for weeks i would end up for weeks and words and Grammer rules that i studied for a couple hour from the taxanomy study techniques i would still remember it months later I'm rewatching this video as I'm picking up Chinese and i am trying to refresh my brain with this technique
This is interesting. I’ve practiced the ‘apply’ level learning. It shifted my attention to solving the problem instead of just trying to understand and memorize the contents. The way this works is that I need to understand it before I can leverage it. And most importantly, managed to solve a problem gives you the sense of achievement. As for the analyzing and evaluating, I haven’t tried it before, as I recalled. It’s like giving you the Monalisa masterpiece and requiring your comments. This actually calls for you to be a critic from newbie overnight. The more intuitive example would be demand a can’t-walk child to run. So, I think the magic of this high level learning is where you pay your attention to. All these high level learnings would not work for most of us. Because it’s scary. It’s way out of the comfort zone that you actually step into the scary zone. So, I think this requires much more courage when you’re implementing these high level learnings. But everyone knows, as the saying goes, no pain, no gain.
In my country the education system focuses on Lower level thinking. When I was doing my professional course intermediate level I constantly failed in exams because it was so hard for me to remember things. In my exams memorising the concepts and it's reproduction is very important. Since, memorization of things didn't work out for me i started more focus on learning concepts and it's interrelationships. And guys it absolutely changed my results! But consistent learnin is very important.
The way you describe the creation stage reminds me of asking questions. I think perhaps questions can serve to sharpen or clarify the lower-order steps, sure, but when an idea reminds you of another idea, formulating a question, or a series of questions seems to fit - like, even if it's not new original literature, you're still creating new knowledge for _you_
Thank you Justin for your extremely helpful videos! Your videos are perhaps the most concise, intuitive and transformative I've ever seen about anything. You don't hyperfocus on the what or even the how (not that it isn't important) but dig deeper into the why and even connect it to personal motivations. Almost everything you say makes sense and it's incredibly refreshing. I never thought I'd have the interest to watch videos about studying, the few ones I've seen are shallow or just not as clear or deep. You are definitely underrated but I believe that will change over time. When I loved studying the most I applied at least some of the concepts of higher-order learning without being too conscious of it, completely avoiding memorization deliberately because I hated doing it (in a way I also didn't like the forceful process of trying to understand things). Before I went to university to study physics, I would skim books on mathematics to get a head start, read interesting parts, etc, and it really helped me and allowed me get decent grades without much difficulty. Over time I got lazy and started to get more serious about studying but started to dislike, even hate studying because it felt like too much hard work and I thought I was stupid for not understanding a textbook right away. I remember stubbornly reading a quantum physics book in a linear order, trying to understand every sentence, everything feeling like a painful slog that demoralized me. I thought I was supposed to love physics but "realized" maybe I was just stupid, didn't work hard enough, etc. At that point I seriously considered quitting and subconsciously started to want to avoid studying, making my studies even worse. I didn't know how to really study big technical books and I forgot about my previously decently successful study technique or trick. You've reminded me of the beauty of studying, affirmed to me that it doesn't have to be so hard and painful. I still have much to learn and I'm grateful for you pointing me in the right direction.
I think you're right, but memorization is still important *IF* you want to know faster. Just like learning languages, if you memorize you will know many words with high speed but still a lower order thinking without consuming or 'practice', analyzing our sentences ect. Your way is good but it's slower. And there's this thing that said that you should 'practice' a lot first *and then* create. So I think I should aim for the higher order learning from the 3nd to 5th but not creating, creating goes with time when it clicks. So I think, yes we should aim for higher order learning, but we should also memorize and understand. With that, you can have a faster way to attain mastery. What do you think?
He explained the solution for that issue . The thing you should feel to the bone the need to learn it .How ? Its by taking that problem first and trying out BEFORE you even look at the material, you need to find a paper question saying how do you greet in eng and be like oh im gonna get asked that , that’s what awaits me . Then by the time you reach that greeting section in your material its gonna find it fimiliar and you’ll feel a purpose to reading it cause that greeting « problem » you had weeks ago is finally gonna unveil and u’ll get your answer . Thats more likely gonna stuck in your brain . Rather than studying it along with 8473727363 other infos requiring the same effort as remembering that greeting.
It's actually a chained action. They are levels and we should move onto the next one. We start by memorizing key information as terms, then we can begin analyze, understand, compre, use, etc. First you need to know, then you can analyze and apply. This is basic stuff seen in teaching. All teachers know Blooms and apply (or should) into every subject taught. Therefore, we can say this applies to any topic, that's why it works. For a example, first you learn the word for house in Spanish, casa. Then, you can relate it to a picture of a house, then use it in a sentence, then you can describe it and relate to different terms for house, and so on. It is a process and it's all necessary
Active Recall is like memorising the notes of a song. Sure, you can get very good at playing that song, but if you won’t really “master” your instrument this way. You need to understand higher level concepts: like the theory behind the music, how it relates to different genres, what you could possibly change etc.
Summary: - Purely remembering facts is considered the lowest level of learning. - The lower level of learning will be filled automatically when you engage in higher-order learning. - Grouping and building relationships between different concepts are considered higher-order learning. - Asking yourself "why" and "how" questions can help you identify meaningful relationships and prioritize information. - In conclusion, when studying using higher-order learning techniques, trust your brain to fill in the gaps for lower-order learning.
- The video discusses Bloom's Taxonomy as an effective study technique. - Bloom's Taxonomy classifies levels of knowledge mastery into six categories. - The lowest levels of mastery are "Memorize" and "Understand." - Memorization involves rote learning and repetition, while understanding means grasping a concept. - Applying knowledge to solve problems is the next level of mastery. - Analyzing and evaluating involve comparing and critiquing ideas, respectively. - The highest level of mastery is "Create," which involves hypothesizing and creating new knowledge. - The video emphasizes the importance of reaching levels 3, 4, and 5 (Apply, Analyze, and Evaluate). - It suggests that focusing on memorization and understanding first is less effective than starting with higher-order learning. - The video advises starting with higher-order learning, allowing the brain to fill in lower levels, resulting in more efficient and effective studying.
The best way I notice about learning effectively is learn the way you will use them. Learning for the sake of remember is fine, if your task is just simply recalling them.
At 10:11, you were recalling the saying. I believe it is: "Aim for the sky and you will reach the ceiling. Aim for the ceiling and you will stay on the floor"
Found out about Bloom's Taxonomy through a competition from Phi Delta Kappa and was intrigued about how this correlated to better learning and retention of content/knowledge! Thanks for the enjoyable content.
I am a bio student and I was struggling to learn and retain the knowledge of the huge amount of chapters we have which is made harder by the exams being memory requiring rather than analytical. I was unable to memorize for my dear life. When I came across this video, i listened to this method as if it is new to me when in reality I was already applying it! I am very passionate about South Asian archaeology and culture and I am in the permanent search of connecting the anti-Vedic people and their glorious past(it’s a religious topic so bare with me). There, I built my knowledge using the 3,4,5 steps to the point where I started to hypothesize stuff. My hypothesis were indeed proven to be true by my religious mentor (he’s not a clergy btw). That’s when I realized that this method so so so fricking effective cause just as Dr. said, my worry of only analysis and hypothesis made me understand and memorize the vast amount of stuff I know without even taking 10minutes continuously to study the archaeological and religious stuff I know. Truly a wonderful method of studying and extremely time efficient!
So how do I utilize this information? Imagine I just opened a topic that I have zero knowledge on. What do I do? Do I just attempt problems for the Apply stage and then read the correct answers?
I guess having basic memorization and understanding of the topic will ease your entry to the "apply" level. You don't need to spend all your time in them though, just get what you really need to start rolling. For example, if you want to start speaking in a new language about cars, you will need to learn the most basic vocabulary revolving around cars as well as the most basic grammar to compose sentences. From there you can start speaking and your brain will automatically learn new vocabulary and grammar on the go.
I stumbled upon you and I must say that I am super impressed by what you are doing! I am into providing children better study techniques and adults accelerated learning with my non profit organization. I myself have a big test to study for and what you are demonstrating is powerful. When I talk about topics, I relate learning to computer programming (encoding). Thus I teach studying the same way I program a system. I would love to collaborate with you in the future and send students of mine your way. I will have to set up the logistics, but I will certainly make this work. I saw your website and I understand your mission. Look forward to watching the rest of your content.
Hello. Congratulations for this video tutorial. Could you please show an example of how you use Blooms taxonomy for economic concepts or mathematics expressions? thanks.
I love this way of studying. I tend to do this slightly different, where I focus on 4 questions (how important it is, how does it relate to other information, how may I apply this in real-life and how may I rank each aspect within). Instead of doing mind maps, I actually just right 1 or 2 paragraphs for each section since I'm also focused on improving writing skills as my curriculum is very writing-based. Therefore, I can kill 2 birds with one stone.
the 4 questions you wrote are actually already covered in some of his other videos i am surprised how you do this on your own guess some people are getting smarter these days
@@uncomfortabletruths7990 I think it means that if you learn a topic most of the time it also has subtopics and you should try to rank them after importance. So you use your understanding and knowledge of the topic to sort them after importance.
I found this very useful. I am so glad TH-cam recommended me this video. I finally learnt something about my reading habits and why it has been deteriorating😩😖
The way you describe analyzing it seems only appropriate in certain situations like determining which course of treatment might be best for an individual. However, in many fields it doesn't work like that.
Thanks, I got mind blowing here, cuz last year I failed in my entrance exam university, cuz I just studied in 2 lowest level of learning step, and this year in my second chance, I will focus on a higher level of learning step, and it's really effective and efficient.
5:08 what if its not a circular and something that works that is being memorized? Essentially this line of logic deflates your whole point if you can make that circular shape fit in the triangle wouldn't that suggest there is a new method to arriving at a working model?
Post grad doctor here, exam is more like 80% memorisation. You can use HOL to solve questions, but if you have never seen or encounter the scenario before, you'll never be sure you got the answer right. In fact, questions that rely on critical thinking are the easiest questions
So let's compare between the analysis order of learning, and entering a 'flow state' or learning for fun instead of for school. Do both scenarios involve this idea of automatically memorizing, understanding and applying? And am I doing it right now? Or am I in the early stages of the dunning kruger effect
This is great. I'd be interested to hear about how people might apply these principles to a subject like medicine. Particularly the top three elements of the pyramid. Thanks
Grew up in the United States here. I have never heard of Bloom's taxonomy until now... You say you learned this in your 3rd or 4th year of school? Wow, can't believe this
Where was this video before I graduated?? I used to spend so much time trying to get the concept down perfectly so that I wouldn’t mess up and face frustration when practicing and only after 4 years did I start to realize on my own that practice was the most important aspect.
I tell my daughter it's not just about mastery, but it's also about CREATIVITY which makes you stand out. You can master your subjects but you don't have creativity, artsie side, then you are just a walking text book, which kids don't need now cause they have AI at their disposal, instant information.
My issue is having the correct perception of the material to be memorized. For me information goes through a filter before I even am aware of it and by the time I am aware of it, I have already transformed the information into something different that may allow me to understand it in theory but not in its concrete sense-data perception.
I am wondering what is more effective: solving problems or analyzing existing solutions? The latter seems less time-consuming and it is higher in the hierarchy. So is this a way to go while studying for exams?
If you don't have a solid understanding of the problem solving steps, get that down first and foremost so those steps can be organized into heuristics so it makes more sense later on. Replace any numbers in the problem with letters (A, B, etc...) so you really understand the process behind the problem solving strategy instead of memorizing the numerical answer. After solving the problem, keep note of how easy it was to "get" the step in the proof conceptually and analyze steps in the proof that don't make sense to you. That should be a filter for the problems you need to analyze more often in line with the concepts that the professor loves to test students on.
Nice explanation and examples, but it would be even more better if you did a demo or example of how to apply what you discussed, but i guess it is available for those who bought the course
what's a practical way to create tasks for the higher level learning? for example, if I'm learning something new, it's a little difficult to create my own problems or to correctly evaluate something without feedback
The thing is, in a sequence over time of a real studing of a topic or a book, ( in my case im preparing for national police in spain) when to apply high order techniques and when apply low order (anki)??
Great vid! Buh Justin is diving into reading maybe coz of an exam or possible assessment enough to be termed reading with the purpose to apply what you read (which is the first step in high order learning) or do we need to first identify possible questions that could be asked in the so called assessment and couple it to the need to read for the exam in order for it to efficiently be classified as learning to be able to solve a problem? M sorry if this us coming late,just discovered the channel not too long
Does this taxonomy map onto undergraduate, graduate and post graduate stages? Undergraduate is learning the field ( Degree ), graduate is applying your knowledge ( Masters - where academia meets industry), post graduate ( PhD, extending the knowledge base of a particular field )....?
Benjamin Bloom’s Taxonomy of Educational Objectives was published more than 50 years ago and has been analyzed and revised in the subsequent decades. How would a more recent taxonomy, such as L. Dee Fink’s, affect your model for effective study techniques?
Hey! Love the channel. I find you to be very insightful. It's a great step beyond the "active recall/spaced repetition dogma." I'd like to read the studies which you speak about in your videos. Do you have an open access list to a literature string?
Great stuff! Thanks for sharing (: Also useful for “how to teach” imho: guiding the students to absorb through problem solving from the start it’s something I shall try (:
Michel Thomas always said that it was the responsibility of the teacher to teach the students, not the student. Meaning, if the student fails, it's actually the teacher failing to teach.
Moving beyond the revised version of Bloom's Taxonomy is important to TRULY understand meta cognition itself. This publication should highlight the levels of knowledge necessary for learning: Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age Developing Higher-Level Approaches to Knowledge Carl Bereiter and Marlene Scardamalia
I tried to use higher levels of learning at university. didn‘t go well. they present their stuff on presentation sheets, in abbreviated style. Trying to understand or connect information wasn‘t useful. you had to remember which words and phrases were used in connection with other words and phrases on which sheet. pure flashcard learning - and only that - got me A.s.
Honestly such a great video. I wished I learned about this sooner. This changed my perspective on studying. However, I am still a little confuse on the applying part. Can you give an example of how to apply the information that you know in order to solve a problem?
For math, physics, chemistry(minus inorganic), economics etc, solve a lot of questions. For psychology, English, Political science etc, you will probably be required to memorise some stuff but here also solve questions, apply the concepts you've learned. Basically solve a lot of questions. And instead of solving 15 questions of type A, it is better to solve 5 questions of type A, B, C each.
I use it when I was young, later I forgot how to use that technique but now I realised. It even has a name. Honestly, School people messed up my brain.😅 Not anymore! Recommended things on youtube surprises me. Thank you.
Wondering what the iCanStudy program looks like once you join? Want to know if it’s right for you? Join our next free demo webinar to take control of your learning bit.ly/49Zz8Is
“Memorization is the lowest form of learning.” As my high school math teacher always said.
you have a great teacher
sadly, it was widely use as a form of learning in many ways, countries, cultures, etc
Trying to learn something without memorizing a few things is like trying to climb up a ladder that's missing the first rung. What you need to do is to learn how to step on the first rung accurately, quickly, securely, and safely so that you can then get to the second rung automatically without spending too much time and effort.
But it is the only way to pass the Exam
Math is the place where you have to memorize lots of information.
This is why I was always did better in math than in other subjects. Memory is not my strongest ability. I never enjoyed memorizing anything. But I was always excited to learning about new concepts and how they are derived from previous concepts. I loved it!
Sameeez
To be fair, that's the most lazy way to learn too, which makes it way more comfortable and even feel more natural.
I am so jealous of those who can memorize a large number of symbols. And in high school and college it is really useful in language learning and even in Grad school (where they ask you to learn 2 or 3 to even enter.)
@@DavidParket-g1h Memorizing a lot of symbols is trivial. The harder task is to actually let it stick over a long period of time.
Read moonwalking with Einstein and memorize 10,000 digits of pi. Your memory is fine there’s a technique you haven’t learned and applied yet
Honestly one of the most useful videos on education/pedagogy.
I'm in my adult years now, and studying again following a head injury which knocked quite a bit of the information out of my head. Videos like this are absolutely invaluable. Thank you so much for putting it out there.
I knew my study methods were lacking but I lacked the vocabulary to really research how to improve it. Knowing that I was emphasising "low-order learning" really helps me challenge my approach to studying.
I've always been confused by why some studying I did earlier in 2021 stuck with me, whereas my more recent studying that I've spent FAR more time on just slips out of my head within hours/days. From watching this video I've realised my earlier learning was "Relational-Priority Learning," so the concepts just stuck even though I haven't touched that area of study in 10 months.
Great work.
Agree with you! and good luck
Im in university and i tried so hard but still failed, and I even had done research how to study more effectively and they told me flash cards as active recall - but the information was too messy and mostly on paper instead of in my head… I wish i had known this from the start because now i have to catch up
Hi mate! What are some strategies you employ to engage higher learning? I've watched a couple of his videos on mind mapping but I seem to fall short of understanding
@@chrispompom Hiya,
I'm still very new to this and still learning same as you are. Though since stumbling upon Mindmapping I've realised that I have, unintentionally, done Mindmapping before. Usually this was when I had done weeks and weeks of study on a topic, and then had trouble managing the relationships/interconnected concepts in my head. So I would draw out a rough sketch of what I thought I knew.
There are a few subjects I've done this with: diet/metabolism, software design, and some other IT thing.
Through this intuitive Mindmapping I applied effortful examination of what I thought I thought I knew, such that it "clicked" when I chunked it appropriately into some group or category in the Mindmap.
My own experience with Mindmapping has been: "do a lot of ordinary studying, and then when it's too much to manage in your head, put it into a diagram that expressed your understanding in a simplified way.
I do not yet know how to do Mindmapping "on the fly" yet, this is what I'm still learning now. I'll be looking through Justin Sungs "study sessions" to try and absorb his process and see more of what he does in real-time as he consumes information.
Hope that can help in some way. To me it feels like Mindmapping is a pretty personal thing. The Mindmap I would create for a subject wouldn't necessarily be similar, either visually similar or even comparable with content/concepts/phrasing/wording etc.
I also think of Mindmaps as a long-term project in and of itself. A project you return to and add to, sort of like a painting: first you sketch, then you correct, then you do the first layer, then the second, then so on and so on until you're left to just add highlights or something.
Don't be afraid to be bad at it. You have to suck at something before you can get kinda good at it. That's where I'm at now. I just bought an A3 notepad to help me make larger Mindmaps and it'll take a lot of trial and error before I get comfortable making them.
I've veered away from your question: What are some strategies you employ to engage higher learning?
I think the act of applying effort in examining the information, and translating that into a Mindmap is where you engage the higher-order learning strategies without really consciously trying to. This high level of learning is sort of built-into the Mindmap process.
Anyway, good luck.
@@Just_me_Jack wow looks like you’ve got something good going on. Power to you and I’ll try to do the same with watching the study videos
3:55 how to track the lower level learning
5:41 mind hacking
🌟 7:02 higher level learning....relating information
point 1 -7:37 analysing
Point-2 8:06 evaluate
8:55 hypothesing......max level 🎚️
9:32 apply , analyse , evaluate (Sammary)
9:54 MAIN POINT
10:26 😂 bruh...
10:49 again MAIN POINT
11:10 memorize and understanding is lower level learning
🍀🌴🌻🍀🌴🌴🌳🌴🌵☘️
12:00 NEXT LEVEL SPEECH....(MEDIOCRE VS EXTREMES)
Thank you
Thank you so much for the timestamps! This is appreciated.
Memorization is at the bottom because it forms as a foundation for the rest of the steps to move smoothly. Thus, you cannot expect to learn properly if memorization is not involved. The trick is to not solely rely on memorization.
Exactly. I always recommend accelerating memorization directly before you start trying to understand and apply a topic, to do this, take your topic and the "problems" it may contain and just look through hundreds of them first looking at the "problem" and thinking about how you would answer it (take say 2 min for this step, up to 5 min if it is really complex) and then you simply look at the answer, see if you are right or wrong, and why you are wrong or right, then repeat this over and over again with multiple problems for each concept and all the concepts in the topic you are trying to learn. From there you will be ready to just connect all these concepts naturally while you try (and problem struggle at first) to try and apply and evaluate your work. I think the worst thing about school systems in most parts of the world is that they make students try to learn and memorize many complex subjects at once, when it is a lot more efficient to learn a single subject for long periods of time, say spending one semester per subject, which would get you a lot further.
Guy I love this. Woooow.
Very very very true
Well i can tell you from studying civil engineering that it's always understanding first, then memorising second.
For example by understanding first where the formula is from, its demonstration etc.. it makes it easier to remember
Uhhh - no. Did you even watch the whole video? His point is that you should focus on higher levels of learning and then memorizing will come naturally. I've seen this to be the case helping children learn math facts (5+6=11, 6*5=30). If they just try to memorize them without understanding what they mean and how to use them, it takes A LOT longer. But if they learn how numbers can be combined using operations first, then memorizing the facts comes naturally and even faster!
No. You should start with understanding, and then as soon as you understand you should apply to solve problems. Then you will naturally “memorize.”
By YouSum Live
00:00:00 Bloom's Taxonomy: Levels of knowledge mastery in education.
00:00:39 Low mastery: Barely remembering basic information.
00:00:47 High mastery: Pushing boundaries, researching, and theorizing.
00:01:54 Practical guide: Structuring studying for efficiency and retention.
00:02:23 Revised Bloom's Taxonomy: Six levels of learning.
00:02:42 Memorize and understand: Lower levels of learning.
00:03:42 Applying knowledge: Using information to solve problems.
00:07:27 Analyze and evaluate: Comparing, contrasting, and prioritizing concepts.
00:08:54 Create: Hypothesizing and generating new knowledge.
By YouSum Live
12:00 Is changing my whole view on things, personally, I'm extremely perfectionistic and worried I am not including enough detail, will forget stuff won't remember content if I don't write it down word for word but it's kept me start on the first sections of work in my classes.
Hopefully, I can use this to think about really the purpose of each bit of information we are learning and prioritizing it, using facts and memorization later to flesh out essays.
I definitely also have to start basing my notes around past paper questions or practice questions, that really helps trim the excessive examples and useless information. I might even ask my teachers to start by presenting us with a question.
Hi Nerdiella! Really great to hear this and sounds like a good start! One thing that you might need to be aware of too, is that you'll never see every potential question type (and practice question), so your study system can't just rely on that because you can actually be tested on any of the info.
@@icanstudystudent That's very true! Just to clarify though - looking at some practice questions can help trim excessive examples?
@nerdiella can completely relate🤯, this video is kind of life-changing for me. pretty cool username btw.
@@icanstudystudent Good evening, I am following one of the most avant-garde courses to study in Italy. I don't understand much the English language and I ask you if you can put Italian subtitles on all your videos. So I can find the basic information and present it to my teacher: I would like him to modify his method by inserting this method.
@@marcobel2919 heyy I'm pretty sure he'd be adding subs in other languages as well once he gets popular, but frankly I don't see it coming any time soon. What u can do instead is that use google speech interpreter to understand what he's saying. It won't be 100% correct but still it's better than nothing.
This just goes to show how important good and great teachers are. Teachers at the “good” and “great” level deserve more money and support. We need to encourage people to reach that level more.
15:00 "if you are trying to learn in order to solve a problem and that's your first priority, before you even know what it means and you're trying to use it to solve a problem, then everything you learn everything you memorize and everything you try to understand is framed in a way that is related to the problem. So it automtically creates a bunch of relationships, which is much faster than trying to learn it in isolation.and then putting the pieces together.
Well. I have always thought that starting off with trying to solve a problem you have no background on may lead to so many avoidable mistakes. So, ultimately, the time you are trying to gain by not setting up a proper framework will be lost in the time you spend in pitfalls.
@@aninoedah1475 It's actually ok tho because you're brain will know if you make a mistake and fix it. Always happen to me lol its more easy because you already know youre mistake
This really works I did it for one tiny piece of information and it's literally the only thing I remember.
these videos are honestly amazing, i have never in years heard such important information about learning. PLEASE UPLOAD MORE
Wow, I just realized bloom's taxonomy applies to language learning as well
I did the same haha
wait can u elaborate im trying to apply this to language learning as well? thanks in advance
@@maikhanhmai if I understood correctly, it’s like how it’s more effective to learn a language by application (compelling yourself to form sentences, form connections using words) and trust that your mind will fill in the gaps vs. a common beginner mistake of trying to memorize so many vocabulary only to forget most of them since you didn’t build connections early on. Example for English, you’re learning the words “neighbor”, “outside” and “playing”, it’s more effective to learn the sentence “The neighbors are playing outside” and use them to form sentences like “The neighbors are outside”, “My kids are playing outside”,etc., than learning the 3 words separately and memorizing them.
@@maikhanhmai Don't try to memorise vocabulary, don't bother too much on grammar rules, instead just consume content. Doesn't matter if most or even all of it goes over you head at first. Listen to the same things on repeat. Over time you're brain will naturally pick up on the vocab and grammar, and probably know it better than if you tried to learn in. Just like how you naturally know the grammar of english even though you probably won't be able to explain the rules too well.
May I ask how I can learn to create priorities and compare similarities and differences??
Well, I like that this Bloom Taxanomy is discussed. It is nice to be aware on what level you are.
However, it is not really a learning technique by itself, but rather shows the process in learning. You cannot just look at this and say "oh, the most desirable place to be on that learning pyramid is in the top category, so I will try to go for that."
Rather, when you are completely new to a subject, you inevitably start at the very bottom of the pyramid. And when you slowly grasp more and more you advance up in the pyramid.
So I would not say it is some learning technique, but rather a description of the process. And also it is nice to be aware where you are in the pyramid at the moment.
It is not a 'nice to have' sort of thing. To ace your exams, especially of year 12 or more, you NEED to be on at least the apply level of Bloom's Taxonomy. Also you don't necessarily start from memorization first. You can jump straight to higher orders of learning and it would very much more effective if you do that instead of wasting your time on memorization. That's just how it works.
If I understood correctly, the idea is to deliberately spend some time doing activities that involve the higher levels of the taxonomy, rather than slogging away at the memorise/understand levels. That alone seems valuable since the higher levels require the lower ones anyway, but add more higher level and relational thinking.
Isn't it all about focus?
You always deliberately ask questions or try to find answers in whatever information you're learning. Focus means focusing on what type of questions you're going to ask. Are you going to ask questions in the lower or higher order?
For example, take a concept: "Liquidity is how easily an asset can be turned into money"
I could focus on the memorizing step: Ok, what does this sentence say? Liquidity. Easily. Asset. Turned. Money.
Understanding: What is asset, what is money, what is easily, what is liquidity referring to?
Application: I have an asset, I'm at a bank. I just gave them the asset, and they gave me money. What is liquidity in this sense?
Analysis: Liquidity. Money. What is the relationship? They are nothing alike. Liquidity is a property of an asset. Money is a medium of exchange. Money is what is received when you transform assets into money. And this context that money is involved in is the context where you can measure the property that is liquidity.
Evaluation: Liquidity only really matters when we're talking about the exchange between money and assets. If we're talking about governments, it wouldn't matter unless we're talking about government bonds, which is an asset.
Create: Idk I never got this far
Doing the higher-order stuff just seem to make understanding and memorizing so much easier.
It doesn't matter whatever concept you're learning, whatever importance it has. You can literally apply the idea of bloom's taxonomy to just about anything.
But this definition of Bloom's Taxonomy doesn't seem to be whatever you're referring to. But, isn't bloom's taxonomy all about what level you should be focusing at?
@@copium392 In a perfect world at the very least you are always on the understanding part of blooms taxonomy.
Thanks. Always heard people talk about bloom taxonomy. Never took it seriously.
The big take a way I took was start from the middle and let the lower levels fill in automatically. I always thought that I needed to start from the ground up. But your way makes so much more sense.
How do you actually apply something you don't understand?
@@mrcrazernut thats actually a good question. wish someone could answer
@@mrcrazernut I think it's sort of like when you read the questions given after the chapter before you start reading cause it tells you what to focus on when you're reading. So if you start from apply you focus on the information that you need to solve a problem. I could be wrong but that's what I got from it
@@Golden2Talon It's a about the process lol
Tried it yesterday with my law studies. Worked like a charm.
How you doing now these days?
@@Legenducky Still practicing the skills but sometimes I get so overwhelmed by the techniques he teaches (ADHD), so I use the SQR3 method, which he also teaches. All in all, I am constantly uncomfortable as well as confused as I am adjusting the techniques to get a better feeling of when to use them. I guess that's a good sign. Have you tried any of the methods?
15:10 It's the most important part in my opinion. This could be applied in Maths and economics easily.
Thank you so much!! There's so much to learn for anatomy and physiology that it can get overwhelming but I will definitely try to learn via evaluation and analyzing. One of the ways that I can think of is really to look for case studies of different injuries and diseases, look for the connections and try to see what is more important in the different contexts.
did it help in the class?
@@shivampatel4595 it helps for me lol
Can't believe this content has been out for 3 years oh my! Thanks you bring so much clarity.
This is really helpful. I feel like I have a greater insight into why I am strong in certain subjects and weaker in others. Inevitably, I am always weaker in subjects I try to memorise! Thank you!!!
I can see your videos will change my life for ever. I tried some of the techniques and studying became much more for fun and interesting, because now I look into the application of what I am learning first rather than just blindly memorizing or understanding it.
Thank you, please keep on uploading!
🎯 Key Takeaways for quick navigation:
00:29 🧠 Bloom's Taxonomy classifies levels of knowledge mastery, from memorization to creating new knowledge.
04:00 📚 Memorization and understanding are lower-level learning, while applying knowledge to solve problems marks the beginning of higher-order learning.
07:30 🤔 Analyzing and evaluating information involves comparing, contrasting, and prioritizing concepts, enhancing your understanding.
09:05 🌟 Higher-order learning (level 3, 4, 5) naturally reinforces memorization and understanding, making them more efficient.
11:39 🕰️ Focus on higher-order learning (apply, analyze, evaluate) reduces the need for excessive memorization and understanding.
15:33 🔄 Learning to solve problems first and letting understanding follow leads to faster, more efficient retention of information.
16:59 📝 Start with basic changes in your study approach to gradually shift towards higher-order learning for improved efficiency and retention.
Made with HARPA AI
How u can solve problems if u dint understand
@@cothinker680 Watch from 14:55 to the end again. No ty needed.
Great content, have you considered putting time stamps? it'll be a lot easier to skim and traverse to the previous sections that I find more challenging.
Very useful, putting time stamps.
Educational objectives are generally categorized into three domains: cognitive (knowledge), affective (attitudes), and psychomotor (skills) (Bloom et al, 1956).
The cognitive domain of learning encompasses 6 levels. The first level is memorization. The second level is comprehension. The third level is application. The fourth level is analysis. The fifth level is evaluation. And the final level is synthesis or creation (Revised Bloom's Taxonomy, 2001).
The first three are the lower-level or lower-order thinking skills (LOTS). The last three are the higher-level or higher-order thinking skills (HOTS).
It is imperative that pedagogists and curriculum developers balance the right amount of each item on every test. The creation part will be the most difficult and will distinguish the top ranker.
Should 85% of the class attain a satisfactory rating, then the teaching-learning process is considered to be average.
Should the 85% attain superior ratings, then the teaching-learning process is considered to be effective.
Should the 85% attain excellent ratings, then the teaching-learning process is considered exceptional.
The 5% will always be the top performers no matter what type of circumstances arise. They are considered as the first set of outliers and won't be a part of the 85% majority category.
The 5% will always be the worst performers no matter what type of circumstances arise. They are considered the second set of outliers and won't be a part of the 85% majority category.
The remaining 5% accounts for the margin of error in all calculations.
Memorization : u know urself that not true level of mastery
Understand : also low level of mastery bcz if u understand it doesn't mean u can use that information for anything (apply)
Hence u have knowledge...!! But which is not useful..!! Please see that..!!
Low level learning spent most of time into memorization and understanding..!! Their whole day is about getting information and memorise understand, repeat untill it get smashed into the head
You might get understand the info very well when u r studying but it will not be reatained for a month or two..since it is not related to any other stuff in ur brain.
Application: forces you to related the other information to which can help to solve a Qs. Or relating it to intial problems.
Analysis: Comparison of similarities and differences of ideas and concepts,group then to a category, make sub categories seeing the relationship and influence of one to another.
Evaluating: we are prioritising/giveing weightage to thw grups and subcategories of the ideas and concepts
Clear distinct adv of operating at higher level:
1) memorization and understanding happens lot faster and easier automatically
When u r trying to apply and compare and constant ideas to each other then ur brain end up memorising and understand it more deeply 🔴 even without u intend to memorize and understand....i.e.u can't really apply, analyse, evaluate and create without understanding and remembering it...so when u focous om higher leveles the brain does memorization and understanding automatically...!!! (It's almost impossible to not to understand and memorise when u r focusing on higher levels)
So aim for most of the time doing higher order learning....
Ask urself..
Are u spending most of your time in solving problems...and comparing different ideas to each other and doing complicated Qs which needed to use a lots of concepts and relationships between them to solve them ,mindmaps, setting priority of concepts and idea and getting relationship between them.
Insecurity of low levwl learners: if i don't spend significant time to memorise and understand then i might forget it and can apply it etc.
But u r gonna forget it soon since u r not focusing of relationship and that make it less memorable and more forgetable...!! (Ya time spedning for memorising maked that more forgetful..!!)
13:31 note: higher order learning ko all time karna is not necessary for the stuff which need pure memorisation or understanding...so u can go for more flashcards, repetition etc for them
14:29 Order is imp :
Have mindset that u r learning in order to solve problems / or in order to analyse and evaluate and let ur brain automatically do the lower level
And when u do learn in that way your brain automatically forms a lot of relationship and does the memorisation and understanding faster and easier ....and also it is much easier than putting stuffs by remember and understanding and then try to apply/make relationship and related to each other.
Ans that saves the hell time too..!! So u can go back and memorise and understand to whatever small gaps left behind
+ When u learn in order to solve a problem ..that as explained happens...
Application points
Eg Learn in order to analyse , evaluate (i.e make short mindmaps of chapter and short notes)
Eg After a paragraph stop and think how does it apply to what i have learnt earlier,which one is more important ,where it fits in in a bigger picture...etc put it in a mindmap or.other form of note taking...in this way u memoried/retain/understood more and even u will be able to solve tge Q easily with those relationships...
As an teenager trying to learn Korean this video literally improved my vocabulary and Grammer instead of reparations like words that i studied for weeks i would end up for weeks and words and Grammer rules that i studied for a couple hour from the taxanomy study techniques i would still remember it months later I'm rewatching this video as I'm picking up Chinese and i am trying to refresh my brain with this technique
Could you tell me how did you use this technique?
Incredibly well thought out and said. Am sending this to all students I know!
This is interesting. I’ve practiced the ‘apply’ level learning. It shifted my attention to solving the problem instead of just trying to understand and memorize the contents. The way this works is that I need to understand it before I can leverage it. And most importantly, managed to solve a problem gives you the sense of achievement.
As for the analyzing and evaluating, I haven’t tried it before, as I recalled. It’s like giving you the Monalisa masterpiece and requiring your comments. This actually calls for you to be a critic from newbie overnight. The more intuitive example would be demand a can’t-walk child to run. So, I think the magic of this high level learning is where you pay your attention to.
All these high level learnings would not work for most of us. Because it’s scary. It’s way out of the comfort zone that you actually step into the scary zone.
So, I think this requires much more courage when you’re implementing these high level learnings. But everyone knows, as the saying goes, no pain, no gain.
U said u apply problem before understanding it but then u said
This works by understanding then apply it?
True
In my country the education system focuses on Lower level thinking.
When I was doing my professional course intermediate level I constantly failed in exams because it was so hard for me to remember things. In my exams memorising the concepts and it's reproduction is very important.
Since, memorization of things didn't work out for me i started more focus on learning concepts and it's interrelationships. And guys it absolutely changed my results!
But consistent learnin is very important.
you got mad misconceptions mate.
@@erpmo3326 if so kindly explain it to me.... you can't mug up finance.
The way you describe the creation stage reminds me of asking questions. I think perhaps questions can serve to sharpen or clarify the lower-order steps, sure, but when an idea reminds you of another idea, formulating a question, or a series of questions seems to fit - like, even if it's not new original literature, you're still creating new knowledge for _you_
oh that's why project oriented courses were alway my favs
Thank you Justin for your extremely helpful videos! Your videos are perhaps the most concise, intuitive and transformative I've ever seen about anything.
You don't hyperfocus on the what or even the how (not that it isn't important) but dig deeper into the why and even connect it to personal motivations. Almost
everything you say makes sense and it's incredibly refreshing. I never thought I'd have the interest to watch videos about studying, the few ones I've seen are shallow
or just not as clear or deep. You are definitely underrated but I believe that will change over time.
When I loved studying the most I applied at least some of the concepts of higher-order learning without being too conscious of it, completely avoiding memorization
deliberately because I hated doing it (in a way I also didn't like the forceful process of trying to understand things). Before I went to university to study physics,
I would skim books on mathematics to get a head start, read interesting parts, etc, and it really helped me and allowed me get decent grades without much difficulty.
Over time I got lazy and started to get more serious about studying but started to dislike, even hate studying because it felt like too much hard work and I thought I was
stupid for not understanding a textbook right away. I remember stubbornly reading a quantum physics book in a linear order, trying to understand every sentence, everything
feeling like a painful slog that demoralized me. I thought I was supposed to love physics but "realized" maybe I was just stupid, didn't work hard enough, etc. At that point I
seriously considered quitting and subconsciously started to want to avoid studying, making my studies even worse. I didn't know how to really study big technical books and I forgot
about my previously decently successful study technique or trick.
You've reminded me of the beauty of studying, affirmed to me that it doesn't have to be so hard and painful. I still have much to learn and I'm grateful for you pointing me in the right direction.
"Memory is the residue of thought"--Daniel T. Willingham. Thank you sir!!
I think you're right, but memorization is still important *IF* you want to know faster. Just like learning languages, if you memorize you will know many words with high speed but still a lower order thinking without consuming or 'practice', analyzing our sentences ect. Your way is good but it's slower.
And there's this thing that said that you should 'practice' a lot first *and then* create. So I think I should aim for the higher order learning from the 3nd to 5th but not creating, creating goes with time when it clicks.
So I think, yes we should aim for higher order learning, but we should also memorize and understand. With that, you can have a faster way to attain mastery.
What do you think?
He explained the solution for that issue . The thing you should feel to the bone the need to learn it .How ? Its by taking that problem first and trying out BEFORE you even look at the material, you need to find a paper question saying how do you greet in eng and be like oh im gonna get asked that , that’s what awaits me . Then by the time you reach that greeting section in your material its gonna find it fimiliar and you’ll feel a purpose to reading it cause that greeting « problem » you had weeks ago is finally gonna unveil and u’ll get your answer . Thats more likely gonna stuck in your brain . Rather than studying it along with 8473727363 other infos requiring the same effort as remembering that greeting.
It's actually a chained action. They are levels and we should move onto the next one. We start by memorizing key information as terms, then we can begin analyze, understand, compre, use, etc. First you need to know, then you can analyze and apply. This is basic stuff seen in teaching. All teachers know Blooms and apply (or should) into every subject taught. Therefore, we can say this applies to any topic, that's why it works.
For a example, first you learn the word for house in Spanish, casa. Then, you can relate it to a picture of a house, then use it in a sentence, then you can describe it and relate to different terms for house, and so on.
It is a process and it's all necessary
Love your content, I like the way you explain everything without a script, makes it much more natural
Active Recall is like memorising the notes of a song. Sure, you can get very good at playing that song, but if you won’t really “master” your instrument this way. You need to understand higher level concepts: like the theory behind the music, how it relates to different genres, what you could possibly change etc.
You can use Active Recall for understanding things and making connections pretty easily; I don't see how you got the idea that you can't.
@@thatoneuser8600 Yeah, just buy the book Learning how to learn of Barbara Oarkley and stop watching TH-camr try to sell you expensive course.
@@thatoneuser8600 wut, repetition doesn't help you make connections lmao
Summary:
- Purely remembering facts is considered the lowest level of learning.
- The lower level of learning will be filled automatically when you engage in higher-order learning.
- Grouping and building relationships between different concepts are considered higher-order learning.
- Asking yourself "why" and "how" questions can help you identify meaningful relationships and prioritize information.
- In conclusion, when studying using higher-order learning techniques, trust your brain to fill in the gaps for lower-order learning.
- The video discusses Bloom's Taxonomy as an effective study technique.
- Bloom's Taxonomy classifies levels of knowledge mastery into six categories.
- The lowest levels of mastery are "Memorize" and "Understand."
- Memorization involves rote learning and repetition, while understanding means grasping a concept.
- Applying knowledge to solve problems is the next level of mastery.
- Analyzing and evaluating involve comparing and critiquing ideas, respectively.
- The highest level of mastery is "Create," which involves hypothesizing and creating new knowledge.
- The video emphasizes the importance of reaching levels 3, 4, and 5 (Apply, Analyze, and Evaluate).
- It suggests that focusing on memorization and understanding first is less effective than starting with higher-order learning.
- The video advises starting with higher-order learning, allowing the brain to fill in lower levels, resulting in more efficient and effective studying.
I really needed this because I always knew the concepts but never make it stick because I wasn't actively "playing" with info and considering it
The best way I notice about learning effectively is learn the way you will use them. Learning for the sake of remember is fine, if your task is just simply recalling them.
At 10:11, you were recalling the saying. I believe it is: "Aim for the sky and you will reach the ceiling. Aim for the ceiling and you will stay on the floor"
Awesome 😎
Found out about Bloom's Taxonomy through a competition from Phi Delta Kappa and was intrigued about how this correlated to better learning and retention of content/knowledge! Thanks for the enjoyable content.
I am a bio student and I was struggling to learn and retain the knowledge of the huge amount of chapters we have which is made harder by the exams being memory requiring rather than analytical. I was unable to memorize for my dear life. When I came across this video, i listened to this method as if it is new to me when in reality I was already applying it! I am very passionate about South Asian archaeology and culture and I am in the permanent search of connecting the anti-Vedic people and their glorious past(it’s a religious topic so bare with me). There, I built my knowledge using the 3,4,5 steps to the point where I started to hypothesize stuff. My hypothesis were indeed proven to be true by my religious mentor (he’s not a clergy btw). That’s when I realized that this method so so so fricking effective cause just as Dr. said, my worry of only analysis and hypothesis made me understand and memorize the vast amount of stuff I know without even taking 10minutes continuously to study the archaeological and religious stuff I know. Truly a wonderful method of studying and extremely time efficient!
how would you apply blooms taxonomy to something like studying biology though ? i’m really struggling to understand the actual application side of it
So how do I utilize this information? Imagine I just opened a topic that I have zero knowledge on. What do I do?
Do I just attempt problems for the Apply stage and then read the correct answers?
I guess having basic memorization and understanding of the topic will ease your entry to the "apply" level. You don't need to spend all your time in them though, just get what you really need to start rolling. For example, if you want to start speaking in a new language about cars, you will need to learn the most basic vocabulary revolving around cars as well as the most basic grammar to compose sentences. From there you can start speaking and your brain will automatically learn new vocabulary and grammar on the go.
I stumbled upon you and I must say that I am super impressed by what you are doing! I am into providing children better study techniques and adults accelerated learning with my non profit organization. I myself have a big test to study for and what you are demonstrating is powerful. When I talk about topics, I relate learning to computer programming (encoding). Thus I teach studying the same way I program a system. I would love to collaborate with you in the future and send students of mine your way. I will have to set up the logistics, but I will certainly make this work. I saw your website and I understand your mission. Look forward to watching the rest of your content.
10:15 The logic never quite made sense to me either, lol. But I did get the point. Funny to hear someone else say it out loud.
15:09 makes so much damn sense. That is why things are always easier to understand when they are put into an example!!!
I'm interested to see how I can implement this into my Japanese studies. Thank you!
thankyou very much Dr justan you Literally changed my view of studying
FInally, someone who makes sense in this topic. Thank you very much.
Hello. Congratulations for this video tutorial. Could you please show an example of how you use Blooms taxonomy for economic concepts or mathematics expressions? thanks.
I love this way of studying. I tend to do this slightly different, where I focus on 4 questions (how important it is, how does it relate to other information, how may I apply this in real-life and how may I rank each aspect within). Instead of doing mind maps, I actually just right 1 or 2 paragraphs for each section since I'm also focused on improving writing skills as my curriculum is very writing-based. Therefore, I can kill 2 birds with one stone.
the 4 questions you wrote are actually already covered in some of his other videos i am surprised how you do this on your own guess some people are getting smarter these days
What do u mean by the last question? “How may I rank each aspect with in?” What do u mean by that question, plz explain it as simple as possible
@@uncomfortabletruths7990 I think it means that if you learn a topic most of the time it also has subtopics and you should try to rank them after importance. So you use your understanding and knowledge of the topic to sort them after importance.
Does it work? What are your result?
2:23 for the explanation of bloom's taxonomy
I found this very useful.
I am so glad TH-cam recommended me this video.
I finally learnt something about my reading habits and why it has been deteriorating😩😖
The way you describe analyzing it seems only appropriate in certain situations like determining which course of treatment might be best for an individual. However, in many fields it doesn't work like that.
Excellent video, the specifics made me grasp everything excellently.
Thank you soooooooo much. Please how can I apply this to anatomy and physiology. Thank you 😊
When your brain begins to hurt, you're probably reaching the next level.
Excellent video. Every passionate learner should be keen to learn more effectively in less time.
Thanks, I got mind blowing here, cuz last year I failed in my entrance exam university, cuz I just studied in 2 lowest level of learning step, and this year in my second chance, I will focus on a higher level of learning step, and it's really effective and efficient.
Well, how’s it going?
Thanks for the great video. Definitely, I must know about this topic to boost my learning.
5:08 what if its not a circular and something that works that is being memorized? Essentially this line of logic deflates your whole point if you can make that circular shape fit in the triangle wouldn't that suggest there is a new method to arriving at a working model?
Wooow ! This is Sooo amazing honestly !! Thank you for this video Bro , I'm really grateful !!
Post grad doctor here, exam is more like 80% memorisation. You can use HOL to solve questions, but if you have never seen or encounter the scenario before, you'll never be sure you got the answer right. In fact, questions that rely on critical thinking are the easiest questions
I skim-read the thumbnail as “Shoot for the moon, even if you miss, you’ll land among the stars“ 😂 Definitely seen it somewhere
Cool information. Thank you. (This channel deserves more subs and views)
So let's compare between the analysis order of learning, and entering a 'flow state' or learning for fun instead of for school. Do both scenarios involve this idea of automatically memorizing, understanding and applying? And am I doing it right now? Or am I in the early stages of the dunning kruger effect
Yes, youre in the early stage of dunning Kruger effect
it's magical!! thank you so much
This is great.
I'd be interested to hear about how people might apply these principles to a subject like medicine. Particularly the top three elements of the pyramid.
Thanks
Grew up in the United States here. I have never heard of Bloom's taxonomy until now... You say you learned this in your 3rd or 4th year of school? Wow, can't believe this
Where was this video before I graduated?? I used to spend so much time trying to get the concept down perfectly so that I wouldn’t mess up and face frustration when practicing and only after 4 years did I start to realize on my own that practice was the most important aspect.
I tell my daughter it's not just about mastery, but it's also about CREATIVITY which makes you stand out. You can master your subjects but you don't have creativity, artsie side, then you are just a walking text book, which kids don't need now cause they have AI at their disposal, instant information.
My issue is having the correct perception of the material to be memorized. For me information goes through a filter before I even am aware of it and by the time I am aware of it, I have already transformed the information into something different that may allow me to understand it in theory but not in its concrete sense-data perception.
This is so relatable. It's an eye opener for me. Very thankful to you for making such a great video!
"Shoot for the stars and land on the moon. Shoot for the moon and land in the mud."
I am wondering what is more effective: solving problems or analyzing existing solutions? The latter seems less time-consuming and it is higher in the hierarchy. So is this a way to go while studying for exams?
If you don't have a solid understanding of the problem solving steps, get that down first and foremost so those steps can be organized into heuristics so it makes more sense later on.
Replace any numbers in the problem with letters (A, B, etc...) so you really understand the process behind the problem solving strategy instead of memorizing the numerical answer. After solving the problem, keep note of how easy it was to "get" the step in the proof conceptually and analyze steps in the proof that don't make sense to you.
That should be a filter for the problems you need to analyze more often in line with the concepts that the professor loves to test students on.
Nice explanation and examples, but it would be even more better if you did a demo or example of how to apply what you discussed, but i guess it is available for those who bought the course
pure gold!! life changing
So the better way to study is priming first then skipping to the level 3 of learning?
Great explanation of Bloom's Taxonomy and how to use it.
what's a practical way to create tasks for the higher level learning? for example, if I'm learning something new, it's a little difficult to create my own problems or to correctly evaluate something without feedback
The thing is, in a sequence over time of a real studing of a topic or a book, ( in my case im preparing for national police in spain) when to apply high order techniques and when apply low order (anki)??
Start from 5 and go down the list
Great vid!
Buh Justin is diving into reading maybe coz of an exam or possible assessment enough to be termed reading with the purpose to apply what you read (which is the first step in high order learning) or do we need to first identify possible questions that could be asked in the so called assessment and couple it to the need to read for the exam in order for it to efficiently be classified as learning to be able to solve a problem?
M sorry if this us coming late,just discovered the channel not too long
Does this taxonomy map onto undergraduate, graduate and post graduate stages? Undergraduate is learning the field ( Degree ), graduate is applying your knowledge ( Masters - where academia meets industry), post graduate ( PhD, extending the knowledge base of a particular field )....?
That toy analogy got real personal real quick
Such a good video! Thank you so much for this!
Hi, can you tell me what type of pad you use/recommend?
Benjamin Bloom’s Taxonomy of Educational Objectives was published more than 50 years ago and has been analyzed and revised in the subsequent decades. How would a more recent taxonomy, such as L. Dee Fink’s, affect your model for effective study techniques?
Hey!
Love the channel. I find you to be very insightful. It's a great step beyond the "active recall/spaced repetition dogma." I'd like to read the studies which you speak about in your videos. Do you have an open access list to a literature string?
6:08 isolation
Great stuff! Thanks for sharing (:
Also useful for “how to teach” imho: guiding the students to absorb through problem solving from the start it’s something I shall try (:
Michel Thomas always said that it was the responsibility of the teacher to teach the students, not the student. Meaning, if the student fails, it's actually the teacher failing to teach.
Very helpful video Sir, thankyou. 🙏
do you have any book to suggest about this bloom’s taxonomy?
Moving beyond the revised version of Bloom's Taxonomy is important to TRULY understand meta cognition itself. This publication should highlight the levels of knowledge necessary for learning:
Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age
Developing Higher-Level Approaches to Knowledge
Carl Bereiter and Marlene Scardamalia
I tried to use higher levels of learning at university. didn‘t go well. they present their stuff on presentation sheets, in abbreviated style. Trying to understand or connect information wasn‘t useful. you had to remember which words and phrases were used in connection with other words and phrases on which sheet. pure flashcard learning - and only that - got me A.s.
God bless you sir!!!!
Honestly such a great video. I wished I learned about this sooner. This changed my perspective on studying. However, I am still a little confuse on the applying part. Can you give an example of how to apply the information that you know in order to solve a problem?
For math, physics, chemistry(minus inorganic), economics etc, solve a lot of questions. For psychology, English, Political science etc, you will probably be required to memorise some stuff but here also solve questions, apply the concepts you've learned. Basically solve a lot of questions. And instead of solving 15 questions of type A, it is better to solve 5 questions of type A, B, C each.
I agree with everything aside from the distribution of higher and lower order learning in highschool. It is easily over 20%.
I use it when I was young, later I forgot how to use that technique but now I realised.
It even has a name.
Honestly, School people messed up my brain.😅
Not anymore!
Recommended things on youtube surprises me.
Thank you.