Introductions

Content

Once upon a time, students received personal invite to school. Peoples who had education was a respected. Ancient Greece laid the foundation for the culture and science.Many times in the history knowledge changed the world.

Peer-to-peer is method where teacher and students have equal rights.

Why I'm here? Need to understand targets, tasks and methods to effective learning.

Nero-gymnastic good for the brain. Breathing exercise. Head rotation. Body move. Pelvic rotation. Water with glucose.

This course include spiral model with more deep dive into the theme.

Knowledge, Methods, Set to - three paths of result.

Additional instruments: abstract, clouds of knowledge, synopsis, practice.

Theory about three contacts. People guaranties remember information if he contact with it at short time span in the various forms.

Abstract template by Cornell: common information, my notes, conclusions.

• Knowledge
• Why do I need to learn in XXI century.
• Three connections theory
• Spiral model of course 
• Methods
• Cornell abstract method
• I set to
• Skill to do learn is important

My notes

.... 

Conclusion

Various methods provide effect if they are regular. Three connections theory - I like it.

Table of contents

Neural base

Lesson 1 - Predictive, data type, modes
Lesson 5 - Brain traning
Lesson 9 - Re-consolidation
Lesson 13 - Biological catalysts

To do planning

Lesson 2 - (Re)-planing
Lesson 6 - Decompose
Lesson 10 - Use sources, check subtotals
Lesson 14 - "Do I understand where I am?

To impressive skill

Lesson 3 - How to learn any essence
Lesson 7 - How to determine chunk
Lesson 11 - How to master a skill
Lesson 15 - Interleaving and art

To fix any-level mistakes

Lesson 4 - "Pomodoro" and some action
Lesson 8 - Two traps and methods to fix it
Lesson 12 - N.V. Gogol' method. Two trap
Lesson 16 - Final lesson

Introductions

Lesson 16

Content

Change thoughts - change life.

Santiago Ramon Cajal - he was bad guy and spend many times in the prisons. But after 20 years old he changed life and study medicine. He is Nobel Laureate. Important skill - listen people, change opinion and admit mistakes.

Charles Darwin - hi can show new methods in the classifications and theory of geology layers.

Learn music can help to strengthen neural connection.

Thoughts make what I want. If I want - I'll do. If I do - I'll have result.

• I set to
• I need to have target.
• Never late to begin.
• Thoughts it's prototype of result.

My notes

Set to these and do it.

Conclusion

1. I need to have target.
2. Never late to begin.
3. Thoughts it's prototype of result.

Lesson 15

Content

Visual & spatial memory is effective to move data into the long term memory. It's analogy, metaphors, method "Palace of the memory". 

Metaphors - speak about things but directly refers for another based things

Analogy - speak about difficult process as a similar simple process

"Palace of the memory" - use place that I know very good. I need to settle impressive images of metaphors and analogy in the "Palace of the memory". I walk and I meet my new knowledge there.

Interleaving - It's learning two or more tasks or chunks similar and focus for them, but not for single chunk. I can move between them in the one lesson. It works if:

• Related topics - for example various past tenses in the English
• If I know about all - I was read three lessons and think about all of them
• If I need to find communications between themes - it's  way to scientific discoveries may be

Interleaving is way to art and new ideas and deep dive into the topic.

• Knowledge
• Role of the metaphors and analogy for the memory
• Methods
• "Palace of the Memory"
• Learn many themes as one
• I set to
• Learn provide creative and art

My notes

Conclusion 

1. I can concatenate some tasks or chunks to one new or produce new on the cross of them. I don't go out of theory that need single learn for each task.
2. It's decrease amount of base information, because I can write equal/similar data once.
3. It's comparison with result of it.
4. It's equal of solo brain storm.

Lesson 14

Content

• Meta-cognitive processes
• Meta-cognitive checklist
• How to include learning into the real life

Meta-cognitive processes it's view from the side to the my learning and myself - how I do it. "I know that I know nothing" - example of meta-cognitive self evaluation by Plato. To check where I am.

Meta-cognitive check-list include: planning, monitoring, evaluation. It's help to save time and move front.

Planning include asks: "Why do I have this task?", "What is my final point?", "Where can I learn information?", "How many sources do I need?"

Monitoring include: "Do I understand that I do?", "Am I moving to the target?", "Do I need change anything?"

Evaluation include: "Do I have result?", "How many percent do I have of result?"

It's do learning more effective.

How to include learning into the real life ... 

Learning is array of element of various size and importance. Don't forget - the way to Everest isn't a moment. Need time to do it and need time to learning too. 

Do planning at the night. Don't sink into routine, change it. Brain-off on the relax. Set time to end learning and work. Need to have free time to the relax. Do learning easy as little step by step and include it in the real life, but accuracy.

Do it regular and prepare high quality base for the learning. Many times each people don't see result, but each complete block of information is effective means for the real work. If I decrease learn time to small - I'll have very small progress per time span.

Don't forget - need time to do it.

• Knowledge
• Meta-cognitive process
• Meta-cognitive check-list
• Methods
• Check my way to the target
• Include learn into the real life
• I set to
• Learning process take time

My notes

Conclusion

If I can't understand where I'm - use meta-cognitive checklist. Any time if I need.

Meta-cognitive checklist and learn planning to short, non-periodic time spans can help to include education into real life also.

Lesson 13

Content

If you are interested it, it's easier to learn. Interest is emotion that possible to be under control. I'm can produce each emotion in the my brain and interest also. We are produce emotions or can not to do it, emotions are not control us.

Neuromodulators is chemical compounds - they are affect to the neurons and change their works cycle: speed, compound. They are include:

1. Serotonin - alpha-male have high level of it. Person who do actions with high risk level and do many mistakes have low level of the Serotonin.
2. Acetilcholine - affect to the long-term memory and concentration of attention.
3. Dopamine - affect to the motivation, learn, making decisions. If I do and I like, dopamine will produce and my brain think it's good to repeat.

I'll increase my skill in these practice too - planning, making decisions, grammar in the social environment. Fitness can help to fix experience.

• Knowledge
• How work: serotonin, acetilcholine, dopamine
• Methods
• Check my way to the target
• Include learn into the real life
• I set to
• Learning process take time

My notes

I'm think that I need to go step by step from the choose action with low level risk, to the concentrate to the it and activate long-term memory for new information. I continuous to do it with enjoy if I can - it will produce interest of the new theme for me ...

If I can continuous - I'll have complete learn in the single skill. One or more skill can provide all that I need in the social environment. Not bad if I can't continuous, because I get experience and spend less time. I'll have many various information that help me in the my life, but it isn't professional skill.

Conclusion

Choose some important professional skills from the experience - don't afraid try them to understand how it for me. Support professional skills - don't stop. I'll have comfort in the social environment.

Collect another chunks. Increase skills: planning, making decisions, social grammar.

Some fitness will provide better quality for the learning.

Lesson 12

Content

N. V. Gogol' method to do work at fixed time is simple:

1. Prepare instrument for the work - it's so easy!
2. Sit on the table - sit and no more!
3. Do something ... very little task - may be print one word ... 
4. Second word after ...
5. These steps will run the work' process!

How does it works?

• Focus on the process, don't think about result
• Dive into the environment - do it in the place the right for the job
• Decompilation to the simple tasks
• Action disable pain also

"Einstenllung" - attitude, set to anything ... If I know many templates (chunks) and many knowledge - it'll block new ideas and information. New conception can't come to me.

"Open Mind" is method to do personal view for each knowledge. I need to get my opinion about each theme for exclude this trap. 

Example: I'm near of any event that also show on the TV too. I can watch TV and get opinion about event from it. But I can come to the event and see what is here and make personal opinion!

"Choking" - trap that can get stress, decrease motivation, apathy. If I'll begun learn without prepare - It can catch me. It's equal to fast start and not think that I need to do it ... As fast impressive attack without information about enemy.

Sources searching & introductions to reviews! For exclude it, prepare: speak with friends, read about it, check that people know about it, check literature about it ... e.t.c.

• Knowledge
• How N.V. Gogol' method works
• Two trap of my mind
• Methods
• N.V. Gogol' method
• "Open Mind"
• Prepare for the new knowledge
• I set to
• Thinking and learning personal is important

My notes

Conclusion

1. May be impossible to exclude all traps, but possible to fix all of them.
2. Some traps is very dangerous.
3. Some difficult to catch and fix them, because they are little and hidden.
4. Use simple method by N.V. Gogol to begun - it's so really easy.

Lesson 11

Content

Chunk have a target, include complete info, provide fast access to get info from memory. They can be simple or difficult. They are have "keys" to activate, also.

1. They are various in the various competency and have various values for their attributes
2. Various for mental and physical work
3. Algorithm is constant because brain works equal

Each lesson is chunk too and include: knowledge, methods and settings to. Theme name is chunk too, sub themes is chunks also.

Attention. Understanding. Context. Three based essences to "write" (on the paper, in the memory) chunk. How does it works:

1. Focus on the information. Information must be studied and understood;
2. See into the essence - write it into your brain on your language;
3. Check context to effective usage (it's keys to use, also);

Mistakes is possible here:

1. Focus on the steps, but without communication between them;
2. Chunk production without deep understanding. It's cramming;

Context is keys to activate knowledge and skill to action. "When" is a question. "Context" is an answer.

Bottom up - collect chunks and fix effective, exclude not effective. Practice them before.

Top down - books, articles, learn schemes and another graph data, e.t.c. Speak with people who have knowledge in this theme. I can see myself from the great height. It's picture and chunks are canvas and paints.

Meaning cards - any format that provide comfortable usage. Front side: question or small description. Reverse: full description about chunk.

How to work with them:

1. Do collect of them ...
2. Return to them at sometimes into the day ... 
3. Check before go to bed or after sleep ...
4. Exclude if you know it very good ... 
5. Increase interval between returning ... 
6. Use it with people who like it ... 

• Knowledge
• Algorithm of chunks making
• Scheme to check context to chunks usage
• Mistakes that possible into the chunks production
• Meaning cards
• Methods
• Produce chunks
• Check context for usage chunks
• Use "Meaning cards"
• I set to
• Without deep understanding - chunks is not effective
• Repeating is effective it's not cramming
• "Understanding" concatenates all information in the memory as "one"

My notes

Conclusion

1. Attention. Understanding. Context.
2. Context is important "keys" to activate chunk.
3. Possible the way from below or from above. Possible to mix them.
4. Meaning cards is convenient compressive data to learn.

Lesson 10

Content

Strategy without tactics is longest way to the victorious. Tactics without strategy is bustle before lost. 

Planning for the make strategy on the coast is guaranties for the success in the sea.

Matrix of the strategy. How to use it for choose long term strategy:

1. Understanding principle and methods and how they are like for my task
2. Check when strategy is effective
3. Determine planning methods and them results. Compare it with target

Strategy	How to use?	When to use?	Why to use?
Sliding through the book	Find titles, highlighted words, introductions and conclusions	Before full reading	I have understanding of the contents and focusing
Slowdown	Stop, read, and think out	When information is important	Increase focus on the information
Activation of existing knowledge	Stop and think about knowledge that I know and don't know	Before reading or before new task	Increase focus on the information
Ideas comparation	Compare important ideas into the theme or conclusion	When need deep understanding of theme	Decrease load on the memory, increase understanding
Schemas	Find and connect main ideas, list them	When information is interconnected	To find important ideas and do struct for them

I'm going slowly, but never don't go back. Abraham Lincoln.

Checklist to monitor process. Fastest analyze of result and planning. Divide A4 paper on four pats:

1. What did good?
2. What could be better?
3. Ideas
4. Planning to the future

Accent to the successful results and on the problems also.

• Knowledge
• Why strategy is important
• How Matrix of the strategies works
• Method to control way to the target
• Methods
• Check optimal strategies
• Do result and planning
• I set to
• Important to go and don't stopping
• Accent on the successful is important

My notes

Conclusion

1. Accent on the successful is important
2. Small step is better then stopping
3. Check result at sometimes ... 
4. Use effective strategy for current environment 

Lesson 9

Content

Hippocampus is important for long term memory. A patient with remote hippocampus lost all functions of the long term memory.

Consolidation is process to move from engrams (cognitive experience) to the long term memory. Engram is physical means of working memory as changes in the brain or another biological tissue, in response to external stimuli.

1. Consolidation - the first write from working memory to the long term memory
2. Reactivation - compile essence from the memory
3. Re-consolidation - append new data to the essence and rewrite it into the memory

Into the sleeping brain do consolidate many information as reliable connections between neurons. If I don't spill out, brain don't clear toxin, works long time into the unfocused mode, consolidate new information.

Astrocytes - provide resources for the neurons and their internal environment. Brain of Albert Einstein had many more astrocytes then normal average amount.

Peoples' astorcytes embedded into the mouses' brain increased education skill. They are based on the protein and support ionic balance also.

• Knowledge
• Astrocytes - the second important worker for the learn
• Scheme of consolidation
• Hippocampus important to remember
• Engram
• Methods
• Check repeatable writing into the memory
• I set to
• Need to clarify information each cycle of consolidation
• Spill out each day!

My notes

Conclusion

1. Attention is important each re-consolidation for effective upgrade
2. At sometimes I can think that essence wasn't updated, but it's result with low attention or may be really I know all that is possible
3. Astrocytes is important to learn
4. Hippocampus is important

Lesson 8

Content

Procrastination equal postpone. Procrastination block knowledge incoming into the long term memory. Because procrastination break regularity and constancy, decrease time to learn. Learn is brick wall and need to do it accuracy and regular. Because chaos don't provide a strong wall.

Procrastination is pain from new knowledge - and brain do it as reaction on the pain. I need to cope with procrastination. Collect of many events of this - will increase difficult to cope it. How it works, step by step:

1. It's reaction to the pain. It's method by evolution. Simple and comfortable for the brain.
2. Brain runs away into the safe place. And tell tales about it - to prove that it's good for me.
3. Brain collect many tales and it's increase difficult to cope it ... 

Illusion of competence - if I listen and understand alien thoughts and think that is all that I need. No it's not guaranties knowledge for me. I need to have my personal thoughts and experience to  get knowledge. How does it works:

1. If I watch more - I'll know more ... High amount of information it's not knowledge.
2. If I was read - I know it. No, it don't work. It's only first meeting.
3. Need to decrease quotes from the alien text ... Knowledge, skill so good, but theses isn't it.

How to fix it:

1. Recall - do it after reading and check that I understand: repeat all with my personal thoughts. Repeat it more times if I need.
2. Don't collect quotes from the source: book, video, e.t.c. - better to do conspect.
3. Mind-map is not effective without understanding. Example - algorithm of chess play without knowledge how each chess pieces move.

Overabundant learning is cramming.

How to exclude it:

1. Do test of myself (for example: similar with "peer-to-peer"), check mistakes to exclude overabundant repeating of based info.
2. Synopsis and recall methods. Synopsis its my personal determining.
3. Change format of the learn: audio, video, text, e.t.c. Change environment - not use only one place.

• Knowledge
• Procrastination broke long term memory works
• Recall and synopsis better then quotes and mind-maps
• Methods
• Exclude illusion of competence and overabundant learning.
• I set to
• Important to have personal thoughts
• Procrastination is addiction, exclude it

My notes

Conclusion

1. It's two extremes of one essence.
2. Need to balance between.
3. Essence of knowledge and skill is only one that important.