#Brain Rules – by John Medina

[everythingaboutbiotech]

A summary of the 10 essential principles for aging well covered in "Brain Rules for Aging Well" by John Medina:

Exercise - Regular physical activity is crucial for maintaining cognitive function, mood, and physical health as we age.

Sleep - Getting quality sleep is vital, as poor sleep is linked to accelerated cognitive decline and increased risk of dementia.

Stress - Learning to effectively manage stress through relaxation techniques, social connection, and cognitive strategies can slow age-related mental deterioration.

Nutrition - Eating a nutrient-dense diet rich in vegetables, fruits, whole grains, and healthy fats nourishes the brain and body.

Learning - Continuously challenging the brain with new skills and information helps maintain mental sharpness.

Purpose - Maintaining a sense of purpose and meaning in life is associated with better cognitive and emotional wellbeing.

Social Connection - Staying socially engaged and nurturing relationships are protective against cognitive decline.

Music - Actively engaging with music, whether playing an instrument or simply listening, boosts brain health.

Relaxation - Taking time to unwind and restore through practices like meditation helps counteract the damaging effects of stress.

Optimism - Cultivating a positive, hopeful mindset can enhance physical and mental resilience as we age.

Following these 10 principles can help you stay vital, happy, and sharp for years to come, according to brain expert John Medina.

[mpezsjndgra]

The Top 10 Brain Health Books of 2008: Ready for some Mental Exercise?

Here you have The 10 Most Popular Brain Fitness & Cognitive Health Books of 2008, based on book purchases by SharpBrains' readers during 2008. We hope you find them as stimulating as we did - ready to visit site here exercise your brain by selecting at least one to read?

Here you have The 10 Most Popular Brain Fitness & Cognitive Health Books of 2008, based on book purchases by SharpBrains' readers during 2008. We hope you find them as stimulating as we did!

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School (Pear Press, March 2008)

Dr. John Medina, Director of the Brain Center for Applied Learning Research at Seattle Pacific University, writes an engaging and comprehensive introduction to the many daily implications of recent brain research.

The Beck Diet Solution: Train Your Brain to Think Like a Thin Person (Oxmoor House, March 2007)

Dr. Judith Beck, Director of the Beck Institute for Cognitive Therapy and Research, connects the world of research-based cognitive therapy with a mainstream application: maintaining weight-loss.

The Brain That Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science (Viking, March 2007)

Dr. Norman Doidge, psychiatrist and author of this New York Times bestseller, brings us "a compelling collection of tales about the amazing abilities of the brain to rewire, readjust and relearn".

Spark: The Revolutionary New Science of Exercise and the Brain(Little, Brown and Company, January 2008)

Dr. John Ratey, an associate clinical professor of psychiatry at Harvard Medical School, summarizes the growing research on the brain benefits of physical exercise.

The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning (Stylus Publishing, October 2002)

Dr. James Zull, Director Emeritus of the University Center for Innovation in Teaching and Education at Case Western Reserve University, writes a must-read for educators and lifelong learners.

Train Your Mind, Change Your Brain: How a New Science Reveals Our Extraordinary Potential to Transform Ourselves (Ballantine Books, January 2007)

Sharon Begley, Newsweek' excellent science writer, provides an in-depth introduction to the research on neuroplasticity based on a Mind & Life Institute event.

Thanks: How the New Science of Gratitude Can Make You Happier (Houghton Mifflin, August 2007)

Prof. Robert Emmons, Professor of Psychology at UC Davis and Editor-In-Chief of the Journal of Positive Psychology, writes a solid book that combines a research-based synthesis of the topic as well as practical suggestions.

The Executive Brain: Frontal Lobes and the Civilized Mind (Oxford University Press, January 2001)

Dr. Elkhonon Goldberg, clinical professor of neurology at New York University School of Medicine, provides a fascinating perspective on the role of the frontal roles and executive functions through the lifespan.

The Brain Trust Program: A Scientifically Based Three-Part Plan to Improve Memory (Perigee Trade, September 2007)

Dr. Larry McCleary, former acting Chief of Pediatric Neurosurgery at Denver Children's Hospital, covers many lifestyle recommendations for brain health in this practical book.

A User's Guide to the Brain: Perception, Attention, and the Four Theaters of the Brain (Pantheon, January 2001)

[allael]

"All that changes with age. You now have a few more miles on your biological tires and greater knowledge about how the world works . You hardly need three ghosts to realize you were wrong and won’t live forever. I remember first discovering this when I wrote down the number of books I wanted to read before kicking the bucket . I calculated the time it would take to read them and realized I would need to live more than 180 years to finish. And that’s if I didn’t do anything else but read books. While that is surely a vision of heaven for me, I have, unfortunately, other things to do. Aging forced me to prioritize. And since I knew I wanted to spend more time with my family than with Dickens, or any other author, I could sense something warmly relational shifting beneath my behavioral feet."

📘 Brain Rules for Work: the science of thinkin smarter in the office and at home, John Medina 2021

[philophi9999]

Watch "Brain Rules by John Medina | Hindi Audiobook Summary | How to Increase Brain" on YouTube

TUMLOG ATTENTION SEEKER BASTARDS HAIN....KU6 BHII KABHII BHII...NAHII KAREGAA...

[krishiiprinces]

Brain Rules by John Medina Audiobook How to Increase Brain Power Book ...

[totaleditorial]

From my experience speaking in front of hundreds of audiences, I have learned that stories are memorable because of the images and emotions contained in them. The lesson of the story sticks because it’s embedded in an image. The image isn’t a still picture; it’s a motion picture, a movie.

Let’s test my theory. Take a moment now to think about a movie that you first saw more than ten years ago. Have you identified your movie? Now, what do you remember when you recall this movie?

I bet that the first thing that came to your mind was an image or a scene. You remember the actors, their clothes, the location, the situation, and the emotions. You can see these images as easily now as you did when you were watching the movie.

What you remember next is dialogue. But compared to how vividly you remember the images, you probably don’t remember much of the dialogue. Your brain remembers pictures first. It then remembers the emotional context, and finally, it remembers language.

In his book Brain Rules, molecular biologist John Medina explains this phenomenon. “When the brain detects an emotionally charged event, the amygdala releases dopamine into the system. Because dopamine greatly aids memory and information processing, you could say it creates a Post-it note that reads, ‘Remember this.’”

That explains why audience members who saw me tell a story in a keynote more than ten years ago approach me like I’m a long-lost friend and say, “I still remember your airport story.” But it’s what they say next that proves the effectiveness of my story theater method as an essential storytelling skill. With a smile on their faces, they say, “I’m still looking for the limo.”

“Look for the Limo” is the branded point of the story. I call it a phrase that pays. Because they remember the story, they remember the point. When they remember the point, it becomes actionable.

Most people who have ever given a speech, run a business meeting, or tried to sell a product or service will tell you that stories are more memorable than facts and data. In my experience, the story is essential if you want people to remember any of your content.

In his book Mirroring People, Marco Iacoboni asks, “Why do we give ourselves over to emotion during the carefully crafted, heartrending scenes in certain movies? Because mirror neurons in our brains re-create for us the distress we see on the screen.”

At last I’ve found a scientific explanation to explain what I’ve been teaching for the last 20 years: mirror neurons. We don’t just listen to stories; we see images and feel emotions. We experience the story as if it’s happening to us.

Daniel Pink says, “Stories are easier to remember because stories are how we remember. When facts become so widely available and instantly accessible, each one becomes less valuable. What begins to matter more is the ability to place these facts in context and to deliver them with emotional impact.”

In other words, when you tell a story and make a point, you make an emotional connection. When you make an emotional connection, you and your story are memorable.

[kissalopa]

I was tagged by @mamabearssims, @gladlypants and @baby-monsterr, thank you so much for the tag! 💜💙💚

rules: tag people you would like to know/catch up with

last song: George Michael - Too funky

last movie: I think it was Star Wars: The Rise of Skywalker, but I can’t remember, haven’t seen any movies since summer

currently watching: Nothing, unfortunately. Last show I watched was 9-1-1 on FOX

currently reading: John Medina “Brain Rules for Baby: How to Raise a Smart and Happy Child from Zero to Five”

currently craving: Good night sleep. Haven’t slept well since July

I’m tagging @gardenbats, @pxelsnflowers, @anxiousmoodlet, @flirtysimlish, @moniq31gamer, @daisydezem, @sweetpyxels, @tarihsims, @an0nymousghost, @biffybobs, @noobo, @asimofmanyhats, @blissfulbean

[everythingaboutbiotech]

Vision trumps all other senses. We learn and remember best through pictures, not through written or spoken words.

- John Medina, Brain Rules

[premium-um]

Midterm presentations: tips and tricks part 1

The Midterms are coming up! The deadline for handing in your team’s Powerpoint presentation to PCMT is March 12. Since we don’t want to leave you empty handed, here’s some tips and tricks to creating some powerful powerpoint slides.

PART 1: The key to powerful slides +  visuals on slides: go or no-go?

When creating your slides, make sure that you don’t repeat information or put in facts that don’t need to be there.

Be critical to what should be and what shouldn’t be on your slides. The goal is to make your presentation slides as small as possible, while retaining the most essential information possible. Online presentations should be simple and straightforward, especially since your audience will be looking at computer screens and engagement is less compared to offline presenting.

During a presentation, it’s sometimes hard to keep your audience engaged and distraction free, especially if they are online. If you are only using long lists of words, your message won’t be getting across. Did you know that:

If we only read text, we are only likely to remember 10% of the information 3 days later.

If we add in a relevant image, we are likely to remember 65% of the information 3 days later!

 (Source: John Medina, author of Brain Rules’)

Take the power of visuals and use it to your advantage—if you’re giving a presentation online, sprinkling in a few key visuals throughout your presentation can help you drive in those really important points. 

Overkill will not help you though. Therefore, only use visuals on your slide as an aid to engage the audience, allow the audience to better remember the information or to explain complex ideas in easier-to-digest ways. 

If you are not sure, ask yourself the following critical questions:

Does my visual help the main point of the slide?

Is my visual appropriate for the audience?

Is my visual too distracting?

Does my visual help the audience understand complex information better?

If a video, is it too long or short?

[ipritam25me-blog]

12 POWERFUL BRAIN HACKS THAT WILL CHANGE YOUR LIFE

Tired of your day to day life problems?

wanted to deal will the properly?

Wanted to how your brain reacts towards problems?

Here 12 Powerful hacks of brain that would be helpful for you to get out of your problems.  A well research  Book by John Medina a Developmental Molecular Biologist and Research Consultant.

According to his research the roots of our all the problem is the way that our brain thinks and deals with problems.This books is one of the best seller book of New York times.

Here i have a points for you.  

So after his work he come to conclusion and write a scientific book that based on a 12 Rules of brain that we can understand our brain,how it deals with problems  

and

Program our mind to deal with problems.

follow the link 

https://www.wordsofblogger.xyz/2020/07/12-powerful-rules-of-brain-by-john.html#more

Because we don't understand it fully  how our brain works we do to dumplings  and this can be only solved if   this problem can only be solved if we know our brain.If you know the secret our brain acts towards  problem .

In his book he stated 12 brain rules so we can solve our problems and way that our brain deals with problems of our lifestyle.These rules are based on scientific principles so if you follow this rules we can solve our problem of life and we can increase our brain functions.

Our ability to read  understand increased by 10% whatever you are businessman job worker student  or teacher this 12 rules will definitely change your life and increase your performance to next level.

And increase your behavior and your performance in your daily life and it will  make  your life  easier day to day life and this rules will definitely make you smarter then any other surrounding you.

OK then let's start to know this 12 rules of our brain that will

increase our brain function and  Endeavor performance.

Read full article on given link

https://www.wordsofblogger.xyz/2020/07/12-powerful-rules-of-brain-by-john.html#more

https://www.wordsofblogger.xyz/2020/07/12-powerful-rules-of-brain-by-john.html#more

[savipra]

The Eight Brain Rules

Dr. John Medina is a developmental molecular biologist.

His life-long fascination?

Studying how the mind organizes information.

In fact, Dr. Medina has spent his career looking at the science behind brain performance and mental health.

He even wrote a book called Brain Rules where he lays out the rules he swears by for optimal brain health.

So, here are 8 of Dr. Medina’s "go-to" strategies that hypnotists can also use to boost mental well-being:

1. Every brain is wired differently (and it continues to rewire throughout your life). This means that whatever you do on a daily basis will rewire what your brain looks like… so choose your activities wisely.

2. The brain is not capable of multitasking. So try to focus on one thing at a time and avoid distractions -- you’ll end up being more productive!

3. Sleep well = think well. Sleep helps improve learning, focus, memory, mood… you name it. Get the sleep you need (and don’t underestimate the power of a good nap).

4. Make relaxation a priority. The brain isn’t designed for long-term stress – it hurts your memory, immune system and sleep patterns.

5. The brain needs connection. Keep your relationships healthy and stay active in your community.

6. Repeat to remember. If you want to remember something long-term, then repetition is key.

7. Stimulate more of the senses. Your senses all work together, and multi-sensory environments help you learn better.

8. Exercise boosts brain power. To think better and keep your brain healthy, move and exercise for at least 20 minutes each day.

There you have it!

See how you can apply these "brain rules" to keep yourself motivated and in top shape for your hypnosis sessions.

[philophi9999]

Watch "Brain Rules by John Medina | Hindi Audiobook Summary | How to Increase Brain" on YouTube

TUMLOG ATTENTION SEEKER BASTARDS HAIN....KU6 BHII KABHII BHII...NAHII KAREGAA...

[futurestrong]

Adding a little Classroom Magic for learning

Dr Kathryn Murray

Education Specialist, Author, Global Speaker.

Do you remember Bewitched, the 1970s TV show? Samantha the good witch could wiggle her nose and change any situation possible. What about Tinker Bell from the classic children’s story, Peter Pan? She could sprinkle magic fairy dust to make people fly and the world a different place. When my children were younger, I would stealthily sprinkle ‘fairy dust’ into their school shoes at the beginning of each school year to give them confidence and remind them that magical things could happen at school.

What if we could wave a magic wand and give our classrooms a make over that meant learning was enriched and all teachers and children were engaged and connected.  What if behaviour issues were reduced, literacy and numeracy skill development was increased, children’s interests linked them to the curriculum, strong relationships were built, responsibility and ownership was encouraged?

While we don’t have a magic wand, we do have research in neuroscience and development that explains the importance of activating the brain through the design of our learning spaces. The learning environment includes inside the classroom, the veranda/patio, the playground – anywhere children use in the school day.

In his book, Brain Rules, John Medina describes 12 brain rules to explain what children and adults need to stay focused, motivated, engaged, stimulated and in love with learning. For example, Brain Rule #6 ‘we don’t pay attention to boring things’ and Brain Rule #12 ‘we are powerful and natural explorers’ are just two of the 12 that relate to how we set up and use our teaching spaces.

Designing classrooms and outdoor spaces that are non-institutionalised, warm, inviting, related to children’s interests and linked to the curriculum promotes engaged and individualised learning. Having open ended materials in each of several learning spaces inside or outside the classroom, allows children to expand their thinking, problem solve, use language or literacy to communicate ideas, negotiate, plan, imagine and direct their learning with the guidance by the teacher.

Children need to:

- move around the classroom after short periods of sitting;

- calmly engage in rich, non-threatening learning spaces so that any performance based anxiety is reduced; and

-be provided with opportunities to repeat skills several times to build long term memory and skill acquisition.

These few strategies relate to research in neuroscience with links to Brain Rule #2 ‘movement and exercise boosts brain power’, #4 ‘stressed brains don’t learn the same way’ and #7 ‘repeat skills to remember’.  

As teachers, we need to consider the research that explores the nature of learning and whether it is performance or process based. Performance based learning has the undercurrent of fear – there is pressure to succeed, get a good grade, win the race. On the other hand, process based learning focuses on the learning that occurs during the activity – what is the thinking behind the answer to the maths problem, what was learnt getting 5/10 in the spelling, how did it feel when you ran and what might you do next time? Providing a learning environment that is non-threatening and offers a range of relevant and interesting materials to supplement the learning from the curriculum addresses John Medina’s approach to looking after the brain and the process of learning rather than focusing only on the product.

The classroom and outside environment is a springboard that allows us to link our explicit teaching and learning to children’s experiences. Neuroscience plays a key role in the design and planning of your room and outside space. If we could wave a magic wand and set up our learning spaces differently to the standard classroom or outside space, then these top ten strategies may be what we would see.

Top Ten Classroom Magic Design Strategies.

1. Use layers and textures to make each learning space interesting so that it invites the child into the area and engages their curiosity and wonder.

2. Lower the roof line of your classroom or outside area with draped material, streamers, lattice hung horizontally, beach umbrellas.

3. Make small, home like, cosy spaces with floor rugs, table and floor lamps, cushions and soft materials.

4. Define small spaces for 1, 2, 3 or 4 children with mats, lattice, hessian, trellis, organza curtaining.

5. Pay attention to detail and have tidy organised spaces with a feature point for interest and stimulus.

6. Become an ‘op shopper’ or frequent the $2 shops and always be ‘on the look out’ for natural resources (seed pods, leaves, feathers).

7. Select developmentally appropriate items for the learning spaces that reflect real life, eg., china crockery (from the op shop) instead of plastic for the Kindy room.

8. Ensure that there are clip boards with paper and pencils in every learning space around the room to promote literacy and numeracy opportunities.

9. Plan for skill development in every area based on child, centre and community interests by adding extension materials.

10. When defining spaces make sure that your view of the children is not totally obstructed - use trellis or lattice from Bunnings/hardware store, sheer curtaining, open weave hessian, positioning of partitions.

Don’t forget to ensure that there is a mat somewhere in your classroom for small and whole group meetings. A gathering space to share learning and teaching successes.

possibilities for learning are opened up when we think a little differently about our teaching and learning spaces. Having a warm, home like environment helps children to feel secure and open to building relationships and taking a risk in their learning. An interesting classroom or outside area inspires us as teachers and does the same for children. I invite you to join the Classroom Magic Movement and try the top ten strategies. Let me know how you go!

Where to from here?

If you want to know more, then I’d love to connect with you! Contact me through my website www.futurestrongeducation.com OR join me on our Facebook page – Future Strong Education.

Dr Kathryn Murray has worked with children and families for 35 years as a teacher, researcher and university lecturer. Kathy is the CEO of Future Strong Education supporting parents and children through workshops and speaking engagements.

[latrisdesign]

Raising Kids: Note to Future Self

Parent alert: Turn off the TV set and computer if you want to raise smart children.

Far-fetched? Not compared with this: Fathers, if you want to get your children into Harvard, start cleaning the toilet.

These suggestions from University of Washington molecular biologist John Medina, 55, may sound radical or, as some would put it, absurd.

This is because most parents have little scientific knowledge about how babies' brains work, said Dr Medina, who specialises in the genetics of psychiatric disorders.

Applying the understanding of brain sciences to early childhood education is his lifelong interest. Dr Medina was the founding director of the Seattle-based Talaris Institute, which was established in 2000 and supports early childhood research projects as well as developing parenting programmes for caregivers. And he is director of the Brain Centre for Applied Learning Research at Seattle Pacific University.

Dr Medina is adamant about this one rule: 'Get the blue light out of their eyes.' He is referring to exposing children to television and computer screens before they are two years old. It is a no-no because blue light emanating from electronic media keeps them awake, and can lead to attention deficit disorders later in life.

'Exposure to electronic media of any kind can be very dangerous in the first couple of years of life,' he stressed. The conservative scientist also believes that children above two years old - if allowed to be glued to digital screens - will be robbed of the opportunity to form competent human relationships, thus affecting their 'theory of mind'.

A psychiatric term, theory of mind refers to the ability to shift perspectives - a trait lacking in children with autism or those experiencing severe pain. The ability to shift perspective reflects a child's quantitative reasoning and therefore his ability to do maths, he said.

His lifelong interest in how brain sciences influence the way children learn has been captured in his latest book, Brain Rules For Baby: How To Raise A Smart And Happy Child From Zero To Five, published last October.

He spoke to The Sunday Times recently, when he was here at the invitation of early childhood training institute Asian International College. Over two days here, he spoke to more than 100 early childhood educators from global education group Knowledge Universe, which operates the Learning Vision, Pat's Schoolhouse and Odyssey, The Global Preschool brands. Dr Medina spoke with conviction and passion about how parents and educators should 'start over' if they want to raise smart, happy and moral children. And the answer is not teaching children to read French by the time they are three, or do differential equations by the time they are six. 'The single greatest predictor of academic performance that exists is the emotional stability of the home in which the kid is being raised,' he said. Breaking what may be bad news to fathers, he said that men should do more housework for the sake of their children.

The second biggest source of conflict in the United States - the first being sleep deprivation once the baby arrives - is the inequity of household chores, with women doing 70 per cent of the housework. The numbers may not be very much different in Singapore.'Guys, get a clue,' he said in a thunderous voice.

'If you want to stop the source of conflict, stop the World Of Warcraft and fix dinner.' How a child's parents get along at home affects his 'executive function' score - a measure of impulse control and the ability to do well in maths, said Dr Medina.

'It is only with emotional stability that the kid can mobilise whatever IQ he already has,' he added. Because babies' brains are highly stimulated, they can sniff out parental conflict. And perceived unresolved conflicts can 'rewire their nervous systems in a way that hobbles their ability to do maths, language arts and certain motor skills', he said.

The human brain is designed to 'solve problems related to surviving', so the child will feel threatened by unresolved conflicts and will grow up particularly scared, and not creative or bright, he explained. 'It doesn't matter how much calculus maths you give them.'

Conversely, a child's nervous system will be fine if the amount of fighting and resolution is equal.

'They will also learn that conflict and its resolution are a normal part of life,' said Dr Medina.

His earlier book, Brain Rules: 12 Principles For Surviving And Thriving At Work, Home And School, was a New York Times bestseller for nine months in 2008.

Although it was his first visit here, he had heard about Singapore's stressful education system and would like parents to hear this: 'Education is not a race. 'Tiger Mum Amy Chua is wrong. The more stress you produce in children, the more likely they are to not mobilise their IQ.'

He was referring to the Yale law professor whose book Battle Hymn Of The Tiger Mother recently created a stir and became a bestseller. Stress, in particular, stubs out creativity, or what Dr Medina describes as 'fluid intelligence'. Fluid intelligence is the ability to improvise as soon as something is learnt - a skill employed by jazz musicians.

It is as important to the process of learning as 'crystallised intelligence', which is characterised by memory work or repetition. The interview was peppered with lots of laughter as he explained how an over-emphasis on either of the two forms of intelligence will create either a robot - which does not win Nobel Prizes - or an air guitarist, who does not have knowledge. Drills are important, but just as crucial is playtime, which unlocks the creativity in children, he added. It is for the same reason that he thinks that an accelerated syllabus is bad. 'Make education a race and the learning is destroyed.'

[varesearch]

TỪ NGHIỆP DƯ TRỞ THÀNH CHUYÊN GIA TRONG BẤT KỲ LĨNH VỰC NÀO NẾU ÁP DỤNG 5 PHƯƠNG PHÁP TỰ HỌC "LẠ MÀ CHẤT" NÀY.

(Elon Musk cũng đang áp dụng, tại sao bạn không thử ngay?)

Trong kiến thức kinh tế ngày nay, việc học tập xuyên suốt cuộc đời là quan trọng hơn hết. Cùng lúc đó, kiến thức ngày càng giá trị hơn và dễ tiếp cận hơn, đặc biệt là trong bối cảnh Khoa học Công nghệ phát triển. Đó là lý do việc học là sự đầu tư tốt nhất của chúng ta.

Cho dù chúng ta đang học một ngôn ngữ mới hoặc cải thiện các kỹ năng lập trình của mình, có một số cách giúp chúng ta có thể trở thành người học tốt hơn, bắt đầu với cách chúng ta học.

Sau đây là cách chúng ta có thể tiếp tục kéo dài việc học mỗi ngày.

01 - SỰ LẶP LẠI

Theo cách nào đó, gần như tất cả chúng ta cố gắng nhớ hoặc cố nhồi nhét vào phút cuối. Hóa ra, học nhiều phiên và trải rộng bài học hay "lặp đi lặp lại cách biệt" là một cách hiệu quả.

John Medina, tác giả của Brain Rules, gọi sự lặp đi lặp lại là cách hữu hiệu nhất để gieo các ký ức vào n.ã.o b.ộ.

Có thể bạn quyết định trong năm 2019 s�� học tiếng Pháp. Để tận dụng sự lặp đi lặp lại khoảng cách, bạn có thể bắt đầu tạo một lịch trình xem xét. Mỗi tối, dành ra thời gian để học, xen kẽ giữa từ vựng và ngữ pháp. Giới hạn thời lượng của những phiên đánh giá này vào khoảng 30 phút, hoặc tùy vào thời gian bạn có thể tập trung mà không bị xao nhãng.

Tiếp theo, thiết lập một cách để lưu trữ và tổ chức thông tin. Phần mềm như Evernote và SuperMemo là những công cụ tuyệt vời cũng như dễ dàng truy cập.

Cuối cùng, bạn sẽ cần số liệu để theo dõi tiến trình của mình. Đo lường lợi ích của bạn sẽ thúc đẩy bạn tiếp tục.

Trong khi thiết lập một hệ thống đòi hỏi thời gian, việc lặp lại khoảng cách giúp chúng ta lưu giữ thông tin và có thể giảm thời gian học tập.

02 - SUY TƯ

Năm 2016, chuyên gia năng suất Scott Barry Kaufman phát hiện rằng 72% mọi người có ý tưởng sáng tạo khi đang tắm. Bản thân tôi là một phần của nhóm đó.

Những ý tưởng khi tắm này thường xuất hiện khi chúng ta đang làm một hành động không liên quan, vì n.ã.o b.ộ của chúng ta tạo ra các liên kết giữa các thông tin chúng thu nạp.

Tôi cũng có những ý tưởng tuyệt vời nhất trong (hoặc sau) khoảng thời gian riêng tư. Đó là một lý do cho việc tôi tin vào việc cho nhân viên thời gian thảnh thơi - và chúng t��i khuyến khích họ thực sự tận dụng ngày nghỉ của mình.

Thường thì, chúng ta giả định rằng việc học chỉ diễn ra khi chúng ta nhồi nhét những ý tưởng và khái niệm mới vào n.ã.o b.ộ, trong khi thực tế là nhiều khi việc đó diễn ra trong những phút giây thư thái.

Đi ngủ - thời điểm nhận thức hoàn toàn được nghỉ ngơi là lúc mà các chuyên gia nói chúng ta dọn dẹp kiến thức của mình. Trong một nghiên cứu gần đây về những người tham gia học từ vựng ngoại ngữ, một giấc ngủ ngon giảm thời gian luyện tập đến 50%.

Mặt khác, bỏ qua giấc ngủ gây thiệt hại cho khả năng tiếp thu những thông tin mới - và điều này bao gồm những chi tiết có được trước và sau khi thiếu ngủ.

03 - GIẢNG DẠY

Như bất kỳ giáo viên nào sẽ chứng thực, cách tốt nhất để học điều gì đó là giải thích nó cho người khác. Ý tưởng này còn được gọi là Learning Pyramid, một công cụ trực quan thể hiện cách học hiệu quả nhất.

Theo như kim tự tháp, 90% mọi người giữ lại được những gì họ học được khi họ giảng lại cho ai đó hoặc áp dụng thông tin đó ngay lập tức. So sánh điều này với việc chúng ta chỉ tiếp thu được gần 10% những điều chúng ta học được nếu đơn giản chỉ có đọc.

Hành động theo kiến thức mới là một trong những cách hiệu quả nhất để tăng cường khả năng duy trì. Đó là lý do tại sao Richard Feynman nghĩ ra Kỹ thuật Feynman 4 bước, một công cụ hỗ trợ học tập phá vỡ các khái niệm thành các phiên bản dễ tiếp thu hơn.

Như Feynman từng nói: "Nếu bạn không thể giải thích một cách đơn giản, vậy thì bạn chẳng hiểu cái gì cả."

Chắt lọc một chủ đề vào các phần cơ bản của nó không chỉ giúp tăng cường sự hiểu biết, nó còn làm nổi bật các lỗ hổng kiến thức. Khi chúng ta gặp phải những lỗ hổng đó, kỹ thuật Feynman khuyên chúng ta quay trở lại tài liệu nguồn và tìm hiểu lại những gì còn thiếu sót.

04 - CHUYỂN ĐỔI

Có bao giờ bạn tự hỏi làm thế nào Elon Musk trở thành một chuyên gia đa ngành? Bên cạnh việc là một người hiếu học, việc đào tạo chéo giữa các lĩnh vực đã giúp Musk thành thạo trong từng lĩnh vực.

Musk áp dụng một kỹ thuật gọi là học chuyển: lấy những gì chúng ta học trong một bối cảnh và áp dụng nó vào một bối cảnh khác.

Ví dụ, chúng ta có thể thực hành một kỹ thuật chánh niệm hoặc một công cụ đọc hiểu. Chúng tôi cũng có thể nghiên cứu nhiều lĩnh vực và sử dụng thông tin từ một lĩnh vực để nâng cao hiểu biết của chúng tôi về lĩnh vực khác.

Để áp dụng kiến thức trong một bối cảnh mới, chúng ta phải suy nghĩ chín chắn về nó. Ví dụ, nếu tôi nắm vững các quy tắc ngữ pháp tiếng Tây Ban Nha, nó cũng sẽ giúp tôi học tiếng Pháp nhanh hơn. Và tôi sẽ tăng cường các kỹ năng ngôn ngữ Tây Ban Nha của mình trong quá trình học này.

Musk có một quá trình hai bước để học chuyển giao. Đầu tiên, ông giải mã kiến thức thành các nguyên tắc cơ bản. Sau đó, ông tái tạo nó trong một lĩnh vực mới: "Điều quan trọng là xem kiến thức như một loại cây ngữ nghĩa - đảm bảo bạn hiểu các nguyên tắc cơ bản, tức là thân cây và cành lớn, trước khi bạn đi vào lá/ chi tiết hoặc không có gì để giữ lấy."

05 - HỌC CÁCH HỌC TỐT HƠN

Không phải ngẫu nhiên những người thành công dành cả đời để học tập. Trong một thế giới chuyển động với tốc độ nhanh hơn bao giờ hết, chúng ta cần cả kỹ năng và khả năng suy nghĩ phê phán về các khái niệm mới.

Hầu hết chúng ta đều cố gắng trở nên thật giỏi trong lĩnh vực của mình - và nếu, giống như Elon Musk, chúng ta có thể thành thạo một số ngành nghề, điều đó thậm chí còn tốt hơn.

Tôi hy vọng bốn kỹ thuật này hữu ích để việc học của bạn tốt hơn và nhanh hơn.