Let’s start with why.

Although this is not really a book review, I did recently read this book. I found it entertaining, at times repetitive – Apple is the primary, exemplary case – and both inspiring and instructional. The final chapter touched my emotions in a way a management book rarely does. So why, then, would I blog about this here, for students aiming to improve their academic performance. The answer to that question is very simple.

Why are you in university? Let’s start with why. I am very confident in stating that if you examine the question: what am I doing day-to-day in my university life, you will quickly discover your why. Are you here it to learn new things? Are you here it to make new friends, meet new people? Are you here to plan your next vacation? Are you here to party?

Looking and your what you do gives great hints to why you have chosen to be in university. Now ask yourself another question: is your why aligned with the idea you have of yourself, four years from now?

If you take Simon’s concept (it goes too far for me to call it a theory, sorry Simon) and use the simple model he provides to organize your motivation, you may find that you see your actions, your behaviors and your decisions reflected in the mirror of WHY?

And there is nothing wrong with that – if the why is something that you can get behind. The interesting thing about balancing your life in university today with the purpose of university, which is preparing your to think and act in the future, is that a variety of why’s can apply. Your mission – if you choose to accept it – is to create that magnificent why that makes what you eventually do incredibly easy for you to stand by. Whether others agree or not.

(Hint: when you feel unsettled by your own explanation, its probably because you know you’re lying to yourself…)

Intuitively, you understand the purpose of university, yet in the clutter of temptations (sorry, opportunities to express yourself, meet new people, develop your skills) you may loose sight of why you do what you do. In my direct experience, students who excel have a very clear explanation of why they do what they do – also when it comes partying hard. It is when someone cannot explain why there are more parties than lectures in a week, that I get worried.

Watch the video and this weekend, start with why. It’ll make coming monday very interesting indeed!

Learn from Global Education

Today I stumbled upon a really interesting TEDtalk. Since it has been a while since I blogged about this topic – and this blog has come to mind regularly since – I figured this TEDtalk by Andreas Schleicher on global education systems was worth pondering, and thus writing. Do note that we are discussing high school education here. Yes; the basics.

The Talk!

First, here is the video in full. It is worth watching simply because it gives you a great idea of the global education playing field. Also, you get a great feel for your experience in comparison to education around the world.

Initial thoughts

Obviously I think: yeah this is cool! Think about it: the team with which this man works took the time and effort to compare, in some way, different global education systems. That is nifty. At the same time I, as any university graduate may agree upon watching the video, have my reservations about the utopia that aggregated data may show. Even though the system you are in may function well in comparison to other countries, it may not be the best education system for you. Or the best education experience for you.

Some highlights 

“We have such a hard time figuring out that learning is not a place, but an activity.”

That, I believe is a brilliant insight into the essence of education. It is something that is done. No matter what country your school is in, how wonderful the facilities are, or how great the teachers – a good education is available anywhere if you do it right.

“We wanted to test whether they can extrapolate from what they learn.”

In other posts I’ve covered how I feel about your ability to reproduce what you’ve learnt. This skill, or trick, should not be a measure of your education – yet it too often is. Rather, what you can create from with what you learn is more important. In life, as is also discussed in the video, the true test is applying what you know to novel situations or ideas. This is the hardest, and most satisfying challenge of learning.

It is not how much you spend, rather how you spend on education.

With similar budgets, according to the measures in this study, results can be very different. By investing differently elements of the system, thusly altering the machinery of learning, what the system produces changes.

“..the believe that all children are capable of success.”

This one really resonates with me. We know now that development of the brain is a continuous process and that what you are capable of today is but a glimpse of what you could accomplish tomorrow. Therefore, to give children the opportunity to develop as much as their potential as possible, seems a logical place to start. And the mindset that any child is capable of success is one of the cornerstones for this philosophy.

“… and nowhere does the quality of an education system exceed the quality of its teachers.”

This makes sense right? And yet, likely, this sentence gave you cause to think of how you perceive the teaching profession. In the Netherlands, it is unlikely that you are urged to pursue a career as a teacher. Not because it is not an honorable profession, because it is. No, likely because you are capable of earning more money elsewhere. This means that people with a gift for education may be pursuing careers where their talents are not being put to the best possible use for themselves or society.

Some afterthoughts

I have no idea what the measures were, how the researchers tested or any of the other requirements to make some sort of academic inference of the quality of their research. Yet,  the main message I believe should not be lost upon you. The quality of education, and thus the capacity for a better future, can be influenced by you today.

Do with it what you will. I know I will!

Seven Facts about Studying: The A-B-C of your Brain

The recordings in your brain

It is magical; that moment when a memory is created. To cut straight to the chase – when you study to remember something, the moment the word on paper is transferred into your nervous system, the concept of that word is ripped to shreds and when you attempt to recall this piece of information it is reconstructed from fragments of information scattered throughout different parts of your brain. This is how your brain processes information. This is how you learn. This explains why remembering what you study for a test is hard.

As I now have your attention, let me bust a myth. You do not remember a list in order; you may reproduce it in order, like the alphabet, but your brain does not have a filing cabinet within where you open a random drawer to retrieve a specific memory. This, and other, oversimplified models of “memory” are doing you more harm than good. In fact, you probably have little idea how your brain commits information to memory – and therefore you cannot use optimal strategies to commit information to memory.

What is the letter in the alphabet preceding P? My guess is that your brain jumped somewhere to l, m, n, O! -p. If the theory that your brain had a filing cabinet in which the alphabet was stored, in order, than you should have gone to the filing cabinet, starting with A and progressed through the information to O. Rather, your brain jumped from P and leaped back to another memory, in this case L, to then fill in the gap till you got to O. And all this in less than a second.

The same rule holds when you memorize information for a test. Trust that your brain will reason its way to the right answer by connecting the dots. Understand that all that information is not stored in one place in your brain – it really, physically is not. Rather, information is scattered acros your cortex, much like the stars are scattered across the universe.

Making the connections

Luckily, your brain can rapidly access this vast quantity of information. In fact, you can train your brain to better access information stored within it. As you train your brain, the physical structure of your brain changes. Your brain literally changes shape as you use it. Fascinating! The neuro-scientific fact is that as you study, your brain adapts. There is seemingly an infinite amount of information that can be stored in your brain.

By repeating material over and over again you strengthen something called trace-strength. In fact, when asked to recall the letter preceding P, perhaps your mind jumped straight to O. Maybe because you recited the alphabet earlier today and the recent activation of the trace made it more accesible when the electrical current racing through your nervous system fired to active the memory. Perhaps you practiced the alphabet so fervently as a child that these traces are so strong and easy to access.

Can you recite the alphabet backwards? It is hard. It is easier to recite it from A to Z. Why? Likely because that is how you learnt it in the first place. That memory has been repeated over and over again, shaping and strengthening those specific traces from A to B, all the way to Z.

Your brain adapts

As you challenge your brain, it grows stronger. Likely it is harder when you first learn about something (like neuroscience, in my case) because you do not have the memory structure within which to frame the new knowledge. In fact, you need to build that basic framework. That is the hard part. At an undefinable point, the scales tip and you easily place new information into the existing networks. In fact, it becomes easier because you can relate the new to the existing.

Remembering that A is the first letter and Z is the last letter of the alphabet is easy. What is hard is getting the other twenty-four letters in, in order. Yet with practice, you managed to do so just fine.

A matter of training

When you study something and you claim you do not remember, you are lying to yourself. Likely, you did not study at all. Reading something once and highlighting is not studying.

Reading, actively taking notes, reflecting on the information and trying to frame it in a bigger context is studying. Asking yourself questions about what you have read, discussing the material and paraphrasing it in your own words is studying. Every element described above is a part of deep processing, an element of committing information to memory. And if you are not doing these things while you study, you are selling yourself short.

What you are not taught in university

Learning is learnable. It is the fine line between behavior and cognition that determines performance – where behavior influences your ability to learn. In fact, your ability to use your brain’s tremendous capacity to store and reproduce is very trainable.

That is what the following six chapters are about. You now understand that your brain is very capable of learning, and that by studying, you literally grow your brain. What you need to learn is how to study in a way that optimizes your brains natural ability to perform these elementary cognitive tasks better. This will lead to great jumps in your study performance.

What’s the catch? Very quickly you will see that it is not your brain’s ability to learn, but rather what you do on a daily basis, that influences your performance. The catch is finding the balance between what you are capable of intellectually and what you are willing to do to utilize your intellectual potential.

This booklet is merely a guide to show you the way to that moment where a memory is created. It is up to you to make the magic happen.

Change is constant

One observation of mine, after reading the first two chapters of a book which provides an overview of neuroscience, is that change is constant. Of the nine models of the nervous system described early on in the book, it is quite likely that the physical structures within your brain are constantly in flux.

For you that is good news. When you know your brain is an adaptable, ever learning, ever growing part of your body, you know that what you are capable of today is in no way a measure of what you were capable of in the past, and more importantly, what you will be capable of in the future.

I will be digging a bit deeper every day, so there is more to come. Yet when somebody tells you you cannot, you are not smart or able enough, now you know all you have to say to them is: “..yet.

 

The brain is marvelous

The Student Achievement ProgramBecause your experiences make you who you are. That is why we are individuals. The way your brain records events in your life form you, and the plasticity of your brain explains in some way the difference between you and the person beside you.

The great thing is that your brain is expansive. It grows. Apparently we have no clue what most of our brian is for, but with the little we do know, it becomes clear that you can learn more, both behavior and information, than you think.

Your brain functions as a bridge between the “objective” and “subjective” realities which exist in real time in your experience. Isn’t that marvelously confusing and interesting at the same time? It is to me.

If anything, perhaps this quest into neuroscience will bring us both answers to how you learn and how to optimize the kind of learning you want to do in university.

 

 

Performance as a dynamic measure

Case-in-point. Your course material encompasses A, B, C and D. These are the four elements which you must master to have understood the course.

You are tested for elements A, B and C. That is 75% of what you were originally had to master. You are able to recall perfectly elements A and B. That is 66,666% of what you were tested on. This is 50% of what you were originally required to master according the the course material covered in the course.

Because you have “completed” the course, you need not master C and D. There now exists a gap in your knowledge that you have no incentive to fill. Does this make any sense to you?

The question

Sadly enough, this how most education systems in the Netherlands (where I live) function. Perhaps it is the same elsewhere in the world – I believe it is – but my experience with education systems in other countries is limited, for obvious reasons.

The question is not whether the failure of the systems is the status quo or whether it can be changed. Rather, the question is: given this inadequate system, what can I do to get the most out of my education?

Inadequate system

Why is the system inadequate? In the case-in-point, one of three things go awry in your education. First, the course requirements could be unrealistic, meaning that quantity is prioritized over quality. This is beyond your control, as the teachers is responsible for this. Then the testing is inadequate, as you are not receiving the opportunity to demonstrate your mastery of the entire body of knowledge you are required to learn. Also this is beyond your control, as the teacher is responsible for the fairness of your testing.

Finally, regardless of your obvious lack of knowledge, the system allows you to move to the next level – leading you to believe you are prepared for what is to come, and effectively setting you up for failure further down the line. This, as a final check and balance, is also beyond your control, as the system rewards the discrepancy between your behavior and the results it produces. Or is this final point beyond your control?

A system which fosters learning

We know (for a fact) that positive reinforcement of behavior is a key driver in developing habits. This means that positively rewarding behavior which leads to substandard academic performance, in the long run leads to impoverished academic development. And this is exactly what is happening to most students today. It is not that you lack intelligence in any way. Rather the system that should stimulate the development of your intelligence is failing. It is broken, fundamentally dysfunctional and the victim of this system is you.

The sad truth of the matter is that there is a vast body of knowledge available, from both research science and practical experience, which provides solid building blocks for a system which prioritizes learning and development.

Performance as a dynamic measure

What would happen if the result you got from the test you took was taken as a starting point for further learning and development? It is a concept which is so foreign to the education system you are a part of today, because the current system is a one shot game (perhaps with a re-sit). You either pass or fail. And if you fail, perhaps you can try again later.

Stop. Rather, you say to yourself: I have mastered elements A and B (see case in point), I am struggling with element C and I have no idea where I stand on element D. What can I do to master all these elements which my teacher, from his experience, has stated are elements of knowledge on this topic so I can build on this.

Why is this so important? In an earlier blog I eluded to the fact that the new is born from the old. Any gap in your knowledge which is maintained for no other reason than a lacking education system therefore impedes your ability to make the connection and move from the old to the new.

Learning is truly a continuous process

When your performance is taken as a dynamic measure of your ability, suddenly tests are not a cut off point. Tests become opportunities to advance your learning and development. Rather than being at the end of the learning curve, they are now a part of your learning curve. Thus these tests become starting points for growth and stimulate behavior which takes you from a performance model to a development model of education in which intelligence is not given, but developed. In which you have the opportunity to reach your potential.

What’s the catch?

The argument above has a major weakness. It assumes that the system, not you, provides the test-as-a-starting-point mentality. This is not true.

In fact, you can take your test results as starting point for learning and development. If you think about it, you have all the tools you need to this. You can reflect on your performance and see what you can change in your behavior, preparation, skills and habits, to produce a different result.

The question then becomes why you would attempt to do this in a system where the behavior which led to a result which you can improve is seen as a victory rather than a learning opportunity.

I cannot imagine what the incentive is in the system, but I can see the tremendous benefit in this approach for you.

The more you know…

The more questions you have… Over the past months I have formed the opinion that it is easy to get lost in the myriad of theories available to you concerning your ability to learn. It will serve you better to pick a course of action; define a strategy and actions for studying any textbook and stick with it for a period of three weeks. Then evaluate and decide what needs to be changed. My guess? Simply putting in the effort will increase your ability to remember what you have been studying.

This blog was started as an exercise in writing, and I still intend to write. Besides the bootleg publication, which is very likely to become a simple how to guide to improve your study habits, it will give me great pleasure to create a book which effectively argues, based on psychology and neuroscience, that learning in the sense of memorizing and applying information is dependent on motivation, skills and habits – each trainable to improve your performance in both memorization and application.

There is no one size fits all solution to learning; in fact, the way in which motivation, skills and habits for effective and efficient studying are trained is very much dependent on you as an individual. Yet by compiling the general concepts, you should be able to figure it out for yourself – with or without a coach, trainer or teacher to support you.

What I will be looking for, for the time being is research to support help build my case. Then the time consuming work of leafing through the material and organizing the research so that I can structure the argument begins. And finally, you will read the result of this effort in a coherent, well thought through, convincing paper which helps you realize your learning potential.

For now, I am going to delve into neuroscience a bit more, and I hope that what I find will provide enough food for thought to continue drafting blogs on an almost daily basis.

As far as I have come over the past months, I realize that for every answer I find, two new questions occur to me. Intellectually, there will always be something new to discover, but in  this life it is the ability to choose where the searching ends and the experiencing begins that makes all the difference. 

Is this the question that comes first?

My mac ran out of battery, so I am sharing this scribble with you from my notepad and mobile…

 

 

 

 

 

 

 

 

 

Ok, I got home and finally could charge my battery. What, you may wonder, brought about the scribble you see above? 

In a sense, it’s all there. I am sure as a student you know that if you work hard enough you will get the results you want. Really, you do.

You have the ability to read and take notes, an agenda and the ability to review your notes and plan study sessions. You do not really need anyone to explain this to you.

Perhaps in the field of techniques such as mind mapping and SQ3R, you can get some training; yet basic comprehensive reading strategies you develop through reading and effort.

As all these thoughts collided in my mind, the thought occurred to me that students who have followed their interest, their passion, are engaged in their studies most of the time. They plan, read, write – relishing in what they learn and, even in tough subjects, seemingly have the drive to make it happen.

Why would you want to do well in university? Probably because you care. Because you care about what you are studying. And this means that what you choose to study influences, perhaps, your desire to do well.

If you are at a loss for this answer, perhaps you want to reflect on your choice and rethink what you want to learn more about.

If the reason to perform is clear to you, probably the performance follows naturally.

Training, practice & competition

The Student Achievement Program Education Learning StudyingDuring the past weeks I have been reading They call me coach by John Wooden, a marvelous story of his life and philosophy. While reading his thoughts on working with the potential talent, ambition and drive for excellence and performance, I realized that in learning perhaps we can use the metaphor of training, practice and competition to better understand how you can positively influence our academic performance.

Training

The basics are what it all comes down to. Learn the techniques and apply them to your studies. This is what you do in training. Your trainer, more experienced or expert in techniques, shows you the basics and shows you the way to the more refined techniques. As the techniques become second nature to you, you use training to hone your them to the finest detail.

Practice

Techniques are only useful when put into practice. In basketball this is playing games with team members and friends, in learning this means picking up a book or following a lecture to engage in active learning. During practice you do not only see how your the basic technique works in a real life situation, but you also get to fine tune it to match the specific requirements; you get to make it your own.

Competition

Finally, you get to play competitions. We will call them exams. Here is where all your training of techniques and practice in the field come to play. You prepare, increase your commitment and drive yourself to perform. When you have prepared well, you will perform at the best of your ability. And since you can only learn in education, you will always come out a winner.

In university

When you look at the way you study, perhaps you spend some time in practice, perhaps none. And exams occur on a regular basis during your terms.

I sincerely doubt you spend a lot of time training your ability to learn. Yet this is where the largest gains are found when you want to increase your performance. Certainly your ability to learn is there, otherwise you wouldn’t be in university. Rather it is the techniques you apply to learning and the time you spend refining them while reading your books or following classes, which make all the difference in your performance at university.

Train and practice the fundamentals; there is a reason training is the starting point of excellence.

Image credit: http://basketball-junkie.tumblr.com/

Book Review (3): The Mind Map Book – Tony Buzan

The Student Achievement ProgramThis is a book I am very fond of. I read it recently, upon completing another book, Moonwalking with Einstein by Joshua Foer. The Mind Map Book by Tony Buzan is an interesting read, as I find it to be a celebration of the amazing abilities of your brain. And because it gives you so many different thoughts and ideas on how you can use paper and colors to help your brain and learn more efficiently, I thought it would be a great book to review in this section.

In this review, I am going to highlight two parts of the book which I find especially informative for you as a student; radiant thinking and mind mapping for study skills.

Radiant thinking

In other posts the concept of associations was discussed; in Tony Buzan’s philosophy on mind mapping this is called radiant thinking. The multitude of connections made between information stored in your brain and sensory stimulation is so complex that it simply cannot be linear. Rather, the process is radiant: as thoughts occur they branch out to other thoughts or memories, logically related or not, encompassing more and more information related in some way to the starting point.

You may consciously filter the information, for example when you are engaged in a discussion or answering a question on an exam, however, to help you derive the relevant information all these connections in your brain are helpful.

Mind mapping for study skills

In an earlier post we discussed how remembering topics helps you remember course material for an exam. Mind mapping is a great tool to facilitate recall of important information, as it gives you so many different paths to the answer you are seeking.

To memorize a chapter, mind mapping is a great tool to use to have a complete summary of the topics of the chapter in a visual representation. By constructing different sets of mind maps, one for the chapter as a whole, and one for each section of the chapter, you can assess both your overal understanding of the chapter as well as your content knowledge per topic discussed in the chapter.

Rather than simply reading over your notes once you have compiled them, attempt drawing a mind map of the chapter, topic by topic and listing all the associations. You will be surprised at how many connections you are able to make simply because you take a radiant approach to remembering.

Good practical advice

Personally, I find this book to be filled with good practical advice on how to mind map. On top of that, it clearly explains Tony Buzan’s vision about how to use your brain and how a simple paradigm shift to radiant thinking will help you remember more, with less effort.

(As I am participating in the post-a-day, and yesterday I did not publish anything, today I published two pieces. Now, I can get back to the bootleg publication.)