Study smarter 2 - Active recall detailed course | Mohamad Khalil | Skillshare

Playback Speed

  • 0.5x
  • 1x (Normal)
  • 1.25x
  • 1.5x
  • 2x

Study smarter 2 - Active recall detailed course

teacher avatar Mohamad Khalil

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Watch this class and thousands more

Get unlimited access to every class
Taught by industry leaders & working professionals
Topics include illustration, design, photography, and more

Lessons in This Class

    • 1.



    • 2.



    • 3.

      scientific basis


    • 4.



    • 5.



    • 6.



    • 7.



    • 8.



    • 9.

      active mind maps


    • 10.

      study sharing , teaching


    • 11.



    • 12.



    • 13.



    • 14.

      final (+project)


  • --
  • Beginner level
  • Intermediate level
  • Advanced level
  • All levels

Community Generated

The level is determined by a majority opinion of students who have reviewed this class. The teacher's recommendation is shown until at least 5 student responses are collected.





About This Class

Hello dear students.

In this course we will be learning about active recall. A traditional and popular way of studying used since ages. this course will define it, explain how it works , why it works, how it might work for. in addition to specific tools that help with active recall and explaining them. Included are multiple techniques of incorporation of active recall into traditional ways of study and help modify each according to specific needs in a way suitable to any specialty and method.

hope that you will find it helpful .

Meet Your Teacher

Level: All Levels

Class Ratings

Expectations Met?
  • 0%
  • Yes
  • 0%
  • Somewhat
  • 0%
  • Not really
  • 0%

Why Join Skillshare?

Take award-winning Skillshare Original Classes

Each class has short lessons, hands-on projects

Your membership supports Skillshare teachers

Learn From Anywhere

Take classes on the go with the Skillshare app. Stream or download to watch on the plane, the subway, or wherever you learn best.


1. intro: Hello everyone. My name is Mohammed clear. I am the last year medical student studying and government borrows. Today, we will be discussing in this course an alternative method of studying, which is a complimentary method of active recall. Activity call became a popular method not so long ago. And it has multiple tools. Multiple techniques are multiple ways of use. Today we'll be discussing each way. The weights are used. Within my experience, ways that I have theoretically stumbled upon and try and sway when we detect them all, you can find the one that can make you studied more efficient and be better for you. 2. definition: In this video, we will be talking about active recall and defining it. Active recall is the method of study. But before we will understand how this method works, way to define the study method itself and what comes before it. To answer the first question, why do we study in the first place? Studying information or concepts or ideas is the process where we take new information, new concepts, or new neurological pathways inside our brain to fold them. We're going to take them from somewhere. Usually the first step is specific reading or passive listening. When we do this, we take this information. This is the first receipt of information. After thinking it, we need to put this information and store it in our brains. Storing it is a specific way on which we will apply the active recall. While applying active recall on the storming phase, it will make the story more permanent, more fixed. And it will help us mall during our third step of studying, which is recalling the information that we stopped after storing the information, where to recall it, to actually use it. And this is the whole goal of studying because new concepts that cannot be used as effective, we use this concept that we studied to effect if you use them to answer exam questions, to pass exams, to effectively use them in our daily life effectively changed some behavior or some mindsets within our race. Or to effectively use some method of taking technique that we had. We had a lot of classification of concepts, of ways that we need to study. It can be broad theoretical information, it can be conceptual information, it can be skills. But in this video, we will learn how to use this skill, which is active. Recall. We can explain on ourselves right now how this works, but this will be a little bit later. Right now. We will take information, memorize them, and then recall them. This is how our memory rewards and this is why we studied. The goal of our study is to use our memory, incorrectly, find it, and then use this information. We will try to use active recall to hack this process into making it more efficient, easier, and less long, left a lot longer. And second that we need to explain in this video is the difference between active recall and passive recall. Active recall. We are putting obstacles for us to take this information back. We started some information from a book. We put the code again to use it or to apply it, or to just memorise it again. We call this repetition. While doing this, we can do it passively by opening the book and reading it again. We can do it passively by just listening to it again. By seeing this lecture that we started again. This is passive recall. This is the most traditional way. This is the way that we all grew up learning where we just take a book and say everything again and again and again until it get brain and our brain. The other way to suggest in this book, which is an alternative method of study, activities will, where we take this information and we try to actively applied somewhere or actively recall it without passively consuming this information again, how to do it, when to do it, and why it works. This is all what we need to understand to actually use all these information. 3. scientific basis: Now we'll discuss the scientific basis behind active recall, why it works. All of this information was checked using evidence-based studies that led us to believe that active recall is effective. First of all, we will need to examine how our memory works. The first stage of memory is input. It's where our brain takes some information, likely process it decided that it's worth memorizing in our short-term memory and store it in this compartment of our brain. Then this part of our brain decides that this information is useful or not useful to be encoded into our long-term memory. Then for use of this information that's encoded in our long-term memory, we need to record again. We have to take it out of our memory and into applying it. It can be just by reciting it again. If it's valuable information that we talk, it can be just by imagining it again, if it's visual, it could be applying it physically. If it's some kind of physical skill that we memorized, this is how our brain works. The first step that we need to understand why our rain takes some information to short-term memory. And this is the simpler form, because our brain sees some stimulus and decides that this stimulus is important enough. If you are studying, then your brain will understand that what I reading should be stored in our short-term memory. That's the easy part. Now if we go to the harder part, which is our long-term memory, here starts the magic. Our brain should be convinced that this is really important information that we will need in the long run for it to actually be stored in our long-term memory. That's why We have few steps where our brain makes small tests to check if this memory is important or not important. First of all, this memory should be repeated, or it could be repeated. If this memory of the stimulus is seen multiple times. If you go every day by your bus station and you see a specific name after multiple times, this name will be embedded in your brain and you will remember just by sheer repetition. The second part is where you are coming by something really exciting, really cold, or something that you find that can be really, really important for your life. Your brain understand that on some basic physiological level, formation is important for my survival and encodes it. Also in the same long-term memory. Neural pathways need. The second type of the same concept of importance is not so pleasant as when our brain sees something and decides that this is a high dangerous situation. It's like how a small trauma can stay with us for a really long time by our brain deciding that this is really important, I need to remember the situation to protect myself next time. It will be directly encoded in our long-term memory. The other types, where are more conscious ways of getting stuff into our long-term memory can be by chunking, which is taking a long information that's hard to put in our brains and putting it into small chunks. What every small trunk is repeated enough or becomes important by itself or simple by itself to be encoded inside our long-term memory. Another also easy way is associations, where we already have parts of our long-term memory associated with these new parts, which makes their encoding inside it a lot faster. For example, this works really well with mnemonics, where you take a full world. Each letter of this word will give us another word. This association will make more neural relations between all these inflammation and the modern innovations we have between each type of these information. The faster and the more effective it will be ingredient in our long-term memory. This is here where active recall comes into place. Activity call the process of repeatedly, unusually with space between them. Taking this information that has been in our short-term memory, making it hard enough for our rain to employ it, to make it seem important. And we have to use it and applied. For example, we use a really important chart to study types of chocolate. We write on one side all the types of chocolate that we studied today. And on the other side, it will be empty, where there shouldn't be information. After you already read them the first five passively and put them in our short-term memory. We close this part which we need to study. For example, we actively tried to make our brain this information again, to use information. During this process, our brain starts thinking like this information is important. Like I am trying to use this information. This information is useful. And why actively trying to use this information or bring gives singles that this is important information. We need to remember it. So after we fill this table, for example, and we'll go back to passively fill in the gaps or bringing this already in this mindset that what I'm studying right now is actually important and should be ingrained within this process. Now, we talked about the hex to make it faster. Also talk about the drawbacks which stops us from making this. One of the biggest drawbacks is our brain impulse to make everything faster. Our brain wants to do everything fast. It wants to be done fast. No one wants to sit and study for a long time. Our brain just doesn't like it. And we trick our brain to like it by making it playful and making it longer. Because the longer we use this information, the more time our brain will be actively recording. And the more actively recall we do, the more we try to make this effort inside our brain to recall this, the more our brain will understand that this is important information that shouldn't be ingrained within us. Here comes. The most tricky part is that first we make it easier for us to implant inside our long-term memory, this information. But we should make it harder to recall, because the harder we try to recall, the more important this information would see him, the more easy it wouldn't be to encode it even further inside our minds. That's how active recall works. 4. preperations: In this video, we will be taking a look about our preparations to use activate all. For example, we have an exam, this exam for B, two months. For example. This exam we will have in two months, we will have to study and want to incorporate active recall and our study. The first thing we need to do is to take the subject of this exam, take a good book about it. Usually it will be provided by our institution or by our source of information. We can just take this whole information in any format we want. We read it, watch it, listen to it from start to finish. This first contact with the information will give us the bigger picture of what's going on. We will have one big scheme in our head. It is superficial one. But that covers all sorts happening. This will be our first contact outfit estimates. After doing this, we will start our encoding process, which we'll be reading. It's shatter. Dissecting the subject into chunks of inflammation, which are usually the chapters, will try to find the links between them, the logical parts between them. We can take notes, we can take schemes, we can make mindmaps, we can make any kind of resumes. We can just take this information and make it anymore aesthetic, pleasing or simple way. The simpler the model static better. After the second encoding, we will take this information and just see we will not apply it. We'll just see how it could be applied into real life. After we have done this, would have already read this material two or three times. We had some kind of scheme or bigger outlook on what's going on in the subject. And this would be our first passive record of what's going on. One of the best ways to make this recall more efficient for active recall. This to make tables of information or chunks of information. Or to make what we call mindmaps or spider schemes. What do we have? One concept in the middle? For example, we will be finding about chocolate. First of all, will be the history of chocolate. We cannot history of chocolate. Then you will have another case next to it, where it will be first, try. Second try. History of chocolate in Europe. Third one will be a history of industrialization, industrialization and chocolate. And fifth one will be nowadays this chunking of information, it will become very important later. Then we take another spiderweb, which will be the economics of chocolate, which will be brute material. The supply chains, the economic aspects of micro and macroeconomics. And by making it on this example, small chunks of interrelated information. We start the process of meeting associations, but it's still superficial and preparatory for our actual work or study during our techniques. 5. tools: In this video, we will be talking about the tools that we can use for activity will be easy since we will not explain how to use the tool, but just define the tools and how they work. Like the scientific basis behind each tool. The first and the most popular tool is practice questions. It will made popular by every day schools and every single one of us has already passed by. This rule makes our brain work better in multiple ways. The first way is the fact that within these practice questions, our brain start to notice a pattern of information is useful for us. Which one is not? Which one we should study, and which one we should not. The biggest drawback of this system is that the quality of these practice questions will be directly influential on the quality of our study by itself. That's why this question is shouldn't be chose carefully. It could be used by the provider of our status, usually our universities, which is someone who can actually thrust to the social information. These practice questions have another type of tricking our veins. This other type is fear. And this fear where we get some of the fruition wrong. Our brain directly put some small range of sine that we can pull this information. It means we didn't study these 12. It needs this information is important, but we don't know it. We need to note and buy these pathway. When we go back to study, began order one, we just see the answer of this question. Our brain encodes it a lot better than the information that we knew, for example. That's why active recall actually works on us. Sometimes failing to do the Active Record. Us failing to active vehicles have information to encode it even better for a better active recall next time. And this can be found a lot of research, we're actually fail. Memory access can sometimes be even stronger than other axis. The second tool that we can use also quite popular in the new modern age, which is flashcards. Flashcards are just pieces of paper or they can be digital. Wherever you are given one type of information or a question, for example. And this question or type of information on the back, we'll have another information between the study usually starts a concept. This is a really fast way. This is a really efficient way. But it can take some time to make these flashcards unless we can buy them or get them from someone that have already made them. We'll talk later about the smaller. The third type of tools that we use for active recall, it can be practice, just brute physical practice. This practice is more used in practical skills than in theoretically information. Although sometimes some theoretical information when applied in practice, can have a bigger impact than just studying by any other way. This practice is just by repeating and applying. I will give them this example where we have been studying how some kind of mechanical piece works. When we put this mechanical piece ourselves in the physical world we are living in our brain. We'll see some result. This result will go with his small push inside our brain. What are bent like? This is important. This can be life saving. We need to study this. We need to encode this. That's how it continues. Then one more really important tool of activity code that will need some deep level of understanding is actually teaching it to someone else. Teaching the information will not only test our capabilities and make us assess our capabilities, it will also make us study this from another point of view. 6. pretesting: Now we talk about our first technique of active recall. This technique is quite controversial and it can be weird. And it is one of the techniques where you studied to make studying later butter. It's called pretesting. Beta testing. First as a definition, is the act of trying to solve practice questions or practical problems that usually done at the end of your study or at the end of your semester, or at the end of your subject. To find the solution to these problems using your theoretical basis. The goal of this method is to make mistakes. Every time you try to solve a question and you cannot solve it. Then for example, you see the answer. Even if you don't see the answer. Your brain will have open questions, open questions, but some small pressure on our brain to actually solve them. It has one additional side effect of getting to know the limits that we need to study. Because it happens a lot where someone is really interested in testing histidine could study some theoretical base. Gets so deep inside it in some kind of black hole of information. When he's taken information that are not needed for this course or are not needed in practical life, are just more information that don't relate. Anyhow, the practical use of this study, this pretesting, will make us understand what's important at the end and what's not important at the end. And it will make this small fear of not knowing this question or not knowing what's going on. To make it. This can be done in when we already have good practice questions to our subject. Depends on the subject itself. That's why it's controversial because someone can actually use this method for one hour or two and at the end don't get any benefit from. It can be a life changer. Some students swear by this method because it helps them understand what is really to understand, especially in sciences that are really into each other, like mechanical engineering or medicine, would every information can be studied with either more depth. To protect yourself from this digging of information. This end is digging and black holes of information. Theory testing is a really good way. How to do it is plain simple. We just take tests that usually are done at the end. We can try to find them online. We can try to ask our friends, we can try to ask our colleagues or even our teachers to get us these questions. We will try to read them. We will not know the answer. And here comes a really important moment is our mindset. We should remind ourselves that we know nothing. Before we do these tests. We shouldn't be upset or frustrated or get our motivation down when we get them all wrong. The purpose here is to make as much wrongs as possible for our brain to have the motivation to actually correct them when we start to study the theoretical part. Because when you are studying and back to our chocolate course, is when we are studying about chocolate. We will be trying to imagine the history of chocolate. We will have this question and pre-testing. Who is the first king would then chocolate? Or which is the first nation that may chocolate popular? We don't know the answer. But when we study theoretical basis and we see it's Latin American civilization, this will give us the motivation. Remember it again, because if we just had that droplet was invented in Latin America, it would be quite hard to remember later. But when you already had the question that we got our answer to, this, information will be embroidered into our brain. And that's how pretesting works. Pretesting should be taken lightly and not too seriously. Or it can really take a lot of energy from us. But the benefit that we can take sometimes really outweighs this energy loss. 7. repeating: Now we will talk about two more techniques, which is reciting and seemly interview. This is one of the simplest choice. We go to lectures were in the university. We have our theoretical classes going on. We finish them, we get home, we take some space would be in them. Here we are using the concept of space repetition, which needs its own explanation that we will not go into. But by taking space between them. We prepared our brain to take even more inflammation. Then we take this paper or this node or this lecture. And we passively read it again. This is the first part. After possibility lingering it. We take it out for five minutes, two minutes, maybe even one hour. And then we decided residing after seeing the review is one of the most powerful active recall methods. It can be done with someone else has just telling them this interesting information. Or it can be done by just looking at the emitter. You go into the mirror and you tell yourself, I want to teach you, decide you about the history of chocolate. Uses standard, and start repeating it. You tell yourself this repeating and trying to actively take it and use this information, also send these signals we talked about, which makes our brain understand that this is important information that we need to know. It gets employed faster by this reciting method. And it becomes a lot easier to recall on another time. The second concept used here is the repetition concept. Because when you repeat it to ourselves or to someone else, after reviewing it, this residing under repeating makes this mixing of these two techniques even more effective. As a last point that we need to really put the accent on is the fact that that is citing can help us assess our strength. Because one more time to explain to ourselves. And we cannot recall some information. This is self-assessment because this information, it means that we didn't include it well enough. Then we can go back after this activity calling encoded again, the record again. 8. toogling: Now we will talk about doping. The process, where we have information written or saved on physical medium in front of us. We covered this part to activate to our to record. This is one of the basic methods that we all used in school. And it's one of the simplest. We have information. We take it, we just highly without finger or a paper or anything. And by hiding it, we make it a little bit harder for our brain. By transitioning from passive recording into active recording. Then trying per calleds information will also assess ourselves. And repeated. Targeting is really important when you are trying to remember the stuff that are either an order, just broadly theoretical. But there's some specific preparations before we can start using it. One of the main ways offer patient is making tables will make one part of the information, which is the questions or the hens, and other part is the questions, the answers to these questions. Then we take a paper, we cover the second part. We'll start putting it down. We're taught to remember on port, then we show the spot. And that's how toggling can really work. And it's quite simple. It doesn't take us a lot of time to prepare because our notes can be already prepared. Another type is using mind maps, where we have this diagrams with one information the middle, and multiple information on the periphery. We just take paper, anything to cover. We put them on this part and move them while trying to remember what's under them. Another really good way of toggling can be mixed with the deciding, which is making empty tables, which are tackled by themselves, or empty schemes and the diagrams. And our job is to fill in the blanks or thin these compartments with dancers. This is very popular among the young kids and kindergarten school goals. And this shows us that this is one of the most primitive ways of using active recall, which can be still used today. We didn't grow that much because our brain's ability to learn, they didn't change. It just became more complex. But the same methods that we use, the same hats will still work. One of the biggest progresses now is the use of electronic targeted methods, which can be in simple ways of just an electronic application covered in some part of the question and then showing it to us. Or it can be in a more complex way, which is flashcards. Struggling method. It's simple, easy, and almost universal. Everyone can actually use this method, which gives us a small edge over the other methods and techniques that we are talking about. 9. active mind maps: Now we will talk about active mindmaps. To talk about octave mindmaps, we need to define mindmaps. We'll already talked multiple times on this course about it. What we will explain in depth again, in mind, map is just a piece of digital or physical paper where we have a concept, a central concept, and then we have information coming out from it. What do we have classification of information. We already gave an example about it, but we can do it again. We have name of the concepts in the middle and the characteristics like the origin. They use, the multiple use. Why, when, how, and then using this map, we will continue to add information. And then we can make it even more complex by adding two each subconcept, even more sub-concepts. But there are simpler than mine up. The easier it is to study. What we use to make this concept even more active is that while preparing for our active recall, we will be taking the information from our books or our oral, our origin of information or our sources. We write them into these type of notes, which are the mindmaps. After making these mindmaps, we'll make one or two copies of it. But empty ones where we just have Danny of the subject, name of the chapters or small questions like concept a, then y, how, when, what way? After resting for some time, leaving it for some time. It can be five minutes, it can be few days depending on what the requirements of the subject are under requirements of our brains are. We take these papers and we talked to fit ourselves. This active recalling of information in a structured way like mindmaps will not only help us to memorize them better, but also to explain to ourselves better. And to make these interconnections. It makes us understand a bigger picture. And for the visual learners out there, this can be a goldmine. Because adding these small bits of information into one beautiful picture can make it so ingrained in our minds that we can actually remember this picture in exams and just extract any part of information we need to answer the questions about this specific concept. That's why active mindmaps are one of my favorite tools to use. And one of the tools that made it really easy for me to teach other people how to do it, how to use it. Because it's quite simple. It's quite easy to make. That doesn't take hold of time. It might even take less than, than taking notes. And it's really effective. 10. study sharing , teaching: Now we've talked about the technique of teaching back this special technique within this technique called the final method. This technique works on the principle of first sighting, but with the addition of another person. Because while reciting, we decide what we think is important. What we think is simple enough and what we think is enough by doing it to someone else will make it a little bit harder. This small harder part helps the other person assess us. We are actually making it simple enough or correctly off. Makes this person pushes more to do with this extra work or extra effort that will make in reading this information a lot easier and our brains. And the third part is the fact that it will slows and the slower we take this more effective. This will all be. The most important part about teaching is that we should already be understanding to some level what we are teaching. This special number one. Question number two, we should simplify it enough for another person. This special number two, person number three. The other person will assess and ask back. This asking back can put light on aspects that we didn't know that we are not actually capable of using and applying or that we will arise that well. That's why teaching back toward what the branches. Because if you have a good person, Let's do who are you are teaching. This can make it a lot more effective. But if this other person is your best friend, you're getting chips, you're wasting your time. This will not go anywhere. That's why if it's better to take someone where you have responsibility over if its speed is even better. Because you're giving this surface to the other person will make him you even work harder. Or if it's someone you don't know, this small fear of disappointing the other person will even push you a little bit more. What our biggest clients that will be, a self-assessment and progress. This is where our whole motivation to teach fraction be. The Feynman method is a specific method within this teach-back framework. But ethylene is on making it as simple as possible. And three, mastery of the information you are trying to give someone back, reassessment and teach again. The final method shouldn't be discussed in depth. Because I think from my own experience is one of the best ways to study anything. Because it makes you put yourself in the shoes of someone with no background. What do you have to go again into the background of the thing you are studying and put everything on the table, but all these schemes inside your head and put them to the test. This testing of your knowledge will not only help you study and will also help other people understand better from your point of view. That's why that's an amazing method and I highly recommend it. 11. flashcards: Now we get to the most trendy way of activity called an hour days, which is flashcards. Flashcards used to be popular, unknown became a lot more popular. As explained before, flashcards are physical or digital pieces of information. We have on one side of the card, the question, the information a or the concept on the information be the backside. The answer, or the bigger answer to the concept. These cards can be found in physical form. And if they are in physical form, they can be bought or done by yourself. While doing this course, we should make them simple. Lotto much information should be added in one card. We should make them effective by not putting too much cards from too many different spheres. And they should be used only when you have brute memorizing of theoretical information. We'll have a lot of names, for example, that we had to remember. A lot of numbers that we need to remember. Flashcards are the best for these kinds of inflammation. The small drawback of flashcards is that we couldn't be just memorizing the answers or not the concept itself. That's why flashcards don't help us to connect and associate information between each other. This is why this is one of the biggest drawbacks. But in our new world where a lot of information shouldn't be remembered. Big, big types, for example, for engineering students, for law students, for medical students. These types of cards became so popular because they answered a practical question which is memorizing brute information. These flashcards in physical form can be organized what we will need an algorithm of organizing, one of the most primitive ways is called the shoebox technique. Where we have foreshore boxes. One show backward. Shoebox already have the cards that we need to study every day. The second toolbox is once per week. We take this box every Sunday, for example. The third one is once per month box. Then we have the end of the semester or the box, the code that we just made. We just bought spot and then they want walks with a discarded. We studied, when we put it back. At the end of the day, we studied again. If we knew this country where n could actively recall all the information on the back of this card. We take it and we put it in the one-week box. We don't we just put it back in that box and you'll do it again the next day. For example, we finished all of our cars for today is already Sunday. We take the box of one week or Sunday. We take these cards and we tried to study them again. The cards that we knew, what do you and we put them in the next box, which is the one month walks, the current that we don't know who put them back into the one-day box where we are to study them again the next day. Then we go to the third box, which is the one month box. Here we have two options. We can either put by discards into the first box of one day if we don't know them at all and we just forgot them. Or if it needs just a little bit of more information. This box discard could be booked in the second box. This type of algorithm is highly personal, highly dependent on the subject, and should be taken by preference, and it's only done by trial and error. And personally, I prefer the second option, which is digital cards. First of all, because they argued us all the time. Second of all, don't take a lot of space. First of all, because you already have an algorithm in growing inside of them and it doesn't get messy. Like I can always take my cards on one some subject of Chapter and study them inside their own algorithm. Not try to find them inside these boxes. That's why digital flashcards became the hype and the trend of the last few years. You can just take your card, some of them anywhere on your phone. Smarter, it's faster, it's more effective. But still has a dope bucks. Flashcards can be the future of memorizing. But this also depends on the quality of your gods. Amount of effort you are willing to put on these cards to make them? Or how much do you trust the person who did this card for you? Once again, this is highly personal and highly modifiable, and the algorithms inside these applications could be changed. The algorithm of the true boxes can be changed. It could all be modeled in a way that becomes better for your own style. But the mindset and the principle stays the same. It's spaced repetition and actively trying to grind. And they call this information, the more we can hide, the better we remembered this information. 12. training: Back to the most traditional ways. One of the biggest tables, post-test. Both testing is taking your information, trying to apply it and see if you studied one. This is the way of our schools desktop to put marks. And this is how our teachers put these tests within the ear without actually giving this test anything any kind of influence on our final mark. Because they do and they believe, and this is backed by scientific research that these tests will help us study. Butter, will help us remember better what's going on. As we said, the tools that can be used are practice questions or practice skills. Like skill thing. If the thing we're studying is pure, 30, then simple practice questions, simple writing essays. Just taking the time to find questions on the Internet from your source of information, from your teachers. Just finding these questions and trying to solve them is one big step ahead and active recall, it's maybe the most effective way of active recall. The second good effective way is practice. Training is where you take theoretical or the loosely practical knowledge that you learned and apply it somewhere in the real life. This thing can actually hack our brain from inside. Because when we take something we know, title, apply it and it works. This gives us feeling of accomplishment, feelings of happiness. And this in turn gives us more motivation to study. More feeling of importance for this information. More easy pressure to study, remember, retain these info. The problem with this method is that we are relying on external sources to give us these tests, questions, and exam practice. This all depends on the quality of the material we are dealing with and the quality of the study we didn't before starting this activity goal. Because if we didn't study well before that within encode and understand the concepts well, then doing these tests would just put frustration, stress, and small anxiety levels. These negative emotions will pull us back. We'll have negative effect on us. That's why the quality of such material is highly important. And the fact that we shouldn't be actually ready to go into this post test stage. 13. mixes: Now we get to the final step. This is the step where we take all of these methods, all of these tools, we mix them all together to get this highly effective formula and scale it again. This formula is personal. It worked for me. It has the scientific data that it works for the majority of people, but some aspects of it might not work for the specific mentality of each student and the specific characteristics of each subject. That's why we will start by imagining that we have a subject. We will start our semester tomorrow. We take the subject and we decided that today I will look pre-test. Pre-test will be brief and we will not put much effort into it. We will just read each question of the test, of the practice tests that are at the end of this book or the end of the semester, at the end of the subject. After reading the tests, will understand what is required of us to understand what is required of us to know. What are the limits and criteria needed to be successful in this field of subject? This pretesting shouldn't take more than a few hours, one day before we start, if we know it might lose if effectiveness. Then we dive into the passive part of our studying, which is going to lectures, reading the lectures, listening to them. We can add some active parts like taking notes, making the organisms, making associations, trying to relate the subject with other subjects, meeting with the motor renew ordinal here, the more effective our other words will be. On later stages. This is called the encoding phase, where we're uptaking stimulus and in conjugate and our own way in a way that our brain can understand. Then we take the bathroom authorization phase where we just take notes, just makes more resumes. We can make it active by taking these notes and transforming them into mindmaps. Mindmaps give us a big perspective of what's going on in this subject or in this field gives us a big picture while chunking it at the same time. During chunking and making this information will make copies. And in these copies, it will be anti. We'll just have concepts and questions to be filled later. When we will revise all of this, we took away our mindmaps. Then the next day, we can make flashcards. Flashcards can be just a toggle version of these mindmaps. High just parts. We can start the activity calling by taking these mind maps when we are ready and try to fill them up. We can take one minute for each chapter. And at the end of each chapter, we tried to fill them. Then when we finish this chapter, we can find a study partner tried to teach this partner what's going on, how this is working. In return, this partner can passively teach us also. We take the active block by teaching them. That pass. By teaching us. It works best if you are studying together, this person will teach you your empty parts or the past you missed out while studying, and you will do the same. You can share your mindmaps with your students. You will empty mind maps. These antimicrobials. You can try to teach your students on these maps while trying to compete them, writing them. Your students will have this active method. You will be assessing yourself. At the end of this whole cycle, where we studied pre-tested, encoded the sizes at home to ourselves, made mine wraps, trained, active recall online labs, which is called active mindmaps, went to our students, try to teach someone else. Here we can turn on the final main method where after teaching and doing this whole process, before the exam, we see, we assess ourselves by making painting questions while making ten questions. And after getting this whole process, we already have an idea of the holes inside our wall of knowledge. These holes should be corrected. So we go back again. We don't need to go back at the first, at the beginning. We just need to find this information encoded again, added in the flashcards or put the flashcards basis of this information back in the algorithm. We could make a specific mind-map for all the information that we left out. We could try to incorporate this left out information inside our study with other people or inside our mindmaps, inside some kind of associations. And after finishing all of that, we can play in on this subject. The train can be practice questions or trying to apply this in real life. This is how we can take complete cycle of study and apply it to anything we want to study. Sometimes the subject will require some small modifications, but it shouldn't be quite simple. This is all we need to know about active recall, at least at this stage. 14. final (+project): Now we get to the end of our course. Thank you for being here. Thank you for taking the time to study and watch all of this. We will end it with the project. The project is the following. We will use that information we just learned now and title apply it on the course we are following right now. The thing is we need to do is that we will take the final step, which is the mixing of all these techniques and applying it to this course except for pretesting, because it will not be logical fluids pretesting right now. We will need to listen passive this course, encoded in some aesthetic, small, simple, pleasing way. Try to make a mind-map or flashcards about it. But a site and activists, really dumb using space repetition. We'll finish off this. Tried to explain it to your friend just as interest. Then tried to explain, to actually teach it to a friend, to a study partner of yours. Finally, try to apply it on yourself in other subjects if needed. But within this project, the most important will be to actually master the technique of active recall. Thank you everyone for listening to this course and being here with us. Hope to see you next time. And check the page to see more about alternative methods of effective, smart, and fast studying.