Transcripts
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.
Mohamad Khalil
