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Learn Better: Mastering the Skills for Success in Life, Business, and School, or, How to Become an Expert in Just About Anything · Get A Copy · Friend Reviews. Goodreadshelpsyoukeeptrackofbooksyouwanttoread. Startbymarking“LearnBetter:MasteringtheSkillsforSuccessinLife,Business,andSchool,or,HowtoBecomeanExpertinJustAboutAnything”asWanttoRead: WanttoRead saving… WanttoRead CurrentlyReading Read Othereditions Enlargecover WanttoRead saving… Errorratingbook.Refreshandtryagain. Ratethisbook Clearrating 1of5stars2of5stars3of5stars4of5stars5of5stars OpenPreview SeeaProblem? We’dloveyourhelp. Letusknowwhat’swrongwiththispreviewof LearnBetterbyUlrichBoser. Problem: It’sthewrongbook It’sthewrongedition Other Details(ifother): Cancel Thanksfortellingusabouttheproblem. ReturntoBookPage Notthebookyou’relookingfor? Preview—LearnBetter byUlrichBoser LearnBetter:MasteringtheSkillsforSuccessinLife,Business,andSchool,or,HowtoBecomeanExpertinJustAboutAnything by UlrichBoser(GoodreadsAuthor) 3.84 · Ratingdetails · 866 ratings · 113 reviews Forcenturies,expertshavearguedthatlearningwasaboutmemorizinginformation:You'resupposedtostudyfacts,dates,anddetails;burnthemintoyourmemory;andthenapplythatknowledgeatopportunetimes.Butthisapproachtolearningisn’tnearlyenoughfortheworldthatweliveintoday,andinLearnBetterjournalistandeducationresearcherUlrichBoserdemons Forcenturies,expertshavearguedthatlearningwasaboutmemorizinginformation:You'resupposedtostudyfacts,dates,anddetails;burnthemintoyourmemory;andthenapplythatknowledgeatopportunetimes.Butthisapproachtolearningisn’tnearlyenoughfortheworldthatweliveintoday,andinLearnBetterjournalistandeducationresearcherUlrichBoserdemonstratesthathowwelearncanmatterjustasmuchaswhatwelearn.Inthisbrilliantlyresearchedbook,Bosermapsoutthenewscienceoflearning,showinghowsimpletechniqueslikecomprehensioncheck-insandmakingmaterialpersonallyrelatablecanhelppeoplegainexpertiseindramaticallybetterways.Hecoverssixkeystepstohelpyou“learnhowtolearn,”allilluminatedwithfascinatingstorieslikehowJacksonPollockdevelopedhisuniquepaintingstyleandwhyanancientJapanesecountingdeviceallowskidstodomathatsuperhumanspeeds.Boser’switty,engagingwritingmakesthisbookfeellikeaguiltypleasure,nothomework.LearnBetterwillrevolutionizethewaystudentsandsocietyalikeapproachlearningandmakesthecasethatbeingsmartisnotaninnateability—learningisaskilleveryonecanmaster.WithBoserasyourguide,youwillbeabletofullycapitalizeonyourbrain’sremarkableabilitytogainnewskillsandopenupawholenewworldofpossibilities. ...more GetACopy AmazonOnlineStores ▾AudibleBarnes&NobleWalmarteBooksAppleBooksGooglePlayAbebooksBookDepositoryAlibrisIndigoBetterWorldBooksIndieBoundThriftbooksBookLinks ▾LibrariesElaAreaPublicLibrary Hardcover,304pages Published March7th2017 byRodaleBooks MoreDetails... ISBN 1623365260 (ISBN13:9781623365264) OtherEditions(11) AllEditions | AddaNewEdition | Combine ...LessDetail EditDetails FriendReviews Toseewhatyourfriendsthoughtofthisbook, pleasesignup. ReaderQ&A Toaskotherreadersquestionsabout LearnBetter, pleasesignup. BethefirsttoaskaquestionaboutLearnBetter ListswithThisBook FarnamStreet-WhatI’mReadingin2018 78books — 26voters BooksaboutHowtoLearn 45books — 49voters Morelistswiththisbook... CommunityReviews Showing1-30 Averagerating 3.84 · Ratingdetails · 866 ratings · 113 reviews AllLanguagesEnglish(104) Lietuviųkalba(1) Polski(1) Pусскийязык(3) 中文(2) Morefilters | Sortorder StartyourreviewofLearnBetter:MasteringtheSkillsforSuccessinLife,Business,andSchool,or,HowtoBecomeanExpertinJustAboutAnythingWriteareview Feb20,2017 Ulrich ratedit itwasamazing Letmebehonest:I’mabiasedreviewer.Infact,Iwrotethisbook.ButGoodReadsisgivingmethechancetosayafewwords,andotherpeoplewhoseopinionsthatItrusthavebeensayinggoodthingsaboutthebook.Publisher'sWeeklycalledLearnBetter"engaging"and"thought-provoking,”whileauthorWalterIsaacsonsaidthebookwas"alternatelyhumorous,surprising,andprofound.”Mygoalswiththebookwereprettysimple,andIaimedtotranslatethenewscienceoflearning,tomakeitmore Letmebehonest:I’mabiasedreviewer.Infact,Iwrotethisbook.ButGoodReadsisgivingmethechancetosayafewwords,andotherpeoplewhoseopinionsthatItrusthavebeensayinggoodthingsaboutthebook.Publisher'sWeeklycalledLearnBetter"engaging"and"thought-provoking,”whileauthorWalterIsaacsonsaidthebookwas"alternatelyhumorous,surprising,andprofound.”Mygoalswiththebookwereprettysimple,andIaimedtotranslatethenewscienceoflearning,tomakeitmoreaccessibleandinformative,todescribehowpeoplelearntolearn.Theresult—Ihope—isanarrativeintroductionintotheresearchofhowpeoplegainnewskillsandknowledge.DidIsucceed?DidIfail?Wanttogivemefeedback?Sendmeanoteatulrich@ulrichboser.com ...more flag 42likes · Like · seereview Viewall6comments May29,2017 picoaspicoas ratedit reallylikedit Shelves: 2017 Ifyou'reintostufflikethis,youcanreadthefullreview.ProfessorofSomething:"LearnBetter"byUlrichBoser“Theactofwritingisagoodexampleofmetacognitionbecausewhenwethinkaboutcomposingsentencesandparagraphs,we’reoftenaskingourselvescrucialmetacognitivequestions:Whowillbereadingthis?Willtheyunderstandme?WhatthingsdoIneedtoexplain?Thisiswhywritingisoftensuchaneffectivewaytoorganizeone’sthoughts.Itforcesustoevaluateourarguments Ifyou'reintostufflikethis,youcanreadthefullreview.ProfessorofSomething:"LearnBetter"byUlrichBoser“Theactofwritingisagoodexampleofmetacognitionbecausewhenwethinkaboutcomposingsentencesandparagraphs,we’reoftenaskingourselvescrucialmetacognitivequestions:Whowillbereadingthis?Willtheyunderstandme?WhatthingsdoIneedtoexplain?Thisiswhywritingisoftensuchaneffectivewaytoorganizeone’sthoughts.Itforcesustoevaluateourargumentsandthinkaboutideas.[…]somedescribewritingasaformof“appliedmetacognition”. In“LearnBetter”byUlrichBoser WhenIwasakid,weplayedfootball(theEuropeanversion;Ihatethewordsoccer)alldayandmusthavebeenwellover10Khours.Noneofusgotnearevensemiprofootball.Mysoncoulddosprinttrainingfor4hourseverynightbuthe'snotgoingtobeUsainBolt.Therearethousandsofmusicianswhohaveputinthepracticebutthey'reallonthe9to5aswelllikemyself(well,I’mmoreonthe08:30tono-end-in-sightschedule,butthat’sjustmebeingmyusualobnoxiousself…).ArewesupposedtobelievealaGladwellthatifweputin10Khourswe’llbecomeexpertsatsomething?Idon’tbelievethisnumber,andneitherdoesBoser.Ithinkit’sjustanumberwhichGladwellthoughtwouldlookgoodinoneofhisbooks(Iforgetwhich). Whataboutthinkingaboutlearning?Istheresomethingthere? ...more flag 34likes · Like · seereview Viewall4comments Mar28,2017 MattRoot ratedit likedit There'sgoodcontenthere.Butit'soneofthose'popularscience'booksthat'sabout90%anecdotes.Somepeoplelearnwellfromthiswayofwriting,butIfindittiresome. There'sgoodcontenthere.Butit'soneofthose'popularscience'booksthat'sabout90%anecdotes.Somepeoplelearnwellfromthiswayofwriting,butIfindittiresome. ...more flag 15likes · Like · seereview Jun01,2017 Dillon ratedit reallylikedit Prettygood-Ithinkitwaslongerthanitneededtobe,buttheexamplesdidagoodjobofillustratingthebenefitsofputtingintoactionthemethodsdescribedwithineachchapter.Sothewayswelearnbetterare:value-seethevalueinwhatyou'relearning.Ifyourdisengagedoutofprinciple,it'sunlikelyyou'lllearnmuchinyouractivity.Ifyou'renotinterested,you'retellingyourbrainnottolearn.target-knowwhatitisyouwanttolearnandtargetyourlearninggoalseverysess Prettygood-Ithinkitwaslongerthanitneededtobe,buttheexamplesdidagoodjobofillustratingthebenefitsofputtingintoactionthemethodsdescribedwithineachchapter.Sothewayswelearnbetterare:value-seethevalueinwhatyou'relearning.Ifyourdisengagedoutofprinciple,it'sunlikelyyou'lllearnmuchinyouractivity.Ifyou'renotinterested,you'retellingyourbrainnottolearn.target-knowwhatitisyouwanttolearnandtargetyourlearninggoalseverysession.Havingameasurableoutcomequiteincreasesone'sability.develop-getrapidfeedbackonwhatyouneedtoimprove.Userecallandself-quizzingasmuchaspossible.Tutoringissuper-effective.Takelessonsifyoucan,theyhelp!extend-typicallywehitplateausorplaceswherewe'recomfortablewithourabilitybutstillnotasgoodaswecanget.Trainneartheedgesofyourunderstandingorcurrentcapacityinordertostretchsaidcapacity.Deliberatepractice,you'veprobablyhearditbefore.600,000minutes,or36millionseconds,ifyouprefer.relate-drawconnections,useanalogies,makesenseoftheseeminglydisparateinformationyou'rereceivingandtrytopaintacohesivepicture.Westorerelationshipsandconnectionsbetweenconceptsmuchbetterthanisolatedfacts.rethink-reflectonwhatyou'velearned.Taketimeforsilence.Letyourbackgroundbraindosomeworktoo.UsethepowerofrecallandspacedrepetitionsystemssuchasAnkitoreallycementwhatyouknow.Ourbrainsarenaturallysortofleaky,socommonreflectionisnecessarytotrulyabsorbinformation.Consolidatewhatyouknow.Visualizeifapplicable.Rethinkyourlearningprocess.Thinkaboutthinking.SomesimilartakeawaystotheCourseracourseLearningHowtoLearn,whichIreallyloved,butthisbookisalsoworthreadingevenifyou'vetakenthecourse. ...more flag 10likes · Like · seereview May24,2017 Amy ratedit itwasok Shelves: psychology, library-science, non-fiction, education, how-to Itwasokay.Someusefulcontentbutnotwellwrittenandindesperateneedofabettereditor.Frequenttypos,absentorpoorlyplacedwordshamperedmeaninganddiscreditedtheauthor'sclaimsofexpertise.Couldhaveeasilybeensummarizedinonewell-writtenblogpostratherthanfillingawholebook. Itwasokay.Someusefulcontentbutnotwellwrittenandindesperateneedofabettereditor.Frequenttypos,absentorpoorlyplacedwordshamperedmeaninganddiscreditedtheauthor'sclaimsofexpertise.Couldhaveeasilybeensummarizedinonewell-writtenblogpostratherthanfillingawholebook. ...more flag 8likes · Like · seereview Jan12,2018 Jules ratedit itwasok ThebiggestissueIhadwiththebookisthatitneverseemedtoknowifitwasgearedatschoollearning(students,teachers,parents,etc)oradultlearning(learningnewskills,information,etc).Therewouldbelongpassagesaboutadultlearning(whatI'minterestedin)thatwouldendin'andthisishowitappliestoachemistrytest.'Someoftheexampleswerecondescending(Ibetyoudon'tknowthecapitalofAustralia!Orhowatoiletworks!)andwhilethelittlepopquizzesillustrated ThebiggestissueIhadwiththebookisthatitneverseemedtoknowifitwasgearedatschoollearning(students,teachers,parents,etc)oradultlearning(learningnewskills,information,etc).Therewouldbelongpassagesaboutadultlearning(whatI'minterestedin)thatwouldendin'andthisishowitappliestoachemistrytest.'Someoftheexampleswerecondescending(Ibetyoudon'tknowthecapitalofAustralia!Orhowatoiletworks!)andwhilethelittlepopquizzesillustratedapointaboutschoollearning,bythelastchapterIwasboredsincetheyrarelyreferencedanythingbeyondthefirstchapter.Therewerealsobetterandmoreinterestingresourcestheauthorcould'veused,likeTaylor'slearningcyclewhichjustendedupfeelinglikelazyresearch.Despitetheauthortoutinghisuseofafreelanceeditor,Iwonderiftheydidn'tseethe"Relate"chapter.Thechapterusedtheword"analogy"totalkaboutSATanalogies(birdistonestlike...),metaphors(reflectingonEinstein'sjourneymaygivemoreperspective),andcriticalthinking(whatistrue,possiblytrue,probablynottrue,andridiculousaboutHolyBlood,HolyGrail'sarguments).ThebookreferencessomegoodresearchbutIcan'tingoodfaithrecommendit,especiallyifyouknowanythingaboutadultlearning.Ifyou'reinterestedinschoollearningandreformingthewaythingsaretaught,thenyoumaygetalittleoutofit,butI'msuretherearebetterbooksaboutthetroublewithAmericaneducation.Andasamanifestotochangeeducation(whichtheepiloguefeltlikeabit),itlackedclarityandadrivingcalltoaction. ...more flag 5likes · Like · seereview View1comment Jun07,2019 TiffanyTaylorAttaway ratedit itwasok IwillcaveatthisbysayingIamprobablythewrongaudienceforthisbook,sinceIreadalotofthistypeofbook,andIstudiedcognitivepsychologyaspartofmygradschoolcurriculum.ButIhatedthisbook.Ituses/overusedthemosttritepracticesofpopsciencebooksinawaythatwillannoyanyonewithanyknowledgeofthesubject.Herepackagesestablishedlearningtheoriesbygivinganecdotesfromcontemporaryresearchersinsteadofreferencingthemoreestablishedterminology.Ifthi IwillcaveatthisbysayingIamprobablythewrongaudienceforthisbook,sinceIreadalotofthistypeofbook,andIstudiedcognitivepsychologyaspartofmygradschoolcurriculum.ButIhatedthisbook.Ituses/overusedthemosttritepracticesofpopsciencebooksinawaythatwillannoyanyonewithanyknowledgeofthesubject.Herepackagesestablishedlearningtheoriesbygivinganecdotesfromcontemporaryresearchersinsteadofreferencingthemoreestablishedterminology.Ifthisistheonlybookyouwilleverread,that'sfine.Ifyouwanttoknowmore,thenusingtheestablishedterminologywouldbehelpful.Examples:callingit"theforgettingcurve"insteadofEbbinghaus'sforgettingcurve."Callingitspacedpracticeinsteadofspacedrepetition.DoingawholepageonZPDwithoutactuallycallingitZPDoroncementioningVygotsky,insteadreferencingsomeresearcheroreducatorhehadcoffeewith.HetalkesabouthowaneducatoratUniversityofCalifornia"discovered"thatsomestudentsusedlargepilesofflashcardswithspacedrepetition.Yes,it'scalleda"Leitnerbox"anditishardlyrevolutionary.Heusessloppywriting.RogerCraigdidnotinventspacedlearning,thoughtheauthorsortofimpliesit.SuperMemoandDuolingodidnotaddittotheirprogramsbecauseofhim.Itexistedlongbeforehim.(WhichonecanlogicallydeducefromthenotethatheusedAnkitopracticeforJeopardy).Herepeatsconstantly.Ineverychapterherepeatthesameideas-self-quizzingoraskingquestions,gettingfeedbackfromanexpert,etc.Thebookcouldhavebeenathirdofthesizewithouttherepetition.(Unlessheisgoingforspacedrepetition-seewhatIdidthere...)Callingthingsthewrongthings-hespentawholechapteron"analogies."Whathewasreallytalkingaboutwas"patternmatching."Non-sequiturs.Onceparttalkedabouthowpeopledon'tnoticethings,anddescribedapicturethathadbeendrawnonandnoonenoticedforweeks,toapsychstudyaboutpeoplenotnoticingafightonthestreet(thankyoufornotcitingthegorillainthebasketballgame).Thepiecewrapswiththeconclusionthatourbrainisonautopilotbecauseheusedconfirmationbiasandjustificationtobuyhimselfanewgrill.huh?Oddlittlethingsthatmakenosenseintherealworld.Hewas6sohewastooyoungtohavedrawnamustacheonapainting.Really?Thenmy4yoiswildlyprecocious.PeoplewhodolotsofPowerPointpresentationsdon'tputmuchthoughtintodoingnewPowerPointsbecausetheyaresousedtoitevenifthemeetingisdifferent.Huh?Ifthecontentisdifferent(andyouareaprofessional)thenofcourseyouputmoreworkintoit,thedeliverymethodisimmaterial.Accordingtohim,everyoneapparentlyscoresthemselveshigherthanaverageonhowatoiletworks.Uh,nope.Iknowjackaboutatoilet,andthebeautyisthatIdon'thaveto.Everyoneisoverconfidentsothereforeit's"justembarrassingtotogivetheI've-got-no-idea-shrug."Why?Wouldn'tyouratherbethegenuinepersonwhoadmitstheydon'tknowsomethingandgivessomeoneelseanopportunitytoshowwhattheyknow,ortheassholewhopretendsheknowsitallwhileeveryonerecognizeshedoesn'tandsneersbehindhisback?Isthataguything?Ihaveneverfelttheneedtobeomniscientoranexpertineverysinglesubjectontheplanet.Thatsoundsreallyboringanyway.Ifyou'regoingtoreadbooksonlearning,readsomethingelse.ReadJoshWaitzkin'sbook.OrTimFerriss'sbooks(he'slessofabrointhelaterones).OrDanielGoleman.OrCsikszentmihalyi.ReadJimGee.RuthColvinClark.ClarkQuinn.Skipthisone.Thoughifyoudoreadit,itisskimmable-hetakesforevergettingtoapoint.Theunfortunatethingisthatthemethodshecitesarenotwrong.There'salotofgoodadviceinthere.It'sjustpackagedasnewwhenit'snot,skipsoverproperlycitingthefoundersinthefieldandthepropernamesoftheoriesinordertomakeitsoundnew,andmakesoddjumpsinplaces.Itcouldhavebeenamuchbetterbookthanitiswithjustalittlework. ...more flag 4likes · Like · seereview Feb09,2018 ZiyadKhesbak ratedit likedit Ultimately,itislackinginwritingqualityandmeanderswithitsstories,followingformulaicnon-fictionformatof"Thispersonknows____.Heisa___at___Universityandstudies____.Onceuponatime,hewas____andwondered____,whichledhimtostudy____anddiscover____."Overandover.Regardless,Boserprovidesanarrativeformattolearningresearchbetterservedinawell-structuredtextsuchas"TheABCsofLearning"whichIabsolutelylovedanddoesamorerobustjobofinte Ultimately,itislackinginwritingqualityandmeanderswithitsstories,followingformulaicnon-fictionformatof"Thispersonknows____.Heisa___at___Universityandstudies____.Onceuponatime,hewas____andwondered____,whichledhimtostudy____anddiscover____."Overandover.Regardless,Boserprovidesanarrativeformattolearningresearchbetterservedinawell-structuredtextsuchas"TheABCsofLearning"whichIabsolutelylovedanddoesamorerobustjobofinterpretingtheresearchthanBoser'sarbitraryassumptions.Additionally,Iamnotsurethathiscategorizationsoflearningprogress,"Value,Target,Develop,Extend,Relate,Rethink"andnecessarilyaccurateandneedtofollowinsuccessionratherthaninparallel.Thisisagoodintroductorytextandaquickread(notingforamomentthatitsindividualpointsregardinglearningtechniquesareperfectlyaccurate)butforthosemoreinterested,therearebetterbooks. ...more flag 4likes · Like · seereview Apr23,2017 Charlie ratedit reallylikedit Shelves: performance, education Learningisaskill.Youcangetbetteratit.Bosercanhelpyoudiscoverhow.Thisisareadable,well-paced,organizedintroductiontothescientificliteratureonlearning.Occasionallyabitheavyonanecdote(muchlikeMalcolmGladwell),butoverallquiteinformative.Itfocusesmostlyonthebigpicture,explaininginageneralsensehowlearningoccursandhowtostructureyourapproachtolearninginaglobalsense.Somespecificpracticesarerecommended,suchasspacedrepetitionand Learningisaskill.Youcangetbetteratit.Bosercanhelpyoudiscoverhow.Thisisareadable,well-paced,organizedintroductiontothescientificliteratureonlearning.Occasionallyabitheavyonanecdote(muchlikeMalcolmGladwell),butoverallquiteinformative.Itfocusesmostlyonthebigpicture,explaininginageneralsensehowlearningoccursandhowtostructureyourapproachtolearninginaglobalsense.Somespecificpracticesarerecommended,suchasspacedrepetitionandself-quizzing,butthesereallyaren'tthefocus.Thebackofthebookcontainssomeusefulsummaries,strategies,andbibliography.Probablythemostsignificantpointthisbookmakesisthatinordertolearnwell,peopleneedtothinkaboutandmonitortheirownlearning.So,forexample,inattemptingtolearnGerman,Ioughttoidentifypriorityobjectives,deviseasystematicplanforlearning,keepregulartabsonhowmylearningisprogressing,andoccasionallyreflectonortweakmyprocess.This"metacognition,"takingastepbackandthinkingaboutthinking,notonlyhelpssomeonelearnaparticulartaskbetter,butalsoimprovestheperson'sabilitytolearningeneral. ...more flag 3likes · Like · seereview View1comment Jan14,2018 Tara ratedit reallylikedit Shelves: teach-at-home Ienjoyedreadingthis.There'ssomeveryvaluableinformationandexamplesonbetterlearningtechniques.Someareveryobviousbut...Irecommend!! Ienjoyedreadingthis.There'ssomeveryvaluableinformationandexamplesonbetterlearningtechniques.Someareveryobviousbut...Irecommend!! ...more flag 2likes · Like · seereview May03,2017 Victor ratedit itwasok Thebookissupposedtospotlightsomeofthelatestfindingsinhowpeoplelearnandthemosteffectivestrategiesforlearning,butmuchofitisoldhat.Forinstance,metacognition(“thinkingaboutthinking”)isatleastatwentyyear-oldidea;usingflashcardsandself-quizzingtolearnwordsorconceptswasastrategywidelyusedbyhighschoolandcollegekidsinthe80s;thefindingthatpeoplelearnbestinenvironmentsfreeofdistractionsorthatbuildingknowledgehappensbestthroug Thebookissupposedtospotlightsomeofthelatestfindingsinhowpeoplelearnandthemosteffectivestrategiesforlearning,butmuchofitisoldhat.Forinstance,metacognition(“thinkingaboutthinking”)isatleastatwentyyear-oldidea;usingflashcardsandself-quizzingtolearnwordsorconceptswasastrategywidelyusedbyhighschoolandcollegekidsinthe80s;thefindingthatpeoplelearnbestinenvironmentsfreeofdistractionsorthatbuildingknowledgehappensbestthroughstudyingoverintervalsoftime—asopposedtocramminginonenight—arehardlynewdiscoveries.UlrichBoser’sbookisreallymeantforpeoplewhoneverpaidattentioninclassorcouldn’t.(Cramming,bytheway,iseffectiveforshort-termgoalslikecompletingamidtermorfinalexam,afterwhichoneisunlikelytoretaintheinformation.)Nevertheless,Boserisrightthatmeaningfullong-termlearningcanonlybedonethroughhard-studyfueledbyself-motivation.Thereisnomagicpill.Deepreflection,expertfeedback,andconstantquestioningofwhatonehaslearnedoristryingtolearn,isessentialinacquiringstrongknowledgeandskills.Theunsexytruthisthatlearningisatediousprocess—onethatdemandsenduranceandperseverance.Althoughtheauthorhasagoodsenseofwhatitisliketolearn,hehaslittlesenseofwhatitisliketoteach.OneofthemajorflawsofLearnBetteristhatitignoreshowthecompulsorynatureofschoolactuallyunderminesthestrategiesoutlinedinthebook.Thestrategiesdoworkbutaremosteffectivewhenstudentsarefreetobeself-directedandinchargeoftheirownlearning,conditionsthatmostschoolsprevent.Regrettably,Bosersuggeststhat“policymakers”makechanges“toimprovethenation’ssystemofschooling”andmakeit“better.”Beyonditsvagueness,itisaratherobtuseview.Thepeoplewhocanimproveeducationandwhooughttobeinchargeofitarethefolkswhoactuallyteachintheclassroom—notpolicymakers.Formeatleast,itisdifficulttosaywhatinLearnBetterwasworthwhile.Thebookispresentedinablandanduninspiringwritingstyle.Foratextabouteducation,italsosuffersfromsomeembarrassingandunforgivabletyposandgrammaticalerrors—Icountedatleasteight.Imightoverlook1-2,butbeyondthattheauthor’scredibilitybeginstocrumbleforme,especiallyifheorshehasnevertaughtinaclassroom,whichBoserhasnot,accordingtothebook’sbackflap.NancyN.Bailey,whocopyeditedthisbook,seemsasunqualifiedforthejobofproofreadingastheauthorwasforwritingthisbook. ...more flag 2likes · Like · seereview Jul18,2017 Kim ratedit itwasok Thisbookisfullofgoodinformation.Unfortunately,thewritingisprettyawful.Boserjumpsaroundbetweenfactsandanecdoteswithoutconsideringhisreader;thelackofflowisdistractingandhastheunfortunateeffectofbeingjerkedaroundonanoldwoodenrollercoaster.Forabookaboutlearning,therewerealsoasurprisingnumberofinstanceswherehispointswereeitherunclearormisleading.Ifyouarealearner,parentorteacherinterestedinhowtoapplythefindingsinthisboo Thisbookisfullofgoodinformation.Unfortunately,thewritingisprettyawful.Boserjumpsaroundbetweenfactsandanecdoteswithoutconsideringhisreader;thelackofflowisdistractingandhastheunfortunateeffectofbeingjerkedaroundonanoldwoodenrollercoaster.Forabookaboutlearning,therewerealsoasurprisingnumberofinstanceswherehispointswereeitherunclearormisleading.Ifyouarealearner,parentorteacherinterestedinhowtoapplythefindingsinthisbook,justskiptotheendandreadtheconciseanddirectappendix-likesections. ...more flag 2likes · Like · seereview Jan06,2018 NathanPowell ratedit reallylikedit Thisbooktakesaverywell-roundedapproachtolearninghowtolearn.Mostothersinthisspacefocusononeparticularsetofscientificresearchtoprovetheirpointandmissthebroaderpictureofhowtolearneffectively.Althoughtherearesixchapters,eachfocusingonadifferentphaseofthelearningprocess,mytakeawayscanbesummedupinthreekeypoints:1.Motivation(weneeddeeplypersonalreasonsforwhywearestudyingourtopic)2.Relation(relateideastootherideastothinkde Thisbooktakesaverywell-roundedapproachtolearninghowtolearn.Mostothersinthisspacefocusononeparticularsetofscientificresearchtoprovetheirpointandmissthebroaderpictureofhowtolearneffectively.Althoughtherearesixchapters,eachfocusingonadifferentphaseofthelearningprocess,mytakeawayscanbesummedupinthreekeypoints:1.Motivation(weneeddeeplypersonalreasonsforwhywearestudyingourtopic)2.Relation(relateideastootherideastothinkdeeper,morecreatively,andchallengepreconceptions)3.Recall,recall,recall(wecan'texpecttoremembermaterialthefirstpassthrough)Ihaveonegripewiththisbookthatiscompletelyinexcusable,andisthereasonfortakingoffonestar:grammaticalerrors.Manyerrors.Wordsthatshouldnothavebeeninsentences,missingwords,andcontinuallymisspellingtheword"gaffe."Thiswordwasspelled"gaff"andmeanssomethingtheauthordidnotintend.Itbogglesmymindthatthisbookpassedtheeditingstagewithouttheseerrorsgettingcorrected.Asidefromthisissue,Ibenefitedsignificantlyfromthisbookanditismostdefinitelywortharead. ...more flag 1like · Like · seereview Jul29,2017 MarsCheung ratedit reallylikedit Learningmaterialfromavastassortmentofvarioussubjects(languages,history,politics,science)rangingfromtheobscuretothecontroversialinordertobeabletounderstandandengageinconversationhasbeenagreatinterestofmine.Beingablenotonlytotakeinbutassimilatestoresofinformationanddrawinferencesisaskillthatanyonecouldspendmoretimehoning.Ienjoyedthebookforsomeperspectivesitofferedonhow'learning'occursandwhataresometools/strategies/metho Learningmaterialfromavastassortmentofvarioussubjects(languages,history,politics,science)rangingfromtheobscuretothecontroversialinordertobeabletounderstandandengageinconversationhasbeenagreatinterestofmine.Beingablenotonlytotakeinbutassimilatestoresofinformationanddrawinferencesisaskillthatanyonecouldspendmoretimehoning.Ienjoyedthebookforsomeperspectivesitofferedonhow'learning'occursandwhataresometools/strategies/methodsthatcanbeusedtospeedtheprocessalong.Ithoughtsomeofthebookwasrepetitiveandsomeareascouldhavebeenexploredingreaterdetail,butitwasaninterestingreadandI'llbeputtingintopracticesomeoftheexercisesdescribedinthisvolume.Adecentread.Notabadchoicetoinvestin. ...more flag 1like · Like · seereview Nov28,2020 Aleixie ratedit didnotlikeit DNFat30%.justreallyboring. flag 1like · Like · seereview Oct23,2018 BudWinn ratedit itwasamazing Interestingread.Goodexamplesandsomevignettes.Frameworklookspromising-willplayaroundwithit. flag 1like · Like · seereview Mar21,2021 J.J.Chung ratedit itwasok Whilethebookprovidesveryusefultipsforlearning,Ifoundthatthereweretoomanyanecdotesthatsometimesunnecessarilyoverlappedwithothercontent.Perhapstheanecdotesmadethebookmorereadableandrelatable,butinmyopinion,Ibelieveitcould'vebeenmoreconciseandsuccinct.Here'sadetailedoutlineofthebook:CoreQuestion:HowcanIlearnbetter?1.CreateValue.a.Whatisvalue?Valueisthemeaningandsignificanceweperceiveintheskillset,intellectually,emotionally Whilethebookprovidesveryusefultipsforlearning,Ifoundthatthereweretoomanyanecdotesthatsometimesunnecessarilyoverlappedwithothercontent.Perhapstheanecdotesmadethebookmorereadableandrelatable,butinmyopinion,Ibelieveitcould'vebeenmoreconciseandsuccinct.Here'sadetailedoutlineofthebook:CoreQuestion:HowcanIlearnbetter?1.CreateValue.a.Whatisvalue?Valueisthemeaningandsignificanceweperceiveintheskillset,intellectually,emotionallyandsocially.b.Whyisvalueimportantforlearning?Becausevalueisanecessaryconditionforlearning:learningrequiresmotivation,and(deep)motivationconsistsofthecost(effortrequired),thereward(target),andthevalue(oftheskillset).Valueistheemotionalfirethatsustainsmotivation.c.HowshouldIcreatevalueforlearning?Valuecannotbetoldorinstructed;itmustbeself-generatedbyone'sperceivingtheconnectionbetweentheskillsetandtheirlives,withinafreeandsafespace(butnottoofree;westillrequiresomelevelofinstructionandsupport).-Instructionandsupport:academicpress—howhardateacherpusheshisstudents;academicsupport—howstudentsfeelmotivatedbyteachers;emotionalsupport—encouragementandcomfortforstudentstobearthestrainofmentalexercises.-Toperceivethisconnection,ask,Howisthismaterialvaluabletome?HowcanImakeitmorerelevant?HowcanIusethisexpertiseinmyownlife?-Afterperceivingtheconnection,weneedto:(i)self-quizandself-explainwhatwearelearning—tomakesenseofwhatwearelearning,andperceivehowitrelatestovalue;(ii)practisemindfulness—constantlylookforvalueinwhatwearelearning.2.FormTargets.a.Whataretargetsabout?Targetsareabouttakingfocusedstepstoreachadefinitegoalinlearning.b.HowcanIsettargets?-Beforelearningaskillset,ask,whatamIgoingtolearn?whatsortofplandoIhaveinordertolearn?-Whencreatingalearningplan,bewareofcognitiveoverload,e.g.toomuchinformation,stress,distractions.-Instead,(i)Ensurethatwepossessthefoundationalconceptsneededformastery,(ii)Breakdownthe'curriculum'intobite-sizedchunksofmasterywhileensuringconsistency,(iii)Beginjustbeyondourexistingknowledge,(iv)Focuson'patternrecognition'—i.e.connectingthedatasystemically,ratherthanrotememorisation,(v)Whilesettinggoals,engageinmetacognition:(a)Planning—howwillIknowwhatIknow?whataremygoals?whatbackgroundknowledgedoIhave?(b)Monitoring—couldIlearnthisideainadifferentway?amImakingprogress?whyamIdoingwhatIamdoing?(c)emotion-management—howdoIfeel?->Tominimiseemotionaldistress,(a)removenegativestimulus(e.g.stress),(b)mentalimagingtoovercomenegativeemotions(e.g.imaginingone'ssuccessfulperformance),(c)createlong-termstrategies,(d)selftalktoremindyourselfofprogress,(e)believethatyoucanovercomethespecifictask.->Whiledifficultiescanaffectemotions,perceivethemasindispensableforlearning.3.Developskills.a.Whatdoesitmeantodevelopskills?Itmeanstohoneourabilitiesforimprovedperformance.b.HowcanIdevelop?Developmentarisesfromtwofactors:(i)havingafeedbackloop,and(ii)astructuredwayofhoningourskills.->(i)Havingafeedbackloopisveryimportantbecausefocusedcriticismhelpsustorecogniseourmistakesbetterandprovideswaysofimprovement.Examplesinclude:coachingorhigh-qualitycurriculum,andself-monitoringerrors.Butnotethatfeedbackalwaysrequiresexplanationsinordertobehelpful.Toappropriatethefeedbackwell,weneedtostrugglewithimprovementthroughrepetitionorretrievalpractice—viz.recallanideaandsummariseit.->(ii)Astructuredwayofhoningourskillsisby(1)retrievalpracticeand(2)dealingproperlywitherrors.-->(1)RetrievalPractice:Createtwopilesofcards:thefirst,withfacts/concepts(e.g.Existentialism);thesecond,withquestions(e.g."Giveanexample",or"Drawthisconcept"),thenpickacardfrombothpilesofcards,oneatatime.Therigourandprecisionisimportantbecauseitforcesthebraintocreatenewneuralstructurestoaccountfortheknowledge.-->(2)Dealingwitherrors:bepreparedforthem,astheyareessentialfordevelopingexpertise.Knowouremotions,andthenmanagethembyspeakingtoourselves.Don'tharponerrors,butonperformance.4.Extendskills.a.Whatdoesitmeantoextendskills?Itmeansbroadeninganddeepeninganareaofknowledge.b.HowcanIextendskills?(i)Explainwhatwearelearning:canIdescribetheidea?canIclarifytheskill?canIputitintomyownwords?Inreading,ask:whatdidIjustread?howdoesthatfittogether?haveIcomeacrossthisideabefore?(ii)Justifywhatyou'velearntthroughargumentsbecausetheyforceustoengagewithreasons.(iii)Applytheknowledgebyusingconcreteterms(e.g.vividmetaphors)toexpresstheabstractknowledge.(iv)Applytheknowledgebyteaching;useopen-endedquestionsoftentoencouragethinking.(v)Appreciateambiguity—effectivelearningrequiresuncertainty,andweneedtolearnhowtolivewithit.(vi)Self-questioning:(1)Stretchyourknowledge:makeitmoreabstract;(2)Squeezeyourknowledge:makeitmoreconcrete.(vii)Introducesocialdiversityintodialogue—promotescriticalthinkingbymakingpeoplemorescepticalofeachother,whichforcesustounderstandtheirpointofview.5.Relatefacts.a.Whatdoesitmeantorelatefacts?Torelatefactsistounderstandatopic'sunderlyingconnections.b.HowcanIrelatefactsbetter?(i)Mixupourlearning:practiseusingmanydifferentexamplesforalongchunkoftime,andavoidrepetition.(ii)Beexplicitaboutthedeeperstructureidentifiedintheproblem:e.g.writingthenameoftheconceptimplied.(iii)Usehypotheticals(speculation):the'whatif'provokesustoconsideraspectsoftheknowledgesystem.(iv)Usethescientificprocess:(1)lookattheevidence,(2)developatheory,(3)testthetheory,(throughdedicatedexperimentation),(4)cometoaconclusion.(v)Usevisualaids(e.g.Venndiagrams,conceptmaps)(vi)Usingsoftware(e.g.DEVONthink,Scrivener)tosortthroughdatatoseeconnections.(vii)Useanalogiesfor:-Comparingandcontrastingideas,whichhelpswithunderstandingunderlyingideas,-Engagingindeeperformsofreasoning:itforcesustotostudyhowweinferourconclusions,comparelinesofthinking,exposeassumptions.(viii)Employmethodofproblemsolving:->(1)Understanding—looktofindthecoreideaornatureoftheproblem.Whatistheunknown?Whatarethedata?->(2)Devisingaplan—mapourhowweintendtoaddresstheproblembyfindingtheconnectionbetweenthedataandunknown.->(3)Carryouttheplan—tryingtoprovewhetherwearecorrect.->(4)Lookingback—reexaminingtheresultandthepaththatledtoit,forpeopletoconsolidatetheirknowledgeanddevelopabilitytosolveproblems.6.Rethinklearning.a.Whatdoesitmeantorethinklearning?Itmeanstoadmitthatwetendtobeoverconfident.Forthefollowingreasons:(1)Familiarity—ifsomethinglookssimpleorcommon(e.g.TEDtalks);(2)Pastperformance—successtendstobreedcomplacency.b.HowcanIrethinklearning?(i)Examineourownthinking:ask,whatdidIlearn?Whatwashardtounderstand?Whatseemsunclear?->Focusontheareasthatgivethemostdifficulty.->Changethecontextofthelearningexperience—e.g.printingtheessayorreadingoutloudvs.readingfromscreen.->Mostimportantly,attitude:willingnesstoevaluateourperformancecloselyandcritically.->Reviewourlearningperiodically—distributeourlearningovertime.(ii)Reflection:taketimetodeliberateonourknowledgeandskillsforadeepersenseofunderstanding.->Requireslong,uninterruptedmomentsofcalmforfocuseddeliberation,evenawayfromthestudymaterialandespeciallydistractions.(eveninsleep!)->Considerouremotionalstatewhilelearning—needforcognitivequiet.->Beforeengaginginalearningtaskthattakesalotofconcentration,peopleshouldworktopushasideanxiousthoughts. ...more flag Like · seereview Dec23,2017 Ali ratedit likedit · reviewofanotheredition ThisisthefirsttimeIignoredthewarningofreviewersaboutabookandgotitanywaybecauseithappenedtobetheAmazonEditor'sPickforBestScienceBookoftheYear.Well,it'sactuallykindamediocre,especiallycomparedtosuchpowerhousesasMagness&Stulberg'sPeakPerformance:ElevateYourGame,AvoidBurnout,andThrivewiththeNewScienceofSuccess,BenedictCarey'sHowWeLearn:TheSurprisingTruthAboutWhen,Where,andWhyItHappens,DanielCoyle'sTheTalentCode:Gre ThisisthefirsttimeIignoredthewarningofreviewersaboutabookandgotitanywaybecauseithappenedtobetheAmazonEditor'sPickforBestScienceBookoftheYear.Well,it'sactuallykindamediocre,especiallycomparedtosuchpowerhousesasMagness&Stulberg'sPeakPerformance:ElevateYourGame,AvoidBurnout,andThrivewiththeNewScienceofSuccess,BenedictCarey'sHowWeLearn:TheSurprisingTruthAboutWhen,Where,andWhyItHappens,DanielCoyle'sTheTalentCode:GreatnessIsn'tBorn.It'sGrown.Here'sHow.andthemagisterialPeak:SecretsfromtheNewScienceofExpertisebyAndersEricsson.Sure,itcontainslotsofstories,whichisoneoftheoft-discussedlearningtools.Butthestoriesdon'treallymakestrong,memorablepoints.Theunfortunatefactisthatthisbookcontainsalotofmistakes--sloppy,avoidableones.LikethecombinatoricsprobleminwhichBoserquotessomeonesaying"iftherearesevenoptionsforeachofthefivethings...therewouldbe7x7x7x7x7or75possibilities"(bothnumberscan'tberight).Orwhenherecountsthemathproblemoftheskateboardertravelingat6.5milespersecond(fasterthantheSpaceShuttle)thatmakesnosenseatall.Orwhenthephalanxofwritersandeditorsgoingthroughthisbookstillmisspell"gaffe"as"gaff"adozentimes(kindafunnyifitwereintentional).Mistakeslikethesediminishtrustinthesource.Iappreciatedtheveryuseful10-page"TookKit"summaryattheendofthebook.Thethingis,thatcouldhavebeenthewholebook,sincethemainbodyofthebookwasabitthinandrepetitive.Ifyouhavenoexposuretothescienceoflearning,youwillpickupsomeinterestingandactionableinformationfrom"LearnBetter."Otherwise,Ireferyoutotheotherbooksmentionedabove.--AliBinazir,M.D.,M.Phil.,HappinessEngineerandauthorofTheTaoofDating:TheSmartWoman'sGuidetoBeingAbsolutelyIrresistible,thehighest-rateddatingbookonAmazonfor4years,andShouldIGotoMedicalSchool?:AnIrreverentGuidetotheProsandConsofaCareerinMedicine ...more flag 1like · Like · seereview May08,2020 ShubhamBasera ratedit itwasamazing Shelves: popular-science Callitthe“stuff”approachtoeducation.Wethinkthere’s“stuff”tobelearned—afact,someprocedures,aformulaortwo—andwewanttojamthatstuffintoourbrain’sstoragebinsanddrawerslikeanoldpairofsocks.Thisbookisaboutlearningthemethodsoflearning!TherearesixchaptersonsixstepsoflearninginthisbookonValue,Target,Develop,Extend,RelateandRethink.Andanepilogueandatoolkit.Toolkithasstrategiesbasedonthemethodofthisbookforlearners,for paren Callitthe“stuff”approachtoeducation.Wethinkthere’s“stuff”tobelearned—afact,someprocedures,aformulaortwo—andwewanttojamthatstuffintoourbrain’sstoragebinsanddrawerslikeanoldpairofsocks.Thisbookisaboutlearningthemethodsoflearning!TherearesixchaptersonsixstepsoflearninginthisbookonValue,Target,Develop,Extend,RelateandRethink.Andanepilogueandatoolkit.Toolkithasstrategiesbasedonthemethodofthisbookforlearners,for parents,teachersandmanagersand forpolicymakers.Thisbook'sgenreispopularscienceandsoacomprehensivereferenceslistattheendofthebookisgiven.TherearePOPQUIZZESaftermostimportantsectionstotestourideaoftheconcept.Butmyonlycomplainistherearenoanswers!PersonallyIfindthebookquitelengthyasthereweremanyanecdotesinthebook.ButIthinktheyweretheretoillustratethepointsindetailedmanner. BelowIhavesummarizedwhatIgottolearnineachchapter.ValueThewritersaidthatweaslearnershavetodiscoverforourselveswhyweareintolearningaparticularsubjectorthing,it’shardtolearnsomethingifwedon’tseeanymeaninginit.Duringmyschooldays,Itendtobelievethatnobodycanmakeyoufeeltolearnsomething.Ourteacherusedtoadviseusonwhylearningisimportant,whyweshouldlearndoingmathsorscienceorlanguage.ButIthinktheyjustdon'tstrikeacordwithstudents,wewerejustasperplexedaswewerebeforealltheadvices.Ievenrememberedsomeone askingtomytecherofmathematicswhereheisgoingtousethosesinesandcosinesoftrigonometry.Butreadingthisbook,Irealizedthatitisn'tgoingtoworkthatway.Inshort,justtellingpeoplethatsomethingisimportantisnotenough.Infact,Hullemanhasfoundthatsimplytellingpeoplethatinformationhasvaluecanbackfire.Whenwe’retoldhowtofeelorthink,wecanfeelthreatenedoroverlymanaged.Nobodycanforceyoutoseemeaning.Theauthoradvisedtoaskthesequestionstoyourselftofindyourvalue:Howisthismaterialvaluabletome?HowcanImakeitmorerelevant?HowwillIusetheexpertiseinmyownlife?Icanpictureourteacheraskingwhywehavenotdoneourhomework,andwe, sayingnothing,justkeptstandingstill.A wealthofresearchsupportstheideaofgivingstudentscontroloverhowtheylearnasubject.Inonerecentstudy,forinstance,somehighschoolershadsomechoiceovertheirhomework.Othershadnochoiceatall.Theresultswereclear:Thestudentswhohadmoreautonomyshowedmoremotivation—andfarbetterlearningoutcomes.Yes,Ibelievethisidea.Ifonlystudentscan haveachoicetowhattheywouldbegettingforhomework,theywouldbemorelikelytocompleteitbecausesomewheretheythemselvesareinvolvedinthewholeprocess.Ialsoliketheauthorwayofdefiningexpertise:Expertiseisabouthavingadeepnetworkofconnectionswithinaskillorareaofknowledge.SoaphysicistwhoisanexpertinafieldlikeGeneralRelativity(GR) knowsverywell howyouconnectdotsinGR,howGRisconnectedtootherfieldsandsub-fieldsinphysics,andinscienceingeneral.Expertshave'patten-recognitionskills'.Thebooksalsoseemstoargueagainsttheideaofhighlighting:Inalargeandrecentreviewoftheresearch,KentState’sJohnDunloskyandsomecolleaguesfoundthathighlightingwasaweakapproachtolearning,forinstance.Why?Itseemsthattheactivitydoesn’tdoenoughtopushpeopletobuildtheirknowledge.Likewise,rereadingshowedlimitedeffects,accordingtoDunloskyandhiscolleagues.Why?Again,itappearsthattheactivitydoesn’tsparkenoughmentaldoing.Therearemanyadvicesforanyonewhowanttotrainsomeonetolearn.OnethatIlikeparticularlyis:They[Teachers] shouldhelpstudents“learnatopicbybreakingitdownintothekeyelementsofthinkingrequired,thenhavethestudentspracticethatthinking,”hetoldme.OneotherthingthatIthinkisalsoimportantistonever, evergiveanswerstoyourstudents.Justhints.TargetHerethewritersaidtotargetyourlearning,actuallyhesaysbespecificwithyourtargets:Thewriteralsodiscussesaboutsomethingcalled'KnowledgeEffect'. Itboilsdowntothefactthatit’shardtolearnsomethingifyoudon’tknowanythingaboutit.Whenpeopleattempttolearnsomethingnew,they’lloftentarget“eitherthethingstheyknowalready,orthingsthatarejusttoodifficultforthem,”accordingtoMetcalfe’sresearch.Thisisverytrue.DevelopIthinkmostofthetimewedon'treallyknowwhatwewanttoimprove.Wejustsaywewanttoimproveourcommunicationskills,butremainvagueaboutwhatwereallywanttoachieveordevelop.OnenoticeusefulresearchIfoundinthisbookis:Theeffectsofahigh-qualitycurriculumareaboutthesameastheeffectsofahigh-qualityinstructor,eventhoughhigh-qualitycurriculumisoftencheaper.IthinkthishashugeimplicationsformycountryIndia.Thisisalsothe thingIhavealwayslikedtoemphasizeon,Iamofthisopinionthatweneedtochangemanythingsaboutourcurriculum,therearealotofthingstoworkon.ExtendTheauthorhasadvisedonhowwecanextendwhatwehavelearned:ImagineyourecentlywroteanemaildetailingyourthoughtsonadocumentarythatyousawonNetflix.Again,youflushedouttheidea—andengagedinamoredirectformofsensemaking—andstudiesshowthatyou’llhavearichersenseoftheNetflixmovieanditsthemes.Ask explanatoryquestions.Specifically:CanIdescribetheidea?CanIclarifytheskill?CanIputitintomyownwords?Ask whyqueries.Whydoestheauthormakethisclaim?WhyshouldIbelievetheauthor?Whywouldthismatter?Andthiswonderfuladvice,teachsomeoneelse.InonerecentstudybypsychologistJohnNestojko,forinstance,subjectswhobelievedthattheyweregoingtoteachlearnedmorethanagroupofsubjectswhothoughttheyweregoingtobetestedonatopic.RelateWeshouldaksoknowhowthethingswehavelearnedarerelated.Conceptmapisperhapsaveryeffectivetoolforthis.Otherimportanteffectivetoolisanalogy.RethinkTheauthoralsowarnedusabout theexpertblindspot,thefluencyheuristic,theillusionofexplanatorydepth: Themoreweknow,themorewethinkweknow.Inthissense,alittlebitofknowledgeismorethanfigurativelydangerous. Ifanideaorfactcomeseasilytous—orwe’vejustcomeacrossitalot—peoplearefarmorelikelytothinkthatweknowsomethingaboutit,evenifwedon’t.Sincethereisforgettingcurve,weshouldalwaysdevotesometimefromtimetotimetorevisitthoseideas,thatwehavelearned.Thisisaverygoodbookonwhatcurrentresearchinhumanlearninghasknownsofar.Ihighlyrecommendit! ...more flag Like · seereview Jan23,2017 AnthonyAmore ratedit itwasamazing In"LearnBetter,"UlrichBoserhaswrittenoneofthosebooksthatisn'tjustremarkablywell-writtenandsourced(thoughitis),butisalsoamust-readforeducators,publicpolicyleaders,administrators,andanyoneinterestedinhowwelearn.Thewritingisaccessible--entertaining,even--andhardtoputdown.Ithinkthisbookwillultimatelybethatrareworkthatiscommonlyknownbynameincollegeclassroomsandschooldepartmentsaroundthecountry. In"LearnBetter,"UlrichBoserhaswrittenoneofthosebooksthatisn'tjustremarkablywell-writtenandsourced(thoughitis),butisalsoamust-readforeducators,publicpolicyleaders,administrators,andanyoneinterestedinhowwelearn.Thewritingisaccessible--entertaining,even--andhardtoputdown.Ithinkthisbookwillultimatelybethatrareworkthatiscommonlyknownbynameincollegeclassroomsandschooldepartmentsaroundthecountry. ...more flag 1like · Like · seereview View1comment Jun21,2019 JordanBrown ratedit likedit AtfirstIthoughtthatthisbookwasprettygood.Then,Irealizedthattheentirebookwasmainlygoingtobesummariesofstudiesoverandover.Ilikedwhentheauthorusedhisownstoriesasexamples.Whatreallygotme,though,wasthemassive--andImeanmassive--numberoferrorsinthebook.Missingwordsgalore.Itwasalmostcomical.Howdiditgotopressinthiscondition??I'drecommendthisbookifyou'renewtothetopic. AtfirstIthoughtthatthisbookwasprettygood.Then,Irealizedthattheentirebookwasmainlygoingtobesummariesofstudiesoverandover.Ilikedwhentheauthorusedhisownstoriesasexamples.Whatreallygotme,though,wasthemassive--andImeanmassive--numberoferrorsinthebook.Missingwordsgalore.Itwasalmostcomical.Howdiditgotopressinthiscondition??I'drecommendthisbookifyou'renewtothetopic. ...more flag 1like · Like · seereview Nov11,2017 Max ratedit likedit Abookabouthowwelearn.Ithadsomememorablepointsbutalotofflufftoo.Idon'treallycareaboutthepersonalitiesortheappearanceofallthepeoplewhotheauthorinterviewed.Thisbookmademewanttospendmoretimelearninginaspecialized(asopposedtogeneralized)way.Ishouldreadbytopic/theme,ratherthanreadingwhateverbookpiquesmyinterest. Abookabouthowwelearn.Ithadsomememorablepointsbutalotofflufftoo.Idon'treallycareaboutthepersonalitiesortheappearanceofallthepeoplewhotheauthorinterviewed.Thisbookmademewanttospendmoretimelearninginaspecialized(asopposedtogeneralized)way.Ishouldreadbytopic/theme,ratherthanreadingwhateverbookpiquesmyinterest. ...more flag 1like · Like · seereview Jun09,2018 DavidPulliam ratedit itwasok Itisawordybook,someoftheclaimsarebackeduponlybyanecdotalevidence(personalstories,etc.)andIfeellikealotofitwastakenfromHowLearningWorksandHowweLearn.Itisnotnearlyaswellwritten.Youcangetthesameinfoandideasinashorterandbetterwrittenbookwiththoseother2books.Skipthisone. flag 1like · Like · seereview Jan10,2018 DharmaAgastia ratedit likedit IadmitIdidgetsomeusefulinformationoutofthisbook,butthen,it'sjustanotherofthosepopularsciencebooksthatattemptstojustifyits"science-y"claimswithanecdotes.Skiptheanecdotesanddistilltheimportanttakeaways(atleast,theonesyouthinkare),andyou'regoodtogo. IadmitIdidgetsomeusefulinformationoutofthisbook,butthen,it'sjustanotherofthosepopularsciencebooksthatattemptstojustifyits"science-y"claimswithanecdotes.Skiptheanecdotesanddistilltheimportanttakeaways(atleast,theonesyouthinkare),andyou'regoodtogo. ...more flag 1like · Like · seereview Jan10,2019 JeffWalker ratedit likedit Shelves: thinking Someusefulinformation,andagooddealofsolidmotivationtolearnsmarter.Butmostofthisbookisstoriesandanecdotesfromtheauthor’sownlifeandmany,manyinterviews.Thereisashortappendixthatlaysoutthekeypointsoverafewpages.FeellikethisisallIreallyneededtoread. flag 1like · Like · seereview Jul27,2019 Brendan ratedit likedit Pros:someusefultipsonhigh-valuelearningmethodsthatcanbeimplementedimmediatelytoimprovelearninghabitsCons:interviewsandanecdotesthroughoutthebookoftenseemedonlytangentiallyrelatedtothepointargued flag 1like · Like · seereview Jun04,2017 JaronDunford ratedit likedit Shelves: read-business 6formsoflearning:• Value–It’simpossibletolearnifwedon’twanttolearn,andtogainexpertise,wehavetoseeskillsandknowledgeasvaluable.What’smore,wehavetocreatemeaning.Learningisamatterofmakingsenseofsomething.• Target–Intheearlypartofgainingmastery,focusiskey.Weneedtofigureoutexactlywhatwewanttolearnandsetgoalsandtargets.• Develop–Someformsofpracticemakepeoplemoreperfectthanothers.Inthisstageoflearning,peopleneedto 6formsoflearning:• Value–It’simpossibletolearnifwedon’twanttolearn,andtogainexpertise,wehavetoseeskillsandknowledgeasvaluable.What’smore,wehavetocreatemeaning.Learningisamatterofmakingsenseofsomething.• Target–Intheearlypartofgainingmastery,focusiskey.Weneedtofigureoutexactlywhatwewanttolearnandsetgoalsandtargets.• Develop–Someformsofpracticemakepeoplemoreperfectthanothers.Inthisstageoflearning,peopleneedtohonetheirskillsandtakededicatedstepstoimproveperformance.• Extend–Atthispoint,wewanttogobeyondthebasics–andapplywhatweknow.Wewanttofleshoutourskillsandknowledgetocreatemoremeaningfulformsofunderstanding.• Relate–Thisisthephasewhereweseehowitallfitstogether.Afterall,wedon’twanttoknowjustadingledetailorprocedure-wewanttoknowhowthatdetailorprocedureinteractswithotherfactsandprocedures.• Rethink–Whenitcomestolearning,it’seasytomakemistakes,tobeoverconfident,andsoweneedtoreviewourknowledge,reconsiderourunderstanding,andlearnfromourlearning.Whenitcomestolearning,thisideaiscrucial.Motivationisthefirststepinacquiringanysortofskill.It’shardtolearnsomethingifwedon’tseeanymeaninginit.Valuedrivesmotivation.Hullemanandhiscolleaguesaimedtohelpstudentsfindvalueindatatools(stats):askedquestionslike,canyouseeyourselfusingstatisticsinyourlife.Canyouimagineusingstatsinyourcareerasanurse,salesperson,ormanager.Thenstudentswroteatwopagepaperessaysdetailinganswers.Theoutcomeswereclear.Bydrawingaconnectingbetweenstatsandtheirlives,thestudentsbecamemuchmoremotivatedintheirstudies,insomecasesjumpingawholelettergrade.Inessence,explainingwhystatisticsmatteredtothem–intheirfuturecareers–improvedlearning.VideogameMinecraftisaninterestingcasestudy.WhenprogrammerMarkusPerssonlaunchedtheonlinegameyearsago,fewbelievedthattheprogramwouldsucceed.Afterall,thegamehadnodramaticcarchases,ordisplaysofdaringdo.InMinecraft,therearenotevenpointstofigureoutwhoisthewinner.Instead,theonlinegamesprovidespeoplewithbuildingblocksandallowsthemtocreatewhatevertheywantintheonlineworld.Usingsquareblocks,peoplecanbuildsprawlingcastles,theEifelTower,thisisyourgame.Despiteconventialwisdom,Minecrafthasbecomeoneofthemostpopulargameseverproduced.Therearemorethan100millionusersaroundtheworld,andMinecrafthasoutsoldTetris,Mario,andevenCallofDuty.Why?Becausetheprogrammakesitsimpletocreatesomethingrelevantandfindapersonalsenseofmeaning.Somehighschoolteachershavetakenuplearncrafting.StudentsinSt.AndrewsEpiscopalSchoolareallowedthechoiceinhowthey’lldemonstratetheirlearning,fromtakingaconventialexamtocreatingavideo.Teensatschoolwillmostoftenoptintocreatesomesortofindependentprojecttoshowofftheirskillsandknowledge,eventhoughitcantake3-4moretimesmuchworkastakingatraditionaltest.Theyseealotofmeaning,relevanceandownership.Thebestformsoflearningareactivelearningactivitieslikeselfquizzingandselfexplaining.Tolearnwearenotjustcopyingtheinformation,we’remakingsenseoutoffacts.Longtermmemoryisrootedinlinksinsteadoffeatures,insystemsinsteadoffacts,andsolikeadiviner,likeawalkingdataanalyzer,theycanlookpastthesurfacefeaturesofproblemandidentifycoreissues.Oneapproachaboutlearninganewtopicistowritedownwhatyouknowaboutit.Forexample,honinggrillingskills,makeanotelike:choosesteakswithabitoffat,highheatworksbest,usetongs,notafork,someatstaysjuicy.Byprobingourselvesbeforewegainabitofexpertise,we’reprimingourmetacognitivepump-andmakingourlearningmoredurable.Whenpeoplelearn,theyneedtolearntocopewithnegativefeelings.AmIgoodenough?WillIfail?WhatifI’mwrong?Isn’ttheresomethingelsethatI’dratherbedoing.Emotionscanquicklyrobusofourabilitytogainexpertise.Theydisruptourshorttermmemory.Whilesomeofthesefeelingsaretypical,toomanyofthemandyou’llgettotallywipedout.Givefeedbackonfeedback.Ifdevelopingskillsbeginwithfeedback,thenweareboundtostruggle.Peoplewillinevitableflounder,afterallgettingfeedbackisaboutdiscoveringwhatyouaredoingwrong.Inthebluntestofterms,thereissimplynosuchthingaseffortlesslearning.Todevelopaskill,we’regoingtobeuncomfortable,strained,andoftenfeelingalittleembattled.Peopleoftenliveuptolabelstheyoftengivethemselves.Ifyouareworkingonatoughproblem,asyourselfwhatifquestions.Whatifwehadmoretime.Whatifwehadmorepeople.Whatifwehadmoreresources.Theanswersareoftenprovocativeandshedlightonhowaproblemcomestogetherasasystem. ...more flag Like · seereview Jun11,2017 Yasheve ratedit didnotlikeit Typosstartintheintroductionandcontinuethroughoutbook. flag 1like · Like · seereview Feb01,2018 Chen-YuYang ratedit likedit It'sagoodbookaboutlearning,butIthinkknowingthehighlevelprinciplesaremorethanenoughsoIskimmedthroughmostofthepages... It'sagoodbookaboutlearning,butIthinkknowingthehighlevelprinciplesaremorethanenoughsoIskimmedthroughmostofthepages... ...more flag 1like · Like · seereview Jul28,2019 Mushky ratedit likedit Notalloftheideaswerepresentedasclearascouldbe.Also,heconnectedalotofdifferentconceptswithoutaclearconnection. flag 1like · Like · seereview «previous1234next» newtopicDiscussThisBook Therearenodiscussiontopicsonthisbookyet. Bethefirsttostartone» Share RecommendIt | Stats | RecentStatusUpdates Readersalsoenjoyed Seesimilarbooks… Genres Nonfiction 70users SelfHelp 44users Education 37users Psychology 24users SelfHelp> PersonalDevelopment 20users Productivity 11users Business 11users Teaching 4users Biology> Neuroscience 4users Philosophy 3users Seetopshelves… AboutUlrichBoser UlrichBoser 73 followers BooksbyUlrichBoser More… RelatedArticlesAuthorLuvvieAjayiJonesWantsYoutoFightYourFears LuvvieAjayiJones—author,culturalcritic,digitalentrepreneur—mightbebestdescribedasaprofessionaltruthteller.Hercrazilypopular...Readmore...53likes·0comments TriviaAboutLearnBetter:Mas... 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