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  1. Lesson One - Pre-reading

    The Power of Prereading - Part One
  2. The Power of Prereading - Part Two
  3. The Power of Prereading - Part Three
  4. The Power of Prereading - Part Four
  5. The Power of Prereading - Part Five
  6. Lesson Two - Single Tasking
    Single Tasking - Part One
  7. Single Tasking - Part Two
  8. Single Tasking - Part Three
  9. Single Tasking - Part Four
  10. Single Tasking - Part Five
  11. Lesson Three - Recognition and Recall
    Recognition and Recall - Part One
  12. Recognition and Recall - Part Two
  13. Recognition and Recall - Part Three
  14. Recognition and Recall - Part Four
  15. Recognition and Recall - Part Five
  16. Lesson Four - Question Logging
    Question Logging - Part One
  17. Question Logging - Part Two
  18. Question Logging - Part Three
  19. Question Logging - Part Five
  20. Question Logging - Part Four
  21. Lesson Five - The Testing Effect
    The Testing Effect - Part One
  22. The Testing Effect - Part Two
  23. The Testing Effect - Part Three
  24. The Testing Effect - Part Four
  25. The Testing Effect - Part Five
  26. Lesson Six - Taking Notes
    Taking Notes - Part One
  27. Taking Notes - Part Two
  28. Taking Notes - Part Three
  29. Lesson Seven - Foundational Learning
    Foundational Learning - Part One
  30. Foundational Learning - Part Two
  31. Foundational Learning - Part Three
  32. Foundational Learning - Part Four
  33. Foundational Learning - Part Five
  34. Lesson eight - Deep Learning
    Deep Learning - Part One
  35. Deep Learning - Part Two
  36. Deep Learning - Part Three
  37. Deep Learning - Part Four
  38. Deep Learning - Part Five
  39. Lesson nine - High Yield Learning
    High Yield Learning - Part One
  40. High Yield Learning - Part Two
  41. High Yield Learning - Part Three
  42. High Yield Learning - Part Four
  43. High Yield Learning - Part Five
  44. Lesson ten - The Testing Effect
    The Testing Effect - Part One
  45. The Testing Effect - Part Two
  46. The Testing Effect - Part Three
  47. The Testing Effect - Part Four
  48. The Testing Effect - Part Five
  49. Lesson eleven - active and passive learning
    Active and Passive Learning - Part One
  50. Active and Passive Learning - Part Two
  51. Active and Passive Learning - Part Three
  52. Active and Passive Learning - Part Four
  53. Active and Passive Learning - Part Five
  54. Lesson twelve - Study Blocking
    Study Blocking - Part One
  55. Study Blocking - Part Two
  56. Study Blocking - Part Three
  57. Study Blocking - Part Four
  58. Study Blocking - Part Five
  59. Lesson thirteen - Linking
    Linking - Part One
  60. Linking - Part Two
  61. Linking - Part Three
  62. Linking - Part Four
  63. Linking - Part Five
  64. Lesson fourteen - Interleaving
    Interleaving - Part One
  65. Interleaving - Part Two
  66. Interleaving - Part Three
  67. Interleaving - Part Four
  68. Interleaving - Part Five
  69. Lessons fifteen - Application Questioning
    Application Questioning - Part One
  70. Application Questioning - Part Two
  71. Copy of Application Questioning - Part Three
  72. Application Questioning - Part Four
  73. Application Questioning - Part Five
  74. Lesson Sixteen - Using Tables
    Tables - Part One
  75. Tables - Part Two
  76. Tables - Part Three
  77. Tables - Part Four
  78. Tables - Part Five
Lesson 63 of 78
In Progress

Linking – Part Five

Stoicable July 13, 2022

Recap

Linking

Start with what you know. Link your learning to examples and concepts you already know.

When you link something new with something that you already know, your brain uses the already established neural pathway to help you retrieve this new learning. The speed at which you can remember new concepts dramatically increases.

It is when you take a concept you’re learning and use something simpler to represent it. Concept swapping is an incredibly powerful twist on linking. Learning becomes faster and more permanent when we use the information we already know to represent what we are learning.

Describing the immune cells as soldiers, the heart as a pump or the mitochondria as a powerplant are all examples of concept swapping. This allows us to apply the framework of a concept we already know well to one we are learning. This speeds up the process of learning.

Because concepts stick around.

Think about gravity or temperature. These are both concepts. On a basic level, you understand the general idea of each. You don’t need to keep going back over them to remember the whole process. When you understand a concept, it tends to stay in your memory for a very long time.

Avoid the trap of half learning concepts over and over again. Instead, invest your time in the beginning – it will save you much more in the long run. And once you’ve successfully learnt a concept, linking will ensure that you never forget it.

The answer is something we have covered many times – Use.

When you ask “So what”, you force your brain to stop and assess the usefulness of your learning.

Two things happen here:

  • You decide it isn’t worth your time and move on.
  • You decide it is and take a moment to learn it.

When you ask, so what, you stop yourself from wasting time learning things that just aren’t that important. But the biggest benefit comes from what you decide is worth your time. You tag the information as important. Because of this, your brain pays more attention while learning it and encodes the information more effectively into your memory.

Lesson Cards

Linking

Card 1

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Key Idea

Concept swapping is when you use something you already know to represent what you’re learning.

Card 2

Click to view

Key Idea

Begin your learning with what you know. Link your learning to examples and concepts you already understand well.

Card 3

Click to view

Key Idea

Begin your learning with what you know. Link your learning to examples and concepts you already understand well.

Card 4

Click to view

Key Idea

Use the question “so what” to help find use in your learning.

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