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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 68 of 78
In Progress

Interleaving – Part Five

Stoicable July 13, 2022



What you need to learn

Begin by creating an outline of the topics you want to learn and all of their required concepts.

Mix and match

Create a learning plan by mixing up your topics and their concepts

Look for connection

Look for the connections between the different topics and concepts you’re learning. Group topics that share links and overlap with one another together.

An example might be the heart and the lungs. These topics complement one another. By doing this, it makes the process of finding links between different topics much easier. Every link you create reinforces your learning of the two concepts in both directions. The more you find, the stronger your memory will be.

Turn it into a plan

Combine your topics and concepts together and set a timeline for learning them.

“If You Fail to Plan, You Are Planning to Fail” 

-Benjamin Franklin

When you decide when you need to complete your learning, your chances of doing it increase. Without a plan, it is too easy to find a reason to put the work off for just another day.

Becoming overwhelmed is almost guaranteed if you’re embarking on any kind of learning journey. We know a lot, and that means there is a lot to learn. Without a plan, what happens is that all you see are topics to learn.

As humans, we aren’t good at looking forward in time. We can generally only see a few days ahead at the most. This is why we get overwhelmed. All we see are piles of work and learning to get done. Being short-sighted, we feel as if it must get done now. This leads to stress and procrastination. Before long, we end up in a mess with no direction.

Planning solves this problem.

When we plan, it forces us to realize that we have time. When we are reminded that we do have time, we can relax and focus on our learning instead of focusing on getting it done. By creating a plan, no matter how stressed we might feel, all we have to do is look at our plan to realize that we have time. Creating a plan gives us a process we can trust. It’s a safety blanket against imagined urgency.

Lesson Cards


Key Idea 1

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Key Idea

Combine your concepts and topics into an interleaving learning schedule at least 3 weeks ahead.

Key Idea 2

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Key Idea

While you are creating your interleaving plan, look for concepts and topics that relate to one another. -Milton H Erickson

Key Idea 3

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Key Idea

“If You Fail to Plan, You Are Planning to Fail” -Benjamin Franklin


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