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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 56 of 78
In Progress

Study Blocking – Part Three

Stoicable July 13, 2022


Study Blocking

This is a politician’s answer – yes and no. It’s much more common for it to be a no than a yes.

So why wouldn’t time be a reliable indicator?

To answer this, think about two bricklayers. One is getting paid by the hour, and the other by the job. Who do you think is going to get more done? The very same is true when it comes to our own learning. Our pace and intensity naturally sync with the clock.

Use study blocks.

Study blocks shift the emphasis away from how many hours you work and instead focus on how hard you are working in those hours.

To make time a reliable indicator, you must first implement a standard. The best way to do this is with study blocks.

To get more done.

Your concentration begins to wane after 30 minutes; you can increase the count to 60 minutes with practice. What this means is that the longer you work, the less effective your learning becomes.

Don’t force yourself to push through at half of your capacity. Instead, take time to recharge so you can maintain peak efficiency for your entire learning block.

Another study term you might be familiar with is the Pomodoro technique. Its name is taken from the Italian word for tomato because the kitchen timer looked like a tomato. Tomatoes aside, the Pomodoro technique involves studying in intervals of 25 minutes.

The Pomodoro technique is an example of study blocking. This amount of time might not be ideal for everyone. However, it tends to be very effective for difficult tasks. 25 minutes isn’t an intimidating amount of time. What ends up happening is you complete your 25 minutes, and with the momentum you gain, you do another round.

Spoiler, it’s the end.

This is how our brain is wired. There’s a mountain of studies that confirm this. Take this one done on an uncomfortable procedure called a colonoscopy. If you are not familiar with it, what happens is a doctor will insert a camera into your rear end. The question was asked, how can we make this procedure a little less unpleasant.

Two options were chosen

  • Option one: Space the parts out that are uncomfortable throughout the entire procedure. In other words, the amount of time you’re in discomfort is longer
  • Option two: Save the uncomfortable part for the end and get it done faster, but with a little more pain for this shorter period of time.

The winner? Option One.

Even though the total pain was increased, the impact of pain

Rephrase!!!! The pain total was increased… I got confused. It’s better to feel more pain during the procedure but finish the end with less pain so the memory of the pain is less!

Lesson Cards

Study Blocking

Card 1

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Key Idea

Without breaks between your learning, your motivation begins to plummet. When this happens, your interest in learning follows closely behind.

Card 2

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Key Idea

Set challenging deadlines to ensure you push yourself to complete your work promptly. Time is your most valuable asset.

Card 3

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Key Idea

When you learn without adequate breaks, the time you spend isn’t as effective.

Card 4

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Key Idea

We remember what comes at the beginning and end much better than the middle.


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