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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 71 of 78
In Progress

Copy of Application Questioning – Part Three

Stoicable July 13, 2022


Application Questioning

Level 1 – Recognition

Recognition is the first and weakest level of learning.

  • Recognition is when you can understand content when you have a cue to aid your memory.
  • Reading your textbook and is an example of recognition.

Prereading is also an example of recognition. This is absolutely fine. The goal of prereading is not learning; instead, it’s priming your brain for your learning. The danger comes when you use a form of recognition when it comes to the actual learning of your material. 

Level 2 – Recall

Recall is the second level of learning.

  • Recall happens when you turn your learning into memory.
  • Examples

The weakness with recall is understanding. It’s common for learners to commit piles of facts and figures to memory without completely understanding them. This is another flaw that assessments and examinations tend to illuminate. The learner knows the facts, but that’s not enough. High-level questions no longer care about facts. Instead, they care about what you can do with those facts. Knowledge is vanity without use. (cut this last sentence..??? or rephrase it???)

Level 3 – Responding

Responding is the third and final level of learning. Responding requires you to apply your learning, and this requires deep understanding.

The late Nobel prize-winning physicist Richard Feynman captured the essence of what responding is when he described his time teaching physics in Latin America. He spoke about how…

Application questioning is when you apply what you’ve learned.

Application questioning is one of the most effective examples of responding. When you answer an application question, you aren’t just rehashing facts. Instead, you are using facts to find the answer. This is the difference between recall and responding. All that’s involved during recall is pulling a fact from your memory. On the other hand, application questioning doesn’t just care about the facts you know. Instead, it’s about how you use the facts to find the answer.

We don’t truly understand something until we can apply it. The best test for this is application questioning.

Your brain isn’t a computer, and your memory isn’t a hard drive. Computers store information, but your brain stores use.

This is why you might have trouble remembering the name of a friends dog, yet you will always remember whether or not it bites. The name isn’t important; it doesn’t have any use to your brain. But knowing if that dog is a threat – whether or not it bites – that’s useful.

How does application questioning apply to finding use? Simple. The best way to find the use of something is to see what it can do. When you answer an application question, you are applying your new learning to solve a problem. When you solve that problem, your brain takes notice. It finds another reason to lock that learning away in your memory for later.

Knowledge is just pieces of information If you don’t take the time to apply it. When you apply the facts of theories is when they become learning.

Facts on their own are useless. When you take the time to understand them and see their relevance, you turn them into learning.

How would you prepare for a driving test?

  • A: would you read about driving?
  • B: would you drive?

Real practice means practising the same way you would do the thing you are practising for. In other words…

Preparing the same way you would perform.

Let’s be honest, a good chunk of learning involves some kind of test at the end. Most well-written tests all assess you on the same measure – applying; how well you can use your learning. If you want to get better at taking tests, get better at answering application questions.

The common problem with learning is that the use of what you’re isn’t taught. Instead, it’s only the information that’s taught without acknowledging its use, despite use being the whole reason our brain decides to remember anything in the first place. We end up skipping over arguably the most important part of the learning process.

If you want your learning to stick, you need to find a reason why it should in the first place. The best place to start is with use. Always find use in everything you do.

Lesson Cards

Application Questioning

Card 1

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Key Idea

We often learn new topics without a clear understanding of why we are learning them.

Card 2

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Key Idea

Application Questions are where you find and apply the “use” of your learning

Card 3

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Key Idea

It’s not the content of information that makes it valuable, but its use.

Card 4

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Key Idea

The highest form of learning is applying our knowledge to solve a problem.

Card 5

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Key Idea

If you are studying for an exam, practice the same way take your exam.

Card 6

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Key Idea

Application Questions expose the gaps in your learning, allowing you to patch them up while you still can.


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