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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 76 of 78
In Progress

Tables – Part Three

Stoicable July 13, 2022



Wrote learning. If you find yourself needing to remember a large number of facts, tables are what you need.

The reason why has to do with the process of creating a table. You are required to combine all of the different facts into a structure. During this process, your brain isn’t just organising this information on the page, but in your mind as well. The end product isn’t just a table but a mental framework you can use to hold on to all of this information.

  • How well we initially encode the information. The more time you spend creating a logical structure, the better you’re able to encode that learning into retrievable memories.
  • How numerous your linking of new learning is.
  • Whether or not you test yourself on the material
  • How often do you test yourself on the material, which is spaced repetition. It’s important to note that excessive testing can also be a waste of time. The art of spaced repetition is to test yourself on the material when retrieval starts to become hard but not impossible – you haven’t forgotten it yet.

Your notes are too slow to revise.

If you’ve been taking notes all throughout the year, it’s going to take you days, even weeks, to revise it all. To complicate the situation further, the knowledge retention from reading notes is atrocious. Estimates are between 5 – 15%.

Your notes prevent your brain from being able to learn.

The term is information overload. There’s too much. What happens is your brain gets overwhelmed and begins to just skim everything. When this happens, learning and revision stop. Your study session becomes more of a therapy session. The only benefit you get is that you’re at least not procrastinating and actually doing work. Well, you may as well be watching TV or slacking off because it’s not much worse.

This is a recurring theme throughout our course – when there’s too much information around, you end up learning less, not more.

Your memory isn’t limited by how much information it can store, but instead how you store it. Information goes it pretty easily. The trouble is getting it back out again – retrieval.

If you read the lesson notes, you’ll remember Lu Chao, who memorised sixty-seven thousand, eight hundred and ninety digits of Pi. How can he do this? A lot of practice and an extremely effective method for storing the information so that he can retrieve it at will. What’s the old saying?

Lesson Cards


Card 1

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Key Idea

Tables make it possible for rapid revision of your most important – “high yield” – information.

Card 2

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Key Idea

A table primes your brain to find the links between your learning. This reinforces the learning in both directions.

Card 3

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Key Idea

Tables offer a quick method of finding the information you need without embarking on a journey through the never-ending land of notes.

Card 4

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Key Idea

When you create a table, you aren’t just structuring your learning on paper but also in your mind. You are creating a mental model that your brain can use to readily organise and access that information.


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