Chapter I : Skills which need to be learned:

- retrieval practice (far more effective than rereading and massed practice
(cramming). )
- Spacing out practice and interleaving is effective
- Trying to solve a problem before being taught the solution leads to better
learning, even if errors are made in the attempt.
- When you’re adept at exacting the underlying principles or “rules” that
differentiate types of problems, youre more successful at picking the right
solutions in unfamiliar situations.
o This is developed through interleaved and varied practice.
- Elaboration: process of giving new material meaning by expressing it in your own
words and connecting it with what you already know.
- Put info in a larger context
- Extract key ideas from new material and organize into a mental model, and
connect that info to prior knowledge.

Chapter 2: test yourself whenever possible.

Chapter 3
- Spacing out study and practicing in installments, allowing time to elapse
between builds habit strength.
- Interval: enough time so that practice is not mindless repetition; a little forgetting
should have set in (at least a day between sessions).
o Language: practice writing out memorization every other day
o Practice flashcards every other day if there is at least 1 week before test.
- Interleave 2 or more subjects during practice.
- Switch to another topic before practice is complete.
- Vary practice
o Mix up the order of flashcards
o Review exam topics in different orders
- Reflection is a form of retrieval.
o What happened?
o What did I do?
o What should I do differently, and what would the thought process be?

Chapter 4
- solve a problem rather than memorize the solution.
- Write to learn: reflect on a topic; express the main idea in your own words, and
relate them to other concepts already learned.

Chapter 5
- pay attention to the cues you’re using to judge what you have learned. If
something is familiar or fluent, this is NOT a good indicator! Good indicators
include:
o Ease of retrieval after DELAY
o Creating a mental model that integrates various ideas across a text and
connects them to what you already know.
o How ably you can explain a text and how you can relate them to the
larger subject.
Chapter 6
- employ dynamic testing:
1. test to reveal deficiencies. Make a list.
2. develop competency using relfection, practice, spacing, etc.
3. Test again, paying attention to what works better now and especially
to where more work is needed.

- When learning the list:

o Break desired competencies down into component parts.
 What are the big ideas, and what are the supporting concepts?
 What kind of framework holds these central ideas together?

o Study examples 2 or more at a time rather than 1 by one, asking,

 In what ways are they alike/different?
 Are the differences such that they require different solutions or
not?

Chapter 7
- keep a growth mindset.
- Use conscious mnemonic devices
o Rhyme schemes (peg method
o Memory palace to hold large volumes of material in memory
 Link information with structures in a familiar place

- Sustained deliberate practice: goal directed, solitary, and consists of repeated

striving to reach beyond your current level of performance.

Chapter 8
- retrieval practice
o Generate questions for yourself and write down answers.
o Set aside a little time every week to quiz yourself on the material in a
course, both current work and previously covered work.
o Use quizzing to ID areas of weak mastery (make a list)
o Pause periodically while reading to ask without looking at the text:
 What are the key ideas?
 What terms/ideas are new?
 How are they ddefined?
 How do I relate them to what I know?