Why can’t I remember or use the content that I have spent a lot of energy learning. The author of this book summarizes five key steps for implementing the Feynman learning method through research on physicist Feynman’s learning method, namely: establishing a learning object.
Understanding the knowledge output we want to learn is the most powerful learning ability. Reviewing and reflecting on simplification and absorption of learning aims to apply “learning is not just about remembering something, but about establishing our own effective thinking framework through learning, and applying knowledge to practice to solve practical problems in life and work.
” The first problem to be solved through Feynman learning method is what to learn. As the end of the year approaches, it’s time to set the flag again.
Regarding how to find the right direction, Feynman proposed the SMART principle, which refers to whether the goal is Specific, Measurable, Achievable, Rewarding, and Time bound.
If your goals align with the SMART principle, then it is important to create interaction and feedback between the plan and the endpoint to ensure that your efforts are always correct.
The second step of the Feynman learning method for efficient reading and memory is to understand the knowledge we need to learn.
The key to avoiding the state of learning being “useless” is to use systematic thinking to form efficient reading and memory.
System thinking combines horizontal thinking, divergent thinking, and convergent thinking. Horizontal thinking involves the screening and classification of knowledge.
Although the previous stage of goal setting emphasized that knowledge should be used for our own benefit, when faced with a vast amount of information, we not only need to screen for “fake knowledge”, but also try to avoid excessive utilitarianism and obvious bias in absorption.
Divergent thinking emphasizes the use of visualization, namely mind mapping, to visualize short-term memory and achieve long-term memory through the dual encoding of psychological imagery (visual perception) and language+images.
The core of convergent thinking lies in constructing knowledge structures. This involves the first output, which is to retell knowledge based on one’s own impression as the audience.
During this process, add your own perspective and learn how to identify and solve problems. The soul of “teaching for learning” is the core of Feynman’s learning method.
This is also a widely used tool in most university education, and I guess the presentation that we deeply abhor also has some traces of “teaching for learning”.
The purpose of “teaching instead of learning” is to use “output” to force “input” and improve the “retention rate” of knowledge.
The output content can be divided into speech mode with emphasis on explanation, interview mode with emphasis on questioning, lecture mode with emphasis on imparting, and debate mode with emphasis on questioning according to different simulation scenarios.
This involves the second output, which is different from the first output in that it requires entering a real scenario of imparting knowledge.
Before starting, answer the following three questions: What is the part that interests me the most. What is my strongest way of storytelling.
What knowledge point do I most want to communicate with the other person. The output content should be able to fully understand the content you want to convey to outsiders in the shortest possible time.
A soulful output/pre must have your personal language characteristics, but it must be concise and plain; To be able to fully integrate with real-world problems, so that the output object can be quickly understood; It is also necessary to incorporate the analysis and insights of the exporter themselves.
The controversy is that the entry point of deep learning is not limited to the output of Feynman learning methods.
In addition to pushing and forcing input, another output project is to check, examine, and summarize the knowledge already mastered through feedback and review.
The current level of ‘learning anxiety’ in society is unprecedented, and learning ability is also one of the fundamental skills we rely on.
In the retrospective stage, the most important thing is to improve content retention rate, that is, the rate at which we remember knowledge.
One is to examine the process of output and not rush to deny the knowledge of the questioner. Through continuous correction, maintain curiosity about unknown and correct things, because curiosity determines our upper limit.
The second is to reflect on learning outcomes and not be afraid of disputes. Disputes represent wisdom and breakthroughs.
Resolve disputes with a mindset of solving problems downwards and deepen understanding of the problem.
Simplifying knowledge and predicting the future. Simplifying and absorbing knowledge is the final step of Feynman learning method, which aims to make knowledge into individual “knowledge packages” and integrate them into one’s own knowledge system.
Essentially, it is a process of elimination and deep mining. Simplification principle one: Choose the most needed, important, and core knowledge.
Simplification principle 2: Focus enough on a certain field to form your own knowledge system. The purpose of learning is to explain, solve, and predict problems.
This involves the third retelling, and the key is to establish one’s own original viewpoint. Knowledge is not just about removing stones from your feet or helping you understand the past, but about helping you understand the future.
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