Justin Sung — Give me 28 Minutes, And I’ll Make You Learn Anything Dangerously Fast
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Join my Learning Drops newsletter (free): https://go.icanstudy.com/newsletter-learningadvicestopfollowingjon In this video, I reveal why five widely accepted learning beliefs and advice that are sabotaging your success and what actually works instead.
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= About Dr Justin Sung = Dr. Justin Sung is a world-renowned expert in self-regulated learning, a certified teacher, a research author, and a former medical doctor. He has guest lectured on learning skills at Monash University for Master’s and PhD students in Education and Medicine. Over the past decade, he has empowered tens of thousands of learners worldwide to dramatically improve their academic performance, learning efficiency, and motivation.
Key Insights
There are some pieces of learning advice that are so common and feel so intuitive that everyone follows it. But if you do follow it, it’s going to make learning any new skill or knowledge be twice as hard and take twice as long. As a learning coach now for almost 15 years, I’ve realized that a lot of people can learn anything faster just by not following this advice. So here are five pieces of learning advice that sound pretty good, but you need to stop following. And the last one is especially important if you ever use AI to help you with your learning. Let’s get started with number one. If you don’t understand something, go over it again. This sounds completely logical and intuitive, but it relies on this underlying assumption that the reason you didn’t understand it [music] was because of insufficient exposure. But going over things again, even multiple times, is often a waste of time because the issue is that the process that you’re using to go over that material [music] is systematically missing something. It doesn’t matter how many times you go over it unless the process and the [music] approach you’re using to go over it changes, you’re just going to keep missing the same thing. In fact, for me as a learning coach who’s trained [music] thousands of people and seen this thousands of times, this for me is a diagnostic signal. When I see that someone is going over things again and again, rereading, rewriting maybe because they didn’t understand it the first time, it tells me two really important things. First, their process [music] needs improving, but number two, most importantly, they’re not even aware of the fact that their process is broken. And [music] nine out of 10 times, the part that is missing, the part that if you had, you would have understood it the first time, is context or, [music] in research terms, the schema. Think about it like this. Imagine I send you a text message and I just say, “They finally did it.” If you read that, you have no idea [music] what to make of it. Who is they? What did they finally do? Is this Is this good news? Is this bad news? Should I be worried? You’re going to feel confusion. Your brain has lots of missing pieces and you’re trying to see where does this piece of information that I’ve just been given, the text message, [music] where does that fit? And when your brain doesn’t know what to do with that information, not only are you obviously confused, but it’s not going to hold on to that information. You’re certainly not going to be able to use that information in anything because you have absolutely no idea how you might use it. So now if I clarify that we’re talking about our mutual friend and they just got pregnant after trying for the last 3 years. >> [music] >> Now, this has context. You know exactly how to think about this. Your brain has found a place for it to slot. Now, I find it helpful to try to visualize this. So if [music] we imagine that uh this red circle is that new piece of information, our brain is trying to say, “Well, where does this fit?” means that [music] you’re able to fit it inside a schema, a network of connected [music] relevant information. So you can say, “Hey, this new piece of information fits [music] right here because it connects to this.” And so the confusion from new information doesn’t come from the information itself. The confusion comes from a lack of all of this. It’s because we’re missing the surrounding context [music] that this piece is confusing. And so if we spend a little bit of effort figuring out a bit more of this context, [music] you will find that new information slots in much more quickly, we’re able to understand it much faster, we’re able to hold on to that knowledge more [music] easily and for longer, and things just click. But if you’re not deliberately trying to build context [music] and build these connected schemas, then no matter how many times you go over it and over it again, you’re not really making any [mus
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