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Unlocking the Learning Potential: Mastering Active Reading for Enhanced Information Processing and Cognitive Growth
How to Self-Learn: Teach Yourself Anything, Become an Expert, and Memorize Everything (Learning how to Learn Book 20) By: Peter Hollins
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Learn effectively when you have to be both the teacher and student. How to learn smart.
Self-learning is not just about performing better in the classroom or the office. It’s about being able to aim your life in whatever direction you choose and conquering the obstacles in front of you.
Replicable methods and insights to build expertise from ground zero.
How to Self-Learn focuses not only on learning, but what it means to direct your own learning. Anyone can read a book, but what about more? You will learn to deconstruct a topic and then construct your own syllabus and plan. Gathering information, initial research, having a dialogue with new information - unlock these skills and you will unlock your life.
Make complex topics painless and less intimidating to approach and break down.
Peter Hollins has studied psychology and peak human performance for over a dozen years and is a bestselling author. He has worked with a multitude of individuals to unlock their potential and path towards success. His writing draws on his academic, coaching, and research experience.
Science-based methods to help your brain absorb and retain more.
• Essential memory-boosting techniques.
• How to deeply encode information into your brain.
• How to understand the bigger picture of how your brain learns.
• Understanding the learning mindsets you need, and the ones you must avoid.
• Models and frameworks for every phase of learning and memory.
Most people have multiple careers in their lives. Self-learning is how you keep up and adapt.
The only thing that is given in life is that it will change. Seasons change. Moods change. You will change. Whatever happens, you will need to adapt to your new circumstances. Survival of the fittest isn’t just something that exists in science textbooks - it’s what happens in every phase of your life. The ability to learn is what determines whether you sink or swim. .
Transcript
As we’ve seen with the SQ3R method, our learning is impacted by the quality of the reading we do, and our reading is impacted by how well we are able to condense, process, and summarize what we encounter on the page.
Speaker:When summarizing, readers must not only concentrate but actively engage with the material on a conceptual level.
Speaker:Think of reading comprehension as the stage when you are converting the written word into a data format that is recognized by your brain so it can be stored properly in your memory.
Speaker:One simple summarizing tool that can help is the 3-2-1 strategy.
Speaker:It involves summarizing key ideas, rethinking them, and posing a question to reveal uncertainty.
Speaker:Basically, the 3-2-1 strategy is filling out a chart that requires: three things you found out, two interesting things that made you curious, and one question you still have.
Speaker:You could also modify this to end with one thing you can concretely do with what you’ve learned.
Speaker:Or, if you want to use this frame to encourage reflection of the study process, try listing three things you know, two things you don’t know, and one thing you’ve struggling with.
Speaker:If you quickly do this process before a learning activity as well as after, it gives you a helpful framework to track your progress.
Speaker:This strategy can also be modified depending on what you are studying.
Speaker:For instance, if you are studying the transition from feudalism to the emergence of nation states, you can apply it and write down the following by listing three key facts about feudalism, two effects of feudalism on the economy, and one question you still have about the topic.
Speaker:If you are more interested in the learning process itself, then your list will tend to focus more on those ideas.
Speaker:It doesn’t quite matter how you do it; what’s important is that you are engaging with the text, rethinking ideas, and focusing on those that you’re most interested in or challenged by.
Speaker:Let’s take a closer look.
Speaker:If you want to focus on conceptual and analytical learning, find:
Speaker:Three metaphors or symbols, two things they have in common, and one way they support the overall aim of the text.
Speaker:Three underlying assumptions of the topic, two common misunderstandings of the topic, and one idea that used to be an assumption but is now seen as a misunderstanding.
Speaker:Three strengths of the process under study, two styles or forms of that process, and one way it might evolve in the future.
Speaker:If you want to focus on engagement, debate, or discussion, find:
Speaker:Three ways you agree, two ways you disagree, and one thing that surprised you.
Speaker:Three claims someone else is making, two things they disagree with, and one thing you feel they haven’t provided evidence for.
Speaker:If you want to focus on reflection about your learning process, find:
Speaker:Three things you know about yourself, two flaws you need to work on, and one new thing you’ve learned about yourself.
Speaker:Three open-ended questions, two closed questions, and one probing question.
Speaker:Three ways your study strategy is working, two ways it isn’t, and one practical step you can take right now.
Speaker:And so on.
Speaker:You can also use 3-2-1 for organizing research or research questions, focused reading, or even troubleshooting.
Speaker:As you can see, there is nothing magical about the numbers three, two, and one.
Speaker:You could put them in any order and focus on any ideas, topics, or themes you wanted to.
Speaker:The usefulness of this technique lies in the fact that it forces autonomous engagement with what you’re reading.
Speaker:When we do active reading (or ask questions in the SQ3R method, for example), what we are doing is processing the information rather than just passively absorbing it.
Speaker:Because of this method’s simplicity, it’s great to combine with other study techniques.
Speaker:Here are some ideas, for example:
Speaker:• You’re using the Gibbs model described above to analyze your performance on a math exam.
Speaker:You move through the steps of describe, feelings, evaluation, analysis, etc., but for each step, you look for three separate chunks of information.
Speaker:For example, for the first step of “describe,” you find three things that happened in the exam, two things that you were unprepared for, and one thing you feel everyone else also experienced with the exam.
Speaker:Next, for the “feelings” step, you find three feelings you feel now, two feelings you felt before the exam, and one feeling you expect to feel tomorrow.
Speaker:• You’re trying to learn a lot of new vocabulary in a new language, but you’re working hard to respect your cognitive limitations and not overload your working memory.
Speaker:So you ask yourself to identify three of the most important words you absolutely need to remember (essential load), two that are more difficult (generative load), and one word or piece of information that you can ignore (extraneous load).
Speaker:The 3-2-1 method allows you to practically apply this understanding about working memory.
Speaker:• You’re trying to brush up on certain math skills by gamifying your learning process.
Speaker:You create a store of practice problems at easy, medium, and hard difficulty levels.
Speaker:Then as a challenge, you assign yourself three easy, two medium, and one hard task.
Speaker:When you complete these, you give yourself a mini reward.
Speaker:Perhaps, to finish the study session, you invert this and do one easy problem, two medium, and three hard—solve this ultimate challenge and you award yourself a session badge and complete your tasks for the day feeling proud and accomplished.
Speaker:Some people may find the 3-2-1 method a little vague and wonder how exactly they could apply it to their own situation or study material.
Speaker:But asking these questions is precisely where the benefit lies!
Speaker:The more you autonomously shape and guide your own learning, the better your comprehension, the better your processing, and the better your memory formation and recall.
Speaker:In other words, you’ll learn faster.
Speaker:Here’s a great way to start applying the method right now: close this book and see if you can remember three facts about the method just discussed, two things that stuck out to you as most interesting, and one thing you’re still not sure about or disagree with.
