#learning to learn

(work smarter not harder)

i’m trying to compile a list of what’s been working for me academically especially with all the fun side effects of being autistic in the education system (and the variable motivation/executive functioning that comes with it). queuing this forever so i remember to apply these, but if they help you feel free to let me know how it goes!!

1.) Print out notes.

To be fair, this only really works if you have access to a reliable printer, but I imagine a sizeable percentage of people do. For me it was definitely worth investing in one. This is enormously helpful for several reasons:

no need to make notes in class - it’s all there, in front of you, like subtitles to the lesson. makes it so much easier to follow the class and if you miss a day because you’re ill/not coping/have zoned out for 30 mins, you’re not missing valuable content you’re going to need to read up on later

annotating pre-printed notes with little details the teacher is saying adds valuable context and information, and allows you to write in analogies/mnemonics/key evidence/links to other parts of the course in a really different style to the main notes so it doesn’t get confusing to read (annotating hand-written notes can get messy)

having a physically printed copy makes it feel more real, and therefore less likely to disappear in your mind, than just electronic notes. handling actual paper is also less tiring than sitting with a laptop/tablet in a lesson and typing (especially for me)

having that day/week’s notes pre-printed over the weekend makes you feel much more organised and is hours less work than doing pre-learning by handwriting notes

if you type up the notes yourself into a table on word with key word/subtitle/question on one side and definition/answer/explanation on the other, you’re transforming the textbook information into new information, which is very valuable revision and will help with keeping it in your mind; it’s like flashcards, but in note form, and helps chunk content into more manageable pieces

i struggle with processing speed. listening to information *and* comprehending it *and* taking notes at the same time is too much, especially when people talk much faster than i can write. having it all pre-written means i can focus on just understanding and consolidating, and by the time we’re set homework i don’t have note-completion and content-learning to do on top of it

it helps with understanding of the course, in terms of what you need to cover in which topics and what’s coming up next

the best thing about this is it allows for a lot of flexibility in terms of how much time/effort you put into it. on days where i have the energy to sit and learn, i’ll make detailed notes on an upcoming topic with bulletpoints from the textbook and added links to our wider reading, or google context to anything i don’t get. on days where it’s not happening, i’ll copy paste from a reliable revision source/scan a page of the book and be done.

2.) Copy out answers before attempting questions yourself.

definitely one of the least motivating things when doing questions is not knowing how to start, or how to get the answer. a quick way to fix that and get more confidence is to copy out/annotate pre-written example answers or solutions from the textbook or mark scheme. this gives you a sort of blueprint to follow, and makes your time less wasteful if you’re often going straight into questions only to get half of them wrong.

youtube videos with example problems are also really great for this. pause the video before the solution starts and try to work through as far as you can, and when you get stuck unpause and finish copying out the working. doing this before starting homework gets you a higher grade on them and means you’re not wasting time getting things wrong, learning it incorrectly, and only finding out when you get it back.

for essay-based subjects, asking for exemplary answers to annotate is also very helpful. note down use of structure, sentence starts used, anything that you find is good about it and helps it meet the criteria. then, try and write a response to a different question in the same or similar style. get that marked, get feedback, try again.

3.) Practice questions are worth more than anything.

don’t waste time making hundreds of versions of your notes or exclusively rereading flashcards/the textbook. this might be helpful for content learning early on, but long-term retention and exam technique only come with practice. it’s annoying, sure, but works like a charm. so:

test yourself regularly - identify gaps in your knowledge and work to patch them, then test yourself again

get a feel for what kind of questions are usually asked in exams and write your own, then answer them - this, with time, will make exams predictable, or at the very least make you better at understanding what questions want from you

if your teacher lets you have extra practice questions marked, use them as an incredibly helpful source of feedback for improvement so there’s not such a steep learning curve with the first few assignments. if they don’t, use assignments intelligently to see what gets you marks and what doesn’t, then use the feedback on that to revise your technique and improve. if you do badly and don’t learn from it, this is a waste.

for the most part, teachers are on your side and want you to learn. if you’re stuck and don’t know how to answer questions/get correct answers, chances are there’s someone you can go to.

4.) Interesting information is your friend.

draw diagrams. make mindmaps. add pictures to your notes. colour code by topic. highlight things. annotate little fun facts. anything to prevent notes from becoming walls of off-grey text that you can’t be bothered to read. this also has the added benefit of being more interesting to do. so if you have a process to learn, make a flow chart with funky shapes. if it’s context you’re adding, make a timeline or spider diagram. type in memorable little comments or jokes that will help you understand things. copy out graphs and models and doodle important people’s faces. this sticks.

and if you’re feeling really outlandish, make some memes! even if they’re really bad. but for information you absolutely need to know and simply have to memorise, a bad rhyme or punchline will make it much easier to keep in your head, especially when it’s associated with something you enjoy and already think about a lot. finding creative ways to transform information helps the learning process tremendously, even if you just end up writing fanfiction of your favourite characters learning it too.

5.) Have a routine.

set out clear and consistent times to do work, where it’s hard to get distracted. any time spend working (if you’re working smart) stacks up, so that 20 minute train ride where you’d otherwise be scrolling? do some reading. organise your notes. do a problem or two.

consistency is key with learning. our brains aren’t made for storing irrelevant information, so keep everything relevant. to be fair, sometimes this does require an interest in learning not everyone has, but if you can engage with your subject critically and start thinking about it in your day-to-day life, getting into the habit of noticing things and going “oh, this key thinker would’ve hated this magazine” or “woah, i know the equation for the motion of this pen i just chucked” i think makes a real difference between doing well and excelling.

Over the course of 12ish weeks, our team of 3 had been working on a game for a project. Alongside, I had another project that documents my journey into learning coding in Unity. The blogging of my docuementation was meant to start a few weeks ago, but with the news about Unity happened. Whilst I know that it doesn't effect my team and I, it had dampened my motivation to post publicly and worry about my future in making games. So I had made just made pages about systems and the development process of our project.

Below is an average overall reflection on my short journey learning to code as an artist

Have you ever studied hard for a test, spending all your evenings on it, feeling prepared, just to fail it spectacularly?

Have you ever been told to re-read your lessons to learn it better?

Have you ever been told after a failed test that you obviously didn’t learn despite you knowing you definitely did?

If so, I’m very sorry, it means school has failed you on something it was supposed to teach you: how to learn. And really, the fault isn’t yours.

Fasten your seatbelts my friends, we’re going on an adventure to explain why school sucks at its own fucking job!

First of all, a little experiment by Tulving. We have 2 groups and we ask them to simply read 6 times a list of 22 words. Then, we give Group 1 the same list and ask them this time to remember as many words as possible. With Group 2, same task but it’s not the same list as before.

Question time: which group will do better? Group 1 with the list they have already read 6 times, or Group 2 with a totally new list?

I can guess you’re probably telling me Group 1, right?

Well. Actually, there is no difference at all between the groups. Nothing, nada. Reading the words 6 times before didn’t give any advantage to Group 1.

What is this witchcraft, I hear you say?

Let me introduce you to the biggest misconception of our school life: reading your lesson over and over won’t help you at all.

How is that possible? Well, there’s a concept we all heard countless time, but that was never explained correctly: effort. To learn something, you need to make efforts. I’m not saying you’re not being serious when reading your lesson, not at all.

The thing is, reading is by now is a reflex for you, it doesn’t require a lot of efforts. Do you remember how hard it was to read when you were a child, or have you seen a young child trying to read? Every word is a battle, to the point that sometimes, they have finished reading but can’t remember what they read: all of their attention was on how to pronounce this group of letters, not on what they were saying.

For us, adults, reading is not something very complicated. It became a reflex, so now our attention isn’t on how to read, but on what we read. It sounds like a good thing, right? It is, but not when it comes to learning.

The action of reading isn’t complicated, and so you don’t have to be involved that much. You’re reading it, you’re understanding it; but when are you making the effort to memorize it? That’s where the problem is: reading is mostly passive, whereas learning is active.

You probably already encountered this paradox, though: the more you read your lesson, the more familiar it feels. You’re reading it and you’re like “Yeah, I remember that, and that too, and this after too”. But once in front of your exam: nothing. Or at least, not enough. This familiar feeling is just that: a feeling. Your brain is only telling you “Yeah, I already read that”, but we mistake it for “I already learned that”.

The difference is quite important, but we aren’t necessarily aware of it. So when teachers are telling us “You didn’t study”, we’re offended because we’re certain we did. Yes, we did work; but we didn’t in the right way.

Another study to prove my point (Roedinger & Karpicke, 2006):

Once again, 2 groups. My question would be: when asked to remember as much info as possible in a text, who would win?

Group 1, with 4 sessions of 5 minutes to read the text?

Or Group 2, with 5 minutes to read it and then without the text, 3 separate sessions of 5 minutes to write down as many things they can remember (without any correction from the examiners of course)?

This time, you already know where I’m going. But our instinct tells us “Obviously Group 1, they had more time!”. Which is technically true. 5 minutes after the end of that experiment, when we ask each group what they remember, Group 1 takes the lead. They get around 85% of the notions from the text, while Group 2 gets 70%. It isn’t much but it’s indeed better.

Which is great. But that’s 5 minutes after learning.

If we meet with them again 1 week later, and ask again what they do remember, Group 1 falls at barely 40% of the notions, not even half of what they learned. What about Group 2, you ask? They’re at 60%, which is very good!

The funny thing is, if asked, Group 1 will tell you how confident they feel about what they remember and that they will nail the test, while Group 2 will be saying they don’t remember a lot. Because once again, Group 1 has this feeling of familiarity about the text.

But then why is Group 2 so much better after a week?

It’s about effort.

The 5 minutes they spent reading didn’t require a lot of efforts. They understood what was written, maybe had enough time to read it a few times. Then they didn’t have the text anymore, but we asked them to write down what they remember. Once. Twice. Thrice.

During those 3 sessions, they had to make efforts. Efforts to search in their memory for what they had read. And this, contrary to reading, isn’t really easy and definitely isn’t passive.

“What did I read?” they asked themselves in front of this blank page, the text long gone. “Wait, I almost forgot this! And didn’t they talk about something else? Wait, what was it?... Oh!”

By doing so, they re-activated neurons, creating paths, reinforcing them. They did that 3 times. So their brain was like “Wait, we searched for that info multiple times, it must be important!”

Then what about Group 1, you wonder? They had 4 sessions to read it! Didn’t their brain also realize it was important?

Your brain’s goal is to automate things you need. Because if those things are automated, you don’t have to focus on them anymore, you don’t have to spend all your energy on it.

Do you remember when you learned how to ride a bike? It was hard, you fell often, but now you don’t have to think about; that’s because your brain was like “Shit, this is giving us a hard time. This is a problem, because if it takes all of our attention to just stay on the bike, we won’t be able to avoid obstacle or anything.” The solution to that is making ‘staying on the bike’ a reflex, something you know so much you don’t have to reinforce it anymore.

With Group 1, reading that text wasn’t hard. Their brain was like “meh, no problem, it doesn’t require more of my help”. If it isn’t problematic, no need for trying to automate it or make it easier.

But for Group 2, it was harder. Making the effort to try to remember what they read was very consuming in time, attention and energy. Their brain HAD to do something so it would become easier: it learned, and it learned for a longer time. Because of the repetition of that effort, because this difficulty kept appearing and being annoying in a way, their brain realized they needed to know that. Just like how you learned your phone number, your address,... You searched for it multiple times, you used it multiple times; now you don’t need to re-learn it, it’s there to stay.

So Group 1 spent 20 minutes reading a text, just to remember it for a day or two.

Group 2 also spent 20 minutes, but 5 for reading, and 15 to test themselves, and it lasted way more than a week.

Both groups did work. But one of them is obviously more efficient.

You want to learn efficiently? Leave your notes aside, and make the effort to try to remember it, even if it’s imperfect. No: especially if it’s imperfect.

Yes, I know, it seems counterintuitive. However it works incredibly well!

Brain- This is hard, it sucks and I hate it, why are we doing this?

Me- Because we want to be able to do this thing, and it's important to challenge yourself and learn new things!

Brain- But I'm no good at it, and I don't like it.

Me- Yes, but we need to be patient with ourselves and learn new skills through practice, and not just do things that come easily. You're forming new neural pathways, it's good for you! And it's like on Adventure Time, remember?

Brain- grumble, grumble. Okay, but I should like it.

Me- There there. 10 more minutes and we'll have a cookie and some tea, okay?

Brain- Fiiine, I GUESS.

(Manages an okay try at the thing, and then does it again)

Brain- I guess I don't COMPLETELY hate it.

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