hi hon, thanks for being so patient with me. The way I dedicate time is, first i write a list of what i have to do for each class & the amount of time i should be dedicating for each class. Then I plan so I do three of these things a day, starting with those that are more important or will take longer. If you have something (like math) that requires you to constantly be on top of a new topic, I would recommend doing 45 mins (or however long you need) a day. For other topics, I cycle them when studying so that i maintain a condensed version of the forgetting curve so instead of waiting longer gaps between studying a subject, i wait periodical gaps between studying the same subtopic in one subject. For example, i will study psychology almost everyday but if I study the psychobiological process of stress on monday, i will study i different topic in psychology on tuesday then come back and revise the psychobiological process of stress on wednesday, then study a few other subtopics of psychology and come back to the psychobiological process on Sunday. Does that make sense? If it helps to, i colour code my studying in my bujo! Colour coding might help where you are up to in the cycle?
I’m still sick so im not even sure if this is coherent, but i truly hope this helps, my love <3
When learning something new the retention of that information is always the toughest. Think about the last lesson you had with a great coach, when you left did you find yourself asking, “what was I supposed to do?” Being accountable to reviewing the information is tough but necessary, make sure immediately following your next session that you review what ever info you have. If your coach isn’t providing you with any take homes, make sure you ask… or switch coaches ;)
Hermann Ebbinghaus conducted pioneering research on forgetting.
- invented three-letter nonsense syllables such as TIX and ZEL and tested his recall of them after varying amounts of time
His famous “forgetting curve” shows two distinct patterns:
- memories of relatively meaningless information are lost shortly after being learned
- following this initial plunge, the rate of forgetting levels off and then slowly declines
* can be applied to common experiences like learning names at a party, or cramming last minute facts before an exam - most of the names/facts are quickly forgotten
To anyone with experience in the learning field, diagnosing the issue here isn’t rocket science - it’s simple brain science. It did get me thinking, though, about how well we, as an organisation, have prepared our people to make the most of their learning opportunities. It’s trite to say that learning how to learn is a critical skill, and one that people often leave formal schooling without, but there’s a big difference between recognising that fact and actually doing something about it.
Of course, the problem my colleague was coming up against was that their study strategy wasn’t effective in the face of the reality of how memory and cognition actually work. Hermann Ebbinghaus developed his theory of how quickly new information is forgotten in the last 19th century. His Forgetting Curve is charts one of the most robust findings in cognitive science, and should form the basis of any effective “How to Study Effectively” program.
For anyone not familiar with Ebbinghaus’ work, his research found that retention of new information starts to degrade in minutes. By the next day, about two-thirds of those (perhaps important) facts, figures and info will be gone. Recall degrades further with time until somewhere between 10 and 20 per cent of the information may be left after a few weeks. Treat these figures as averages, of course - they vary for individuals and between studies - but the underlying mechanism is not disputed. We know this instinctively; information becomes harder to recall as time passes.
So how do we improve the chance of retaining the important bits?
Fortunately, we’re not helpless in the face of such “lossy” biological memory. The short answer to the question above is, “Practice, practice, practice!”
Repeated, staged practice at regular intervals that’s as realistic as possible is the number one strategy to help improve recall. In addition, linking the new information to things the person learning it already knows, and helping them build their own links, provides crucial support. Finally, beyond simple practice, putting the knowledge or skills into use as soon as possible after learning them is essential (anyway, if they’re learning something they don’t need to put into action pretty much straight away, why are we wasting their time and ours training it?).
The closer the practice is to the environment in which the knowledge and/or skills are to be used, the better. Forget about multiple-choice questions, tick-a-box exercises or dragging and dropping words on the screen. It’s fine to test someone’s understanding of underlying theory using a combination of these tools, but if they are learning something they need to do at work, especially something that involves manual skills or doing things in the the proper order, make the practice realistic. I’ve seen too many programs using question and answer assessments to check whether someone has learned to use a new piece of software. It’s wasteful, and if you think about that kind of example, it doesn’t even make sense. Meaningful practice and assessment is not about using whatever’s most convenient for the person who developed the training.
We also need to ensure we space out the practice and revision - after all, lumping it all together is just cramming, and our problem to begin with was cramming doesn’t work. The time you leave between exercises or parts of an assessment can vary depending upon what the objective of the training is, but practice over time is much more effective than 30 minutes’ practice at the end of a training session that is never repeated.
Repetition strengthens new neural pathways that form the basis of our memories, and anything meaningful will benefit from repeatedly revisiting the information, especially doing so in the same context in which it will be utilised.
Putting it all to work
People who are novices at a new task or process will need support as they begin to put their new knowledge or skills to work. This support should always be considered when compiling the training plan for whatever intervention we choose to use. The options are almost endless, but things like job aids, access to online how-to’s and assistance from a local expert (or perhaps having one available via phone or web conference) can greatly ease the transition to mastery of the new information.
Sometimes, it’s important that a person is able to demonstrate a certain level of profiency before they are allowed to put the new knowledge to work. In this case, we need to ensure our assessment and certification process (we’re not necessarily talking about formal certification here, but a process where someone knowledgeable is willing to sign off on the newcomer’s competency level) is robust enough to provide an accurate picture of where the person’s skill level sits. Would you pay for a seat on a flight crewed by two brand new pilots who’d graduated from correspondence school and who have not actually entered a plane until today?
Pulling it all together
I’m glad the person enrolled in our Certificate IV program spoke to me the other day. Not only did it give me the chance to introduce them to some more effective study methods, but it also acted as a reminder to me not to simply assume that people know how to give themselves the best chance to successfully learn new things. It got me thinking about the kind of things we can do to steer people toward good learning habits from their first days with TSAEP. Those good habits have benefits not simply for formal learning; rather, people who know how to maximise their chances of learning successfully should be able to apply that knowledge to any kind of learning opportunity. I think it should also play a part in helping our people look at the potential for change and uncertainty with the confidence they can adapt and grow in ways that allow them to successfully transition with the environment. And that kind of positive outlook is worth its weight in gold in any business (and for any individual, for that matter).
I got a dremel as an early birthday present so I could use it to cut larger pieces of wood easier for dollhouse furniture
It’s, uh, gonna take some practice lol (that cut was meant to be a straight line)
it’s the way i’ll never be happy until im front row at a sunset curve gig for me
I’ve seen theories about Bobby having poisoned the boys. I’ll raise you one better: he meant for them to be sick, not to kill them. He ran away right after that, probably consumed by guilt. He might also have been in contact with Rose, since the whole Carrie and Julie were besties is a thing. If the house/garage the boys played in was Bobby’s, than he might’ve given it to Rose, or Rose might’ve offered to keep an eye on the boys’ stuff. She probably assumed a grivieng Bobby was away because of that. Him changing his name could be him not wanting to carry that past around. And as Julie said “He had some hits in the beginning, but nothing compares to them.” So he probably hand picked some of the Sunset Curve songs and used them to jump start his career. It’s just my theory, he is still a shitty guy for doing what he did, but he also might not have poisoned the boys and still left after their death because of the shock.
i really love writing about the guys before they were dead BUT I CAN’T WRITE BOBBY
I know Trevor/Bobby did a bad thing but also he was like 17 when all his closest friends just died at the same time so I simply believe he deserves a redemption arc