Watch the video and answer the question on assignment (Part II of learning how to learn assignment)

Part II of Learning How to Learn: Powerful mental tools to help you master tough subjects

Video 1

1. What is a “chunk” and how is it defined in the video?

2. What’s the visual metaphor used?

3. What is the “octopus” and what does it do?

4. When does the “octopus” lose it’s ability?

5. Complete this sentence: “Basically, a chunk means a network of neurons that are used to firing together so _____________________________________________________________”

Video 2

1. What language analogy is used?

Video 3

1. What is the first step of chunking?

2. What should you not do during the first step?

3. What is the second step of chunking?

4. Can focused and diffuse mode help you in the second step?

5. Complete this sentence: “You actually understand something is when you can actually _______________”

6. What does “gaining context” mean?

7. What’s the ‘bottom-up’ chunking process?

8. What’s the ‘top-down’ process?

9. “Context is where what processes meet?

10. What does the “picture-walk” strategy involve?

Video 4

1. What does “recall” look like in this context?

2. Fill in the blanks of this sentence: “The retrieval process itself enhances deep learning, and helps us to begin forming _________. It's almost as if the________ __________ helps build in little neural hooks, that we can hang our thinking on”.

3. When can re-reading a text be an effective strategy?

4. What should you keep to a minimum?

5. What is effective to do in the margins?

6. What is a super helpful way to ensure that you are not fooling yourself in learning?

7. Is it okay to fail at recalling something?

8. What is her final tip?

Quiz

1. As discussed on this week's videos, which TWO of the following four options have been shown by research to be generally NOT as effective a method for studying--that is, which two methods are more likely to produce illusions of competence in learning?

a. testing yourself

b. concept mapping

c. deliberate practice

d. rereading the text

2. Select which methods can help when trying to learn something new.

a. Metaphor

b. Get stressed

c. Use focused and diffused modes at the SAME TIME

d. Analogy

e. Bash your brain against the wall

Video 6

1. What is the ‘transfer’ idea?

2. How can step-by-step reasoning and holistic intuition help you to solve a problem?

3. Whom does Lady Luck favour?

1. B, d 2. A, d,

Video 7

1. What is ‘overlearning’?

2. What is the concept known as Einstellung?

3. What is interleaving?

4. What does this quote mean, “Philosopher of science Thomas Kuhn discovered that most paradigm shifts in science are brought about either young people or people who were originally trained in a different discipline”?

Video 8 A summary of this unit

Try to recall what the following concepts mean without looking

Chunks

Transfer

Interleaving

Illusions of competence

Einstellung

Quiz

1. [Select the word that belongs in the blank space.] "_________" is the idea that a chunk you’ve mastered in one area can often help you much more easily learn chunks of information in different areas that can share surprising commonalities.

a. Recall

b. Chunking

c. Transfer

d. Overlearning

e. Interleaving

2. Three steps were mentioned as being vitally important in making a chunk. Pick those three things out from the list below.

a. Focused attention

b. Physical activity

c. Spending time away from the material

d. Understanding of the basic idea

e. Simple memorization

f. Practice to help you gain mastery and a sense of the big-picture context

3. Select the following true statements about learning, as discussed on this module's videos.

a. Interleaving your studies—making a point to review for a test, for example, by skipping around through problems in the different chapters and materials—can sometimes seem to make your learning more difficult. But in reality, it helps you learn more deeply.

b. Once you’ve got the basic idea down during a session, continuing to hammer away at it during the same session doesn’t strengthen the kinds of long-term memory connections you want to have strengthened. Worse yet, focusing on one technique is a little like learning carpentry by only practicing with a hammer. After a while, you think you can fix anything by just bashing it.

c. Although practice and repetition are important in helping build solid neural patterns to draw on, it’s interleaving that starts building flexibility and creativity. It’s where you leave the world of practice and repetition and begin thinking more independently.

d. One significant mistake students sometimes make in learning is jumping into the water before they learn to swim. In other words, they blindly start working on homework without reading the textbook, attending lectures, viewing online lessons, or speaking with someone knowledgeable. It’s like randomly allowing a thought to pop off in the focused-mode pinball machine without paying any real attention to where the solution truly lies.

1. C, 2. A, d, f 3. all