That's an excellent essay. I especially liked this part:
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Active learning and deliberate practice will be covered in more depth in later posts, but below are some key points:
- Effective learning is active, not passive. It is not effective to attempt to learn by passively watching videos, attending lectures, reading books, or re-reading notes.
- Deliberate practice requires repeatedly practicing skills that are beyond one's repertoire. However, this tends to be more effortful and less enjoyable, which can mislead non-experts to practice within their level of comfort.
- Classroom activities that are enjoyable, collaborative, and non-repetitive (such as group discussions and freeform/unstructured project-based or discovery learning) can sometimes be useful for increasing student motivation and softening the discomfort associated with deliberate practice -- but they are only supplements, not substitutes, for deliberate practice.
- Deliberate practice must be a part of a consistent routine. The power of deliberate practice comes from compounding of incremental improvements over a longer period of time. It is not a "quick fix" like cramming before an exam.
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Thanks! Yeah, I guess I should probably link to some of those later posts about active learning and deliberate practice in the article. If you want to read more about that part you liked, here's the main one I'd follow up with: https://www.justinmath.com/deliberate-practice-the-most-effe...
" Active learning and deliberate practice will be covered in more depth in later posts, but below are some key points:
- Effective learning is active, not passive. It is not effective to attempt to learn by passively watching videos, attending lectures, reading books, or re-reading notes.
- Deliberate practice requires repeatedly practicing skills that are beyond one's repertoire. However, this tends to be more effortful and less enjoyable, which can mislead non-experts to practice within their level of comfort.
- Classroom activities that are enjoyable, collaborative, and non-repetitive (such as group discussions and freeform/unstructured project-based or discovery learning) can sometimes be useful for increasing student motivation and softening the discomfort associated with deliberate practice -- but they are only supplements, not substitutes, for deliberate practice.
- Deliberate practice must be a part of a consistent routine. The power of deliberate practice comes from compounding of incremental improvements over a longer period of time. It is not a "quick fix" like cramming before an exam. "