Fundamentals of Learning

Chapter 6. Learn and Evaluate by Channeling Laura Squared

During the learning workshop I conduct, one image I offer is that of a bicycle, showing instructions on, for instance, how to move the pedals and what the speed settings are for. Dear reader, when it comes to this new learning research, both you and I are like someone looking at the instructions. We are not yet at the stage of automatically applying these new techniques. We need practice! The hope is to automatically apply this learning research in such a manner that we become as skilled as an airborne cyclist in a velodrome.

In honor of that, this chapter will take excerpts from a book that has a somewhat complicated—albeit fascinating—thesis, and we’ll apply our learning strategies to it. Along the way, we’ll be not only Laura, but Laura², asking just how much of the material we think we’ll need to retain long-term. Then we’ll put this material through the lens of a critical thinker and evaluate it. But first, allow me to introduce Laura².

Going Full Laura

This Laura-on-steroids will, on top of her other indolent, highly effective ways, ask, “Do I really have to actually remember this?” Laura² knows that her brain does not like learning details, at least most of the time. Here’s one question to consider if there is a test: will the test format be free-flowing, multiple choice, fill in the blank?

Free-flowing

This could be an essay exam, or consider your workplace, whether it might be to your advantage to discuss ...