0:03 I spent 7 years building a learning
0:05 system that boosted my efficiency by
0:08 over 60% and saved me at least 10 hours
0:10 of studying per week and although every
0:13 learner's brain is different the best
0:15 thing about this system is that anyone
0:17 can use it and personalize it and I call
0:20 it the pero system it stands for priming
0:23 encoding reference retrieval and
0:24 overlearning I'll explain all of it in a
0:26 sec one of the most common questions
0:28 that people ask me is Justin what is the
0:30 best technique for studying and if
0:33 someone ask me this I immediately know
0:35 something crucial about this person's
0:37 studying ability it is that this person
0:40 does not know how learning truly works
0:43 because they thinking about techniques
0:45 rather than systems and unless that
0:47 changes you can never really be an
0:49 efficient learner most people think of
0:51 learning like this this is how I used to
0:54 look at it information comes in we then
0:58 do something that allows us to learn it
1:00 and we enter through this cycle of
1:02 repetition to strengthen our memory but
1:05 this is just not how Learning Works
1:07 learning is not just something that
1:09 happens it is an entire series of
1:11 processes and the quality of those
1:13 processes affects how good your memory
1:14 and your depth of understanding is going
1:16 to be if the processes involved in this
1:18 learning step are bad it means we have
1:20 to have more repetition to make up for
1:22 it on the other hand if our processes
1:24 here are good that means that we need
1:26 less repetition so instead the right way
1:27 to think about learning is a little bit
1:29 more like this information comes into
1:32 our brain and then that information is
1:34 filtered out it's filtered based on
1:36 whether we think it is relevant to what
1:38 we already know and that's based on what
1:40 we already have existing in our memory
1:43 so if it's related and if we can see how
1:45 it is something that we need to hold on
1:48 to we will then go and process it a
1:50 little bit more organizing the
1:52 information making sense of it and this
1:54 is really where the understanding and
1:57 the depth comes from once we do the
1:59 processing part of that also helps to
2:02 organ the information into our memory in
2:05 a structure and a model that makes sense
2:07 for us that is easy for our memory to
2:09 hold on to and is relevant for our brain
2:11 if it didn't meet that filtration
2:13 criteria we are just going to forget it
2:16 which means if information comes in and
2:17 we think it's not relevant we don't see
2:19 how it connects to anything else we
2:20 don't see how it connects to anything we
2:22 already know then no matter how many
2:24 times you try to put the information in
2:26 we are just going to forget it and
2:27 usually very quickly on the other hand
2:29 once the information is in our memory we
2:32 can retrieve that knowledge and the
2:34 retrieval process also helps to process
2:36 and organize it again in a way that
2:37 makes even more sense so this is
2:40 constantly refining our memory within
2:42 using our existing knowledge and our
2:45 existing memory to help us filter any
2:47 new information that comes in now
2:48 learning is a lot more complicated than
2:50 this by the way but if we use this model
2:52 then we can start seeing where our own
2:55 weaknesses might be so for example let's
2:57 take me back when I was trying to enter
2:59 into medical school studying 20 hours a
3:01 day because I sucked at learning uh what
3:03 I was doing I would just sit there and I
3:04 just read through my notes I'd go to
3:06 these lectures and sit there listening
3:07 trying to understand whatever I could
3:08 and then I'd spend all the rest of the
3:10 day just writing more notes studying
3:12 things again and then eventually doing
3:13 flash cards on past papers that was like
3:15 my entire life so for me if we look at
3:17 this information was definitely coming
3:19 in and very very quickly but I wasn't
3:21 aware that my brain was filtering it
3:24 based on relevance so I wasn't trying to
3:26 make it more relevant as a result a lot
3:28 of what I learned felt pretty random and
3:30 arbitrary and I would for get a lot of
3:32 it and so I'd have to shove it back in
3:34 again so I was trapped inside this Loop
3:36 and even though occasionally bits of it
3:38 did make its way in so I was able to
3:40 process it a little bit more eventually
3:42 again it would end up being forgotten
3:44 because of the fact that it still wasn't
3:46 that relevant for my brain and I just
3:48 wasn't aware that this is the process I
3:50 need to try to optimize and once I
3:53 nailed that that is what made the big
3:54 difference for me that is what flipped
3:56 my learning into a mode that was much
3:58 more efficient and so this is where the
4:01 Paro system comes in the p in pero
4:03 stands for priming priming is any
4:06 technique that you use before a main
4:08 learning event that could be a class it
4:10 could be a lecture it could just be a
4:12 single long study session but it's
4:15 talking about an activity that you do
4:18 before you encounter a topic for the
4:21 first time it is priming your brain to
4:23 learn that information more effectively
4:25 essentially what it's helping us do is
4:27 it's helping our brain filter the
4:29 information and say hey this new
4:31 information is relevant let's move it
4:34 along into the processing primming is
4:36 one of the most effective things that
4:38 you can Implement into a learning system
4:40 because it's so early on in this
4:42 learning flow and if you don't get this
4:45 part right everything after this starts
4:47 suffering you will get easily overloaded
4:49 and overwhelmed you will find that your
4:50 memory is very leaky you will find that
4:52 you're not able to use and retrieve that
4:54 knowledge very effectively because the
4:56 information was not primed you would
4:58 thrown a ball and you were not ready to
5:00 catch it the e stands for encoding and
5:02 in this diagram it stands for this
5:04 processing part here it's talking about
5:06 the part of learning that allows your
5:07 brain to make sense of the information
5:09 and then put it into your memory but
5:11 encoding in the learning system means
5:12 that you have to have techniques that
5:15 allow your brain to organize and process
5:17 the information effectively that means
5:20 grouping things together simplifying
5:22 things looking for analogies finding
5:25 connections and relationships uh looking
5:27 for ways to make the information more
5:30 intuitive simpler easier to understand
5:31 this is also the part that most people
5:33 struggle with because it requires a lot
5:35 of mental effort and thinking to do this
5:37 which actually puts some people off but
5:39 that is the active part of active
5:40 learning when you don't do the encoding
5:42 part correctly even though the
5:44 information came in through the door
5:45 it's not able to be moved into your
5:47 memory very effectively and so even
5:49 though you study a lot and a lot you
5:51 will still continuously forget a large
5:52 portion of what you spent your time
5:54 learning now encoding is not a binary
5:56 process it's not about whether you are
5:58 doing it or not it's more of a spectrum
6:00 and about creating efficiency in your
6:02 processes so that you're moving
6:03 information into your memory as quickly
6:06 as possible the first R Imperial stands
6:08 for reference and this is actually just
6:09 about note taking it's not really on
6:11 this pathway but it's about
6:12 understanding that if you're trying to
6:15 consume all the information all at once
6:16 and you're trying to do all of the
6:18 processing all at once you're going to
6:19 get overloaded very quickly if you let
6:23 yourself get bogged down in details that
6:25 don't help you to organize the
6:27 information in a way you want your brain
6:29 power to be focused on moving the information
6:30 information
6:32 through here into your memory and there
6:34 are certain things that are going to be
6:37 so specific and so fine and so detailed
6:39 that it's not going to help do that it's
6:41 just a distraction and that's where
6:43 referencing comes in which is taking
6:44 those pieces of information and just
6:47 putting them somewhere else so that you
6:49 can come back to it later this could be
6:50 in the form of flash cards a sick and
6:52 brain app using something like obsidian
6:54 whatever you want to do it's a parking
6:57 lot a dump for all the very very fine
7:00 details that you don't want to B with
7:02 while you are encoding and processing
7:05 the second R is retrieval and retrieval
7:07 is the part where you're taking
7:08 information from your memory and then
7:10 you are testing yourself and challenging
7:12 your ability to use and apply that
7:15 knowledge retrieval is a necessary
7:17 component of every Learning System
7:19 number one because that's what actually
7:21 tests your ability to use your knowledge
7:23 but number two because the act of
7:25 retrieving knowledge actually helps you
7:27 to reprocess and repackage that
7:29 knowledge which strengthens your memory
7:31 and deepens your understanding which is
7:33 where I imperio comes in which stands
7:35 for interleaving interleaving is hitting
7:37 a topic from multiple perspectives and
7:39 multiple angles I've actually got
7:41 another video about interleaving here
7:43 cuz it's a big topic and actually one of
7:44 the most important things that you can
7:46 do to upgrade your Learning System but
7:47 in summary it's about making sure that
7:50 you are testing yourself in multiple
7:52 perspectives rather than just the one
7:54 way you learned it and just testing
7:55 yourself in that one way when you don't
7:57 do interleaving your knowledge becomes
7:59 very narrow which means yes you may be
8:01 able to answer questions if they are
8:03 asked in the same way that your flash
8:05 card has it written down but if there's
8:06 a curveball question if there's a
8:08 combination of Concepts that you never
8:10 really thought about before or it's just
8:11 something that feels a little bit out of
8:14 scope you're going to struggle usually
8:15 these are the questions that separate
8:16 the top Learners from the rest and the
8:19 final o imperio is for overlearning
8:21 overlearning is when you're learning
8:22 more than you need to a little bit more
8:25 out of scope and a little bit deeper
8:27 into a higher standard it often involves
8:29 a lot of repetition for example doing
8:31 lots of practice questions or lots of
8:34 flash cards or just going over things
8:36 again and again this is the part of
8:39 learning that is repetitive by Nature
8:41 it's what creates that faster recall and
8:44 that enhanced fluency with your
8:47 knowledge it is also optional a lot of
8:48 people don't need to do overlearning
8:50 because overlearning is really only
8:52 effective once you're sitting really
8:54 competitive assessments or where the
8:56 standard for excellence is very very
8:58 high most people and most day-to-day
8:59 studying don't need to have over
9:02 learning at all unfortunately most
9:05 people also use overlearning strategies
9:07 as their first strategy in the learning
9:09 process and that takes time and
9:12 attention away from doing the priming en
9:14 coding and retrieval Parts properly it's
9:16 basically this cycle that I talked about
9:17 before where you're basically just
9:19 compensating for ineffective encoding
9:20 through lots of repetition so to help
9:22 you evaluate your own Learning System
9:24 I've actually gone ahead and created a
9:26 quiz that you can go through and it will
9:28 score your learning system based on each
9:29 part of per
9:31 it's free to do I'll check a link in the
9:32 description below don't say I never do
9:33 anything for you so I'm going to go
9:35 ahead and answer these questions based
9:37 on how I used to study and I'll see what
9:51 says and
9:56 35% uh that's about what I expected uh
9:58 it's pretty bad uh if you do this
9:59 yourself you can see um you can scroll
10:01 down and learn a little bit more about
10:03 it yeah it looks pretty tragic for me
10:05 they'll give you a bunch of
10:07 recommendations based on your scores in
10:08 terms of what you need to improve on and
10:10 what priority so feel free to go through
10:12 that yourself okay so I was going to end
10:13 the video right there but I wanted to
10:15 make sure that this quiz was helpful for
10:17 as many people as possible so I actually
10:19 went ahead and gave early access to a
10:20 bunch of people to see how they found it
10:22 and they had a diverse range of resorts
10:23 some of them scored pretty average and
10:25 some of them scored surprisingly well
10:27 and after seeing the results I learned
10:30 two things number one people who weren't
10:32 very confident in how they learn also
10:35 had lower scores and an explanation for
10:36 why they were not so confident and
10:38 number two everyone found the quiz
10:42 helpful hello my name is Julian Nisha Ed
10:44 and I've just taken I can studies
10:46 Learning System Diagnostic and results
10:48 were very helpful because previously
10:50 I've never had something that would
10:53 actually quantify and measure how
10:55 effective my learning system was I
10:57 definitely think that this is a tool
10:59 that I could use in the classroom
11:00 particularly for subjects where we're
11:02 teaching kids how to learn at a really
11:04 young age like your 9 year 10 I found
11:07 the test uh pretty easy to use it's sort
11:10 of good to pinpoint what exactly am I'm
11:12 doing wrong so I did find it insightful
11:15 in that regard and it's been so helpful
11:17 just with like not just learning the
11:19 content but actually understanding it
11:22 and seeing the significance of like a
11:23 learning approach I'm just super
11:25 grateful that like I could give this a
11:27 go I'm going to really try and
11:30 incorporate some of the suggestions
11:33 and see how they go so I'm super glad I
11:34 do the quiz and I highly recommend it
11:36 for you as well it's only a few minutes
11:38 but the insights that you'll get from
11:40 there will save you hours down the line
11:42 so I'm really excited for you to give
11:43 the quiz a go yourself the link is in
11:45 the description make sure to check it
11:46 out thank you so much for watching and
11:49 I'll see you in the next one and yes by
