Enjoy Learn Better: Mastering The Skills For Success In Life, Business, And School, Or, How To Become An Expert In Just About Anything Compiled By Ulrich Boser Represented In Interactive EBook

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just really boring, I admit I did get some useful information out of this book, but then, it's just another of those popular science books that attempts to justify its "sciencey" claims with anecdotes.
Skip the anecdotes and distill the important takeaways at least, the ones you think are, and you're good to go, In "Learn Better," Ulrich Boser has written one of those books that isn't just remarkably wellwritten and sourced though it is, but is also a mustread for educators, public policy leaders, administrators, and anyone interested in how we learn.
The writing is accessibleentertaining, evenand hard to put down, I think this book will ultimately be that rare work that is commonly known by name in college classrooms and school departments around the country.
At first I thought that this book was pretty good, Then, I realized that the entire book was mainly going to be summaries of studies over and over, I liked when the author used his own stories as examples, What really got me, though, was the massiveand I mean massivenumber of errors in the book, Missing words galore. It was almost comical. How did it go to press in this condition

I'd recommend this book if you're new to the topic, This is the first time I ignored the warning of reviewers about a book and got it anyway because it happened to be the Amazon Editor's Pick for Best Science Book of the Year.
Well, it's actually kinda mediocre, especially compared to such powerhouses as Magness amp Stulberg's sitelink Peak Performance: Elevate Your Game, Avoid Burnout, and Thrive with the New Science of Success, Benedict Carey's sitelink How We Learn: The Surprising Truth About When, Where, and Why It Happens, Daniel Coyle's sitelink The Talent Code: Greatness Isn't Born.
It's Grown. Here's How. and the magisterial sitelink Peak: Secrets from the New Science of Expertise by Anders Ericsson, Sure, it contains lots of stories, which is one of the oftdiscussed learning tools, But the stories don't really make strong, memorable points,
The unfortunate fact is that this book contains a lot of mistakes sloppy, avoidable ones, Like the combinatorics problem in which Boser quotes someone saying "if there are seven options for each of the five things, . . there would bexxxxorpossibilities" both numbers can't be right, Or when he recounts the math problem of the skateboarder traveling at,miles per second faster than the Space Shuttle that makes no sense at all, Or when the phalanx of writers and editors going through this book still misspell "gaffe" as "gaff" a dozen times kinda funny if it were intentional.
Mistakes like these diminish trust in the source,
I appreciated the very usefulpage "Took Kit" summary at the end of the book, The thing is, that could have been the whole book, since the main body of the book was a bit thin and repetitive.
If you have no exposure to the science of learning, you will pick up some interesting and actionable information from "Learn Better, " Otherwise, I refer you to the other books mentioned above,
Ali Binazir, M. D. , M. Phil. , Happiness Engineer and author of sitelink The Tao of Dating: The Smart Woman's Guide to Being Absolutely Irresistible, the highestrated dating book on Amazon foryears, and sitelink Should I Go to Medical School: An Irreverent Guide to the Pros and Cons of a Career in Medicine Pros: some useful tips on highvalue learning methods that can be implemented immediately to improve learning habits
Cons: interviews and anecdotes throughout the book often seemed only tangentially related to the point argued Call it the “stuff” approach to education.
We think theres “stuff” to be learneda fact, some procedures, a formula or twoand we want to jam that stuff into our brains storage bins and drawers like an old pair of socks.



This book is about learning the methods of learning!

There are six chapters on six steps of learning in this book on Value ,Target, Develop, Extend, Relate and Rethink.
And an epilogue and a toolkit, Toolkit has strategies based on the method of this book for learners, for parents,teachers and managers and for policymakers,

This Learn Better's genre is popular science and so a comprehensive references list at the end of the book is given,

There are POP QUIZZES after most important sections to test our idea of the concept, But my only complain is there are no answers!

Personally I find the book quite lengthy as there were many anecdotes in the book.
But I think they were there to illustrate the points in detailed manner,  

Below I have summarized what I got to learn in each chapter,

Value
The writer said that we as learners have to discover for ourselves why we are into learning a particular subject or thing, its hard to learn something if we dont

see any meaning in it.


During my school days, I tend to believe that nobody can make you feel to learn something, Our teacher used to advise us on why learning is important, why we should learn doing maths or science or language, But I think they just don't strike a cord with students, we were just as perplexed as we were before all the advices.
I even remembered someone asking to my techer of mathematics where he is going to use those sines and cosines of trigonometry,

But reading this book, I realized that it isn't going to work that way,

In short, just telling people that something is important is not enough, In fact, Hulleman has found that simply telling people that information has value can backfire, When were told how to feel or think, we can feel threatened or overly managed,

Nobody can force you to see meaning,

The author advised to ask these questions to yourself to find your value: How is this material valuable to me How can I make it more relevant How will I use the expertise in my own life

I can picture our teacher asking why we have not done our homework, and we , saying nothing,just kept standing still.


A wealth of research supports the idea of giving students control over how they learn a subject, In one recent study, for instance, some high schoolers had some choice over their homework, Others had no choice at all, The results were clear: The students who had more autonomy showed more motivationand far better learning outcomes,

Yes, I believe this idea, If only students can have a choice to what they would be getting for homework, they would be more likely to complete it because somewhere they themselves are involved in the whole process.


I also like the author way of defining expertise:

Expertise is about having a deep network of connections within a skill or area of knowledge.


So a physicist who is an expert in a field like General Relativity GR knows very well how you connect dots in GR, how GR is connected to other fields and subfields in physics, and in science in general.
Experts have 'pattenrecognition skills'.

The books also seems to argue against the idea of highlighting:

In a large and recent review of the research, Kent States John Dunlosky and some colleagues found that highlighting was a weak approach to learning, for instance.
Why It seems that the activity doesnt do enough to push people to build their knowledge, Likewise, rereading showed limited effects, according to Dunlosky and his colleagues, Why Again, it appears that the activity doesnt spark enough mental doing,

There are many advices for anyone who want to train someone to learn, One that I like particularly is :

They Teachers should help students “learn a topic by breaking it down into the key elements of thinking required, then have the students practice that thinking,” he told me.


One other thing that I think is also important is to never, ever give answers to your students, Just hints.

Target

Here the writer said to target your learning, actually he says be specific with your targets:

The writer also discusses about something called 'Knowledge Effect'.
 

It boils down to the fact that its hard to learn something if you dont know anything about it,

When people attempt to learn something new, theyll often target “either the things they know already, or things that are just too difficult for them,” according to Metcalfes research.


This is very true,

Develop

I think most of the time we don't really know what we want to improve, We just say we want to improve our communication skills, but remain vague about what we really want to achieve or develop,

One notice useful research I found in this book is:

The effects of a highquality curriculum are about the same as the effects of a highquality instructor, even though highquality curriculum is often cheaper.


I think this has huge implications for my country India, This is also the thing I have always liked to emphasize on, I am of this opinion that we need to change many things about our curriculum, there are a lot of things to work on.


Extend

The author has advised on how we can extend what we have learned :

Imagine you recently wrote an email detailing your thoughts on a documentary that you saw on Netflix.
Again, you flushed out the ideaand engaged in a more direct form of sense makingand studies show that youll have a richer sense of the Netflix movie and its themes.


Ask explanatory questions, Specifically: Can I describe the idea Can I clarify the skill Can I put it into my own words

Ask why queries.
Why does the author make this claim Why should I believe the author Why would this matter

And this wonderful advice, teach someone else.


In one recent study by psychologist John Nestojko, for instance, subjects who believed that they were going to teach learned more than a group of subjects who thought they were going to be tested on a topic.


Relate

We should akso know how the things we have learned are related,

Concept map is perhaps a very effective tool for this,

Other important effective tool is analogy,


Rethink

The author also warned us about the expert blind spot, the fluency heuristic, the illusion of explanatory depth: 

The more we know, the more we think we know.
In this sense, a little bit of knowledge is more than figuratively dangerous,  

If an idea or fact comes easily to usor weve just come across it a lotpeople are far more likely to think that we know something about it, even if we dont.


Since there is forgetting curve, we should always devote some time from time to time to revisit those ideas, that we have learned.


This is a very good book on what current research in human learning has known so far, I highly recommend it !.