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Last Updated on January 12, 2021

The Faster You Learn, the Easier You’ll Fall Behind

The Faster You Learn, the Easier You’ll Fall Behind

Garry Kasparov is a chess grandmaster – and also a former world chess champion. Over the last few decades, he’s beaten hundreds of first-class chess players. It’s no surprise then, that many people consider Kasparov to be one of the greatest chess players of all time.

However, in 1997, Kasparov lost a game of chess to a computer. A year earlier, he had played against IBM’s Deep Blue chess computer and defeated it. But the computer was to have its revenge, as just one year later, when the rematch took place, Deep Blue defeated Kasparov.

    Over the next few years, humans and computers traded chess moves and blows. Fast-forward to 2017, and the picture is crystal clear: today’s best chess programs can easily beat the world’s best human chess players.[1]

    As the Kasparov story demonstrates, even the world’s top players – who practiced a lot – can end up losing.

    Now consider your friends, family and colleagues. How many of these people think they’re doing well in what they do? And how many think they are doing better than the average and have stopped looking for ways to improve themselves? The answer is, a lot.

    Why Learning Can Lead to Stagnation

    When people learn well – they pick up knowledge and quickly become skillful. And the smarter the people, the easier they pick up knowledge, and the easier and faster they become very good at something.

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    These types of individuals find learning effortless, and therefore, they pick up knowledge and skills much better than the average person.

    Take a look at the picture below. The tool in their hand represents the skill they have learned, and the cloud is the level they are currently on – in this case ground level.

      When these learners become knowers, they believe that they know what they’ve learned extremely well. This may be the case, but in reality, they’re already better than average. Because of this, they are unlikely to find anyone who can surpass them. It’s at this point that they may think to themselves, “I’m good enough” and “there’s no need for me learn anything more.”

        As I’ll show in the next few paragraphs, people’s egos can stop them from learning and improving themselves.

        For example, let’s take a look at an expert pianist. They can perform proficiently because of their hard work and practice that they’ve put in over the course of many years. To help them, they may have had a tutor who developed their skills and brought out their talent.

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        The consistent tutoring and practicing led them to become an accomplished pianist – one who regularly performs paid concerts in front of decent-sized audiences. However, their success has led them to believe that they don’t need to make any further changes or improvements to their musical skills.

          When experts stop learning – they start to fall behind. This is because others will keep improving, and eventually get ahead of them.

          The world is constantly changing, so sticking to the same way to practice (and failing to improve) will lead to people dropping the ball. A recent study predicted that one in five U.K. employees are under threat of losing their jobs to automation. A person who’s comfortable in their job today, may find themselves replaced by a computer or robot tomorrow. If this prediction comes true, millions of people will soon find themselves out of work.[2] This is a real life example of how people can fall behind when they stop learning and improving themselves.

          Clearly, any experts who stop learning and improving, will be replaced by those who keep learning – whether these are humans or machines.

            When You Think You’ve Learned Enough, You Fall Behind

            The cloud depicted in the visuals isn’t concrete, and it’s prone to fall and disappear any time when you stop paying attention to your own learning and development.

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            Everyone, no matter how good they believe themselves to be at something, should never stop learning. Reaching an ‘acceptable’ performance only means that you’re doing okay. It doesn’t mean that you’re doing it to the best of your ability or potential.

            As I stated earlier (but well worth repeating again)… When you stop learning, you’re falling behind.

              Push Yourself to Reach New Heights

              To keep ahead of your competitors, you need to keep learning and practicing. However, this doesn’t necessarily mean doing things in the same way. You may need to step outside of your comfort zone in order to improve.

                Do what you can’t

                When you think you’re doing something well enough, find what you can’t do – and then do it! Here are four key things to remember about pushing your boundaries:

                1. If you never push yourself beyond your comfort zone, you will never improve.
                2. Getting out of your comfort zone means trying to do something that you couldn’t do before.
                3. Sometimes you’ll run into something that stops you in your tracks. Find ways around these hurdles by focusing on improving your skills and knowledge, and then practicing them until you become proficient.
                4. Don’t be afraid to experiment. You may need to try different ways to make things happen.

                Set yourself specific goals as you practice

                People who achieve great things set themselves definite goals. And I highly recommend that you do the same.

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                One great way to do this is to follow the SMART and Stretch goal methods, which will help you set a big goal, while at the same time giving you baby steps on how to reach it. When SMART and Stretch goals are combined, your goal setting will have genuine purpose and power. You’ll be motivated by the giant goal, while having confidence in the small, incremental steps that will lead you there.

                Find out more about goals setting in my other article: How to Get Bigger Things Done in the Coming Year

                Along the way, you need to get feedback to help you improve

                It goes without saying that to make progress, you’ll need feedback to identify exactly where and how you are falling short. This feedback can be from yourself or from outside observers (e.g., your audience, your mentor, your peers).

                Do you know why computers can beat humans at chess after those times they’ve lost against them? The answer is, that people who program the computers have learned through all the steps humans have performed. They also gathered valuable feedback through their computers losing against some competitors. The programmers pick up the clues and change the way the computers perform in their next matches.

                Learning Should Never Come to an End

                When we’re young we naturally crave learning. We constantly seek out new knowledge, skills and experiences. However, as we mature, there’s a tendency for us to stop learning new things.

                If this happens, you can be sure that stagnation is just around the corner. And as nature shows, nothing (even stagnation) stays the same for long. Things are either building up – or breaking down.

                To avoid the latter, you must maintain a positive outlook that embraces big goals and constant learning. By doing these things, you’ll stay fresh, lively and ahead of the pack of hyenas snapping at your heels!

                Reference

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                Leon Ho

                Founder & CEO of Lifehack

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                Published on April 15, 2021

                9 Steps to Make Self-Regulated Learning More Effective

                9 Steps to Make Self-Regulated Learning More Effective

                You have probably heard of the saying, “Give a man a fish, and he eats for a day. Teach a man to fish, and he eats for a lifetime.”

                That old cliché gets thrown around quite a bit in educational circles, but what really goes into inspiring people to become independent, lifelong learners? Read on to learn more about self-regulated learning and how to make it more effective.

                Self-Regulated Learning

                One theory about teaching people how to learn is through self-regulated learning. In the broadest sense, it’s the idea that individuals should set their own learning goals and work independently and with a sense of agency and autonomy to achieve those goals. It’s the opposite of a teacher handing out a worksheet and students completing it just because the teacher told them to.

                Self-regulated learning is constructive and self-directed.[1] Instead of the worksheet example, self-regulated learning involves the students setting their own learning goals, deciding how to best achieve those goals, and then systematically and strategically working toward them. Teaching strategies like the Workshop Model and Portfolios are more aligned with self-regulated learning than a one-size-fits-all worksheet or lecture.

                Workshop Model

                The workshop model consists of three parts. Class begins with a mini-lesson, then students spend time working independently while the teacher circulates conferencing with students. Finally, the class ends with some kind of summary derived from what students learned through their independent work.

                Heavy hitters in the workshop model are Lucy Calkins and Nancie Atwell.[2][3] Their work has been instrumental in spreading best practices so that teachers know how to create truly student-led learning experiences.[4]

                Portfolios

                Another example of an instruction that’s moving toward self-regulated learning is student portfolios. Students set learning goals and periodically reflect on whether or not they’re achieving those goals. They keep all their reflections and student work in folders and have periodic conferences with their teacher on how they’re pressing toward their goals.[5]

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                The problem though is that the workshop model and portfolios require a different mindset and skillset from teachers. That’s where the theory of self-regulated learning comes in.

                3 Elements of Self-Regulated Learning

                One approach to self-regulated learning is to break it down into three components: regulation of processing modes, regulation of the learning process, and regulation of self. Dividing self-regulated learning in this way helps teachers know how to best help students work toward their individual goals, and it also gives us a glimpse into how we all can become more self-regulated learners.

                1. Regulation of Processing Modes

                The first step in self-regulated learning is to give learners a choice in how and why they’re learning in the first place.

                In our worksheet example, students are completing the task because the teacher said so, but when we reset why we’re learning in the first place, we’re starting to create a foundation for self-regulated learning.

                One educational researcher, Noel Entwistle makes a distinction between three different reasons for learning, and his work makes what we’re all working toward a lot clearer. Students can try to reproduce or memorize information, they can try to get good grades, or they can seek personal understanding or meaning.[6]

                The goal of self-regulated learning is to encourage students to move away from the first two learning orientations (following orders and trying to get good grades) and move toward the third, learning for some kind of intrinsic gain—learning to learn.

                2. Regulation of Learning Process

                The next level of self-regulated learning is when students are in charge of their own learning process. This is also known as metacognition. Studies have shown that when teachers do most of the heavy lifting—deciding what’s working and not working for each student—there’s a reduction in students’ metacognitive skills.[7]

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                When I was teaching middle and high school, we had a saying that if we left the building at the end of the school day more tired than the students, we hadn’t done our job. What that means is that teachers have to find a way to get students to do the heavy lifting of metacognition—thinking about thinking. And students need to accept the challenge and become curious about what’s working and not working about their individualized and (at least, partially) self-generated learning plans.

                Boosting metacognition might include learning about how the brain works, what metacognition is all about, and all the different learning styles. Becoming curious about your individual strengths and learning preferences is crucial in beefing up your metacognitive skills.

                3. Regulation of Self

                Finally, there’s goal setting. If students are going to become truly self-regulated learners, they have to start setting their own goals and then reflecting on their progress toward those goals.

                How to Make Self-Regulated Learning More Effective

                Now that you’ve learned the important elements of self-regulated learning, here are 9 ways you can make it more effective for you.

                1. Change Your Mindset About Learning

                The first way to become a self-regulated learner is to change your mindset about why you’re learning in the first place. Instead of doing your schoolwork because the teacher says so or because you want the highest GPA, try to move toward learning to satisfy your curiosity. Learn because you want to learn.

                Sometimes, this will be easy, like when you’re learning something on your own that you’ve self-selected. Other times, it’s tougher, like when you have a teacher-selected assignment due.

                Before mindlessly completing your assignment, try to find “your in.” Find what’s fascinating about the topic and cling to that as you complete it. Sure, you need to complete it to graduate, but by finding the morsel that’s interesting to you, you’ll be able to start experiencing a more self-regulated kind of learning.

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                2. Explore Different Learning Styles

                There are lots of different ways to learn: auditory, visual, spatial, and kinesthetic. Learn what all those styles mean and which ones feel especially effective for you.

                3. Learn How Learning Works

                Another great way to become a more self-regulated learner is to learn how learning works. Read up on cognitive science and psychology to figure out how we form memories, how we retain information, and how our emotions affect our learning. You have to understand the tools you’ve been given before you can wield those tools most optimally.

                4. Get Introspective

                Now it’s time to get introspective. Do a learning inventory and reflect on when you’ve been most and least successful in your learning.

                What’s your best subject? Why? When did you lose interest in a subject? Why? Ask yourself tough questions about how you learn, so you can move forward more strategically.

                5. Find Someone to Tell You Like It Is

                It’s also helpful to find someone who can be honest about your learning strengths and weaknesses. Find someone you trust who will be honest about your learning progress. If you lack self-awareness about your learning style and abilities, it’s difficult to be a self-regulated learner, so work with someone else to start becoming more self-aware.

                6. Set Some SMART Goals

                Now it’s time to set some learning goals. SMART goals are specific, measurable, attainable, relevant, and time-bound. They’re a great way to become a self-regulated learner.[8]

                Instead of just saying, “I want to get better at Spanish,” you might set a SMART goal by saying “I want to memorize 100 new Spanish vocabulary words by next week.” Next week, you can test yourself and measure whether or not you’ve achieved your goal.

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                It’s difficult to see how we’re progressing and learning when our goal is vague. Setting SMART goals gives you a clear barometer for your learning.

                7. Reflect on Your Progress

                Goals don’t mean much unless you measure your progress every now and then. Take time to determine whether or not you’ve achieved your SMART learning goals and why or why not you did. Self-reflection is a great way to boost self-awareness, which is a great way to become a self-regulated learner.

                8. Find Your Accountability Buddies

                Armed with your goals and deadlines, it’s time to find some trustworthy people to help keep you accountable. Now, your learning progress is your responsibility when you’re a self-regulated learner, but it doesn’t hurt to have some friends who know what your goals are. You can turn to this trustworthy group to discuss your learning progress and keep you motivated.

                9. Say It Loud and Proud

                There’s a phenomenon where we’re more likely to attain our goals when we’ve made them public.[9] Announcing our goals helps hold our feet to the fire. So, figure out a way to make your learning goals known. This might mean telling your accountability buddies, your teacher, or maybe even a social media group.

                Just know that you’re more likely to succeed when you’re not the only one who knows what your goals are.

                Final Thoughts

                Self-regulated learning is learning for learning’s sake. So, change your entire attitude about why you’re learning in the first place. Choose what you want to know more about or start with what interests you most when assigned a topic or project.

                Then, set SMART goals and periodically reflect on your progress. Self-awareness is a skill that can be practiced and improved. Make learning your job and your responsibility, and you’ll be well on your way toward becoming a self-regulated learner.

                You’ll never need to blame your learning struggles on someone or something else. Instead, you’ll have the self-awareness and abilities to be able to take your learning into your own hands and find a way forward no matter your current situation and limitations.

                Featured photo credit: Josefa nDiaz via unsplash.com

                Reference

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