I’ve developed a simple process that you can use to help make information stick and stay in your brain for a long time.
This process has helped me to achieve degrees in law and psychology and a PhD. I’m now using it to learn the science of cooking in an online course. I use it to learn all my presentations.
This process is easy but it does require doing more than simply reading your books and highlighting a bit of information. It takes a bit of work but I can assure you, it’s well worth the effort.
Before I start reading or watching a video lecture, I eliminate any potential distractions in my environment. I create a focus force field.
We know from research that distraction is the enemy when it comes to learning. If I am switching from my textbooks to a random YouTube video and then back to my books, very little information is going to stick. It’s going to take me twice as long to study.
So to save time, I put on a pair of noise blocking earmuffs, clear away any visual clutter and close my door. I also activate an Internet Blocker application (Freedom) so I’m not tempted to check social media when things get difficult or uncomfortable. You can read more about how to create an effective focus force field here.
I grab all the equipment I need for the learning task. If I’m watching a lecture, I need a pad of paper, a pen, post-it notes, headphones and a glass of water. Once I’ve got everything I need, I let the note-taking process begin! I start taking notes by hand, pausing the video lecture whenever I need to.
Why don’t I take notes on my laptop?
Because research shows you remember more when you take notes by hand.
My notes are usually messy but it doesn’t matter. These notes will soon be tossed in the bin. Here’s why …
After a few days have passed, I take my messy notes and transform them into a mind map or set of mind maps. For this task, I need A3 paper, coloured pens and noise blocking earmuffs.
Through mind mapping, jumbled thoughts and ideas become organised in my mind.
Key parts of the mind mapping process include:
If I’m feeling tired and come across a topic that I don’t feel like mind mapping, I never force it.
Here’s a tip: when it comes to mind mapping you need to keep moving. If you feel bogged down by a certain idea, leave it and make a note to come back to it later.
Or simply take a break. Have a healthy snack, a glass of water and get some fresh air. Mind mapping can be tiring. You need to pace yourself.
You also want to avoid getting stuck in a perfectionist loop. Mind mapping isn’t about creating a work of art. A bad drawing is better than no drawing if it helps you understand and retain information. I remind myself of this simple fact every time I sit down to mind map.
Once I’ve finished my mind maps, I leave them for 24 hours. The information simmers away in my mind but I know some of it will start to evaporate/leak out as time passes.
This is why it’s critical that I go back and review my mind maps. I make myself a warm drink, find a comfy chair and grab a pencil, highlighter or crayon. As I review the information, I circle key ideas that are important to remember. I then go and do something else for a few hours.
A few hours later, I take the ideas I’ve circled on the mind maps and transfer them onto palm cards. I write a simple question on one side relating to a key bit of information and I write the answer on the back. I like to draw absurd pictures wherever possible to illustrate the information as it helps me to retain it.
A few days later, I take out my flash cards and practise going through them. I read the question and before I flip it over to read the answer, I force myself to get the information out of my brain. This is retrieval practice.
I’ll admit, this isn’t always easy to do and it can hurt your brain. But it’s a good kind of pain. I know I’m fast tracking the learning process by doing retrieval practice.
If I get bored of going through my flash cards, I try a different retrieval strategy.
Here are some different retrieval practice strategies I like to use:
When I get to the point where I’ve exhausted my memory with the retrieval strategy, I stop. I make sure I look at the original mind map and/or my flash cards to identify what I got right and what I still don’t know very well. Then …
What happens when I can’t retrieve anything? Or I identify a gap in my knowledge after doing retrieval practice? I go back to my mind maps and review those crazy images and the information. If the mind maps weren’t particularly good in the first place (e.g. they lack key bits of information), I’ll go back to my books and add some extra content to the mind maps or I’ll create some new flash cards.
Sometimes I’ll create a big overarching mind map (pulling together dozens of mind maps) to further consolidate the information. This is what I used to do before every law exam. Once I’d finished creating dozens of mind maps, I’d create one jumbo A3 mind map that pulled together all the different concepts. This would often lead to ‘Aha!’ moments and a deeper understanding of the content.
Retrieval practice can’t be a one off event. I tell myself I need to keep at it. For best results, I know that I need to space out my practice. Doing retrieval practice in one big chunk right before the test is a recipe for failure or at best, average results.
Being organised and a bit of planning is key to effective retrieval practice. I plan times in my week (10-15 minute slots) to review certain topics.
I have a box that I fill with my flash cards on different topics (labeled in alphabetical order). When I look at my calendar and see it’s time practice retrieving information on a certain topic, I simply grab the cards on that topic and go!
The beauty of flash cards is they are small and portable. Whenever I have a spare 2-5 minutes, I can get some practice in!
I realise this sounds like a lot of work. Following this process properly requires an investment in time, a bit of planning and persistence. But once it becomes a habit, you’ll find it’s easy to execute.
Yes, it takes more work than simply reading your textbooks and highlighting huge amounts of information. But it’s a more satisfying and rewarding way to learn. Why? Because the information will stay with you for a long time. You won’t simply remember it for the test and forget it afterwards.
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This usually comes with shiny new pens, fresh notebooks and renewed hope and optimism. But I recently heard someone say:
“I can’t believe it’s already the end of January . . . so much has happened. I feel tired.”
Can you relate?
A lot has been happening in the world. It’s easy to feel overwhelmed by the news, let alone the tsunami of information we’re bombarded with online.
If you’re feeling overwhelmed and tired (like many people are), let’s try to make life a little easier for ourselves. In this article, I share a strategy you can use to make difficult things feel easier to do. I also share how you can apply the strategy to studying challenging subjects.
I remember having a brief conversation with a year 11 student at the start of the pandemic. It went something like this . . .
Me: How are you feeling given the situation (i.e., COVID-19)?
Year 11 Student: Some of us are stressed but not because of COVID. It’s because of what our teachers have just said to us.
Me: What have your teachers been saying to you?
Year 11 Student: They keep saying this year is going to be really hard. The subjects are going to be much, much harder.
Driving home from the talk, I couldn’t stop thinking about what this student had said as well as the worried look in her eyes.
Here’s what happened . . .
I was booked to deliver a presentation to 150 year 10 students. My talk was scheduled for the last period of the school day.
In case you’re not aware, the last period of the school day is not an ideal time slot for a guest speaker. It’s usually a tough gig, as students are tired and they just want to go home.
When I arrived at the venue to set up my gear, I spotted two teachers. I approached them and introduced myself to them as the guest presenter. One of them said in an alarmed, panicky tone:
“Oh! You’re the guest speaker? I need to warn you that these students are a horrible group. They do not warm to guest speakers!”
She continued. . .
“Does your talk have a structure to it? Do you know what you’re talking about? These year 10s are a really hard group to work with!”
I felt my stress levels begin to rise, and by accident, I knocked my glass of water off the stage, and it broke. Glass shattered everywhere. Instead of helping me pick up the glass, the teacher said:
“Look! It’s a sign of things to come!”
At this point, the young IT guy arrived to help connect my laptop to the AV system. He overheard this teacher talking about what a bunch of ratbags these students were. His expression was a combination of shock and horror. He said to her:
“Why are you saying this to our guest presenter? I don’t think it’s helpful.”
The teacher reacted defensively. She blurted out, “She needs to know! It’s important we tell her!” and then she left in a hurry.
I took some deep breaths and continued setting up my stuff.
The students arrived.
I delivered the talk.
The talk went really well. Phew!
It turns out these students weren’t horrible at all. They were a normal group of students who happened to be a bit tired and over it (it didn’t help that it was a boiling hot day).
That day, I learnt an important lesson: Worrying about how difficult something might be doesn’t help. It just uses up your precious brainpower and energy, which you could have spent doing something else (i.e., something more productive).
Whenever I fixate on how hard something will be, I’m filled with fear. Imposter syndrome and self doubt kick in (“Will I be able to do this? What if I fail and it turns out to be a total flop?”). This usually leads to a bad case of avoidance and procrastination.
In the book Make It Stick, Peter Brown explains:
“A fear of failure can poison learning by creating aversions to the kinds of experimentation and risk taking that characterize striving, or by diminishing performance under pressure, as in a test setting.”
If you feel worried that you’re not going to be able to perform well in a subject, this is going to use up a big part of your working memory capacity. Instead of thinking about the content, you’ll be thinking, “Am I going to be able to do this? What if I can’t? Should I drop the subject?”.
In short, you’ll have dramatically less brainpower available for learning.
There’s a simple question I ask myself when something feels hard. And it’s this . . .
How can I make this behaviour easier to do?
Professor BJ Fogg calls this the Breakthrough Question. According to Fogg, there are three ways you can make any behaviour easier to do:
In his book Tiny Habits, Fogg explains:
“Regardless of what your aspiration is, increasing your skills, getting tools and resources, and making the behaviour tiny are what makes things easier to do. . .
Sometimes all you’ll need is the right tool to make a new habit easier to do, like using skinny floss [for flossing teeth], and other times all you have to do is scale the behaviour back to its tiniest version, such as flossing just one tooth. Think of making something easy to do as a pond with three different ways to enter the water. Whether you jump off the dock, wade in at the beach, or drop in from a rope swing, you’ll soon be swimming in the same water.”
In other words, you have options!
There are many things you can do to make studying those ‘hard’ subjects a little easier.
With that in mind, here is a short list of behaviours and ideas that will help you get a better handle on your challenging subjects:
If you can focus better, you can learn and retain more information. If you constantly check your phone, put it on silent and away from your body before you sit down to study. My phone lives in pocket number 1 of a vertical wall hangar in my dining room (well away from my workspace).
Study strategies such as active recall (e.g., flashcards) and dual coding (e.g., mind mapping) are more effective than rereading and highlighting your notes. Like any new skill, they take a little time to get used to, but they’ll save you a lot of time in the long run.
Some textbooks explain ideas better than others. The textbook on your school booklist is not the only one or necessarily the best one out there. You don’t need to feel wedded to it. Check out other study guides and resources.
A good night’s sleep allows you to focus better in class, retain more information and feel better. Make sleep your top priority. Here are some behaviours I engage in to get more and better sleep:
In the evening, I put my phone away in another room to charge (and I don’t touch it until the next day)
I don’t look at any screens at least one hour before bed
I go to bed at the same time and wake up at the same time everyday
Create a system to organise your notes, past exam papers and handout sheets. Over time, you may need to tweak and refine your system, but that’s okay. I’ve been tweaking and refining my system for years.
For example, I used to store all my mind maps in an A3 flip file (in no particular order). But when things started to get out of control, I switched to cataloguing them alphabetically.
If you’re confused, don’t suffer in silence. Ask your teacher for help. That’s their job. If you feel shy asking a question in front of the class, approach your teacher after class.
Make life easier for your future self by jotting down key ideas in class. If something is confusing, make a note (you can focus on that in a study session at home). Your memory has limits, and if you don’t write it down, chances are you won’t be able to remember it.
If you feel overwhelmed by the idea of doing several hours of study each day, start with just five minutes. Five minutes of study is infinitely better than doing nothing!
Once you’ve developed the habit of sitting down and studying for 5 minutes, you can ramp it up. But start small.
When you manage to sit down and do a little study, congratulate yourself. Say to yourself, “Good job!” This positive reinforcement makes us feel good, which helps us establish a study habit.
When your teachers say, “This subject is going to be really hard”, I think they’re trying to communicate to you, “You need to sit down and study. You can no longer wing it.” They may be afraid that you’re not taking things seriously.
Instead of worrying, be in action. Pick up some flashcards and start testing yourself. Tidy your desk. File away your notes from today. You’ll feel better and do better if you focus on doing the things that make studying that subject a little bit easier.
When you start using this strategy, it can feel clunky and awkward. It requires some mental effort to get going.
Why can it feel hard to start mind mapping?
Because it isn’t a habit (not yet, anyway). But once mind mapping becomes a habit, it can feel easy and deeply rewarding.
So, how do you get to that point where mind mapping feels easy? Even fun?
In this article, I will explore how you can create a habit of mind mapping. I’ll show you how to remove friction or pain points so it’s much easier to put pen to paper and absorb ideas.
Let’s start by looking at what gets in the way and stops many people from creating mind maps in the first place. I’ll also share some strategies you can use to overcome each of these barriers.
When you look at a mind map with all the pictures and different colours, it seems like something that would take a fair amount of time and effort to create.
If you’re comparing mind mapping to the time it takes to read your book passively, then yes, mind mapping will take more time. But you need to understand that reading your book passively is not an effective way to learn. In contrast, mind mapping is super effective.
People often fall into the trap of trying to make their mind maps look like works of art. Try lowering your standards and allowing yourself to make a mess when you mind map. This will speed up the process.
Another time trap is trying to mind map as you read and trying to mind map everything you read. I find it’s much faster to read and tab key ideas worth mind mapping later on. Once I’ve finished reading either the chapter or book, I then commence the mind mapping process. By this stage, I have a better understanding of the key ideas and what’s worth mind mapping.
Some people get hung up on the way their mind maps look. They can’t stand looking at messy pictures and scribbled words. If that’s you, perhaps you could take your drawing skills to the next level with some practice and sketch classes. But it’s not necessary.
Mind maps are not there to look pretty. They are there to help you learn. I am a big fan of badly drawn mind maps. If you look at my mind maps from university, they’re not works of art but they contain loads of important ideas. And that’s what matters most when it comes to learning.
Here’s a simple hack: invest in a set of nice, vibrant coloured pens. A bit of colour on the page will make your mind maps more visually appealing.
Mind mapping is straightforward. You draw a central image, curved lines, a few pictures, and write down key ideas. That’s it!
It’s not something you need to read a book about. You don’t need to enrol in a 10 week program to learn how to do this.
If you want some tips on how to mind map, check out my free Mind Mapper’s Toolkit. It’s a quick and easy read.
It’s important to realise that the first time you engage in any new behaviour, it will most likely feel strange and uncomfortable. You may feel a bit clumsy and awkward. You may have questions, “Am I doing this right?”. All of this is normal and to be expected.
Even something as simple as the pen you mind map with can make or break the mind mapping process.
You’ve probably noticed that some pens don’t feel pleasant to write or draw with. For instance, I’m not a fan of the popular Sharpie pen range. I don’t like the way these pens bleed through the page. And I really don’t like the way they smell.
These may seem like minor irritations and quirks, but trust me, they’re not. Your mind mapping experience will be diminished by a pen that doesn’t feel good in your hand or on the page. And any behaviour that feels unpleasant is much harder to sustain.
I’ve since ditched my Sharpie pens. I mind map with a uniball signo pen and non-toxic Tombow paintbrush pens. As far as coloured pens go, I won’t lie, these pens are pricey! But you can find them online for $25 cheaper than in Officeworks (a big stationery store in Australia).
What I love about these pens is that they are super easy to use, feel lovely to strike across the page, and they won’t leave you with a splitting headache from the ink smell.
Here are some things that have helped me to establish this habit in my life:
When is the best time for you to mind map? Where in your day can you easily slot in a 15 minute mind mapping session?
I like to mind map when I feel fresh and mentally alert (first thing in the morning).
Find an activity that you do every day without fail (e.g., having a shower, eating breakfast or dinner) and use that to prompt you to start a mind mapping session.
For instance, after I have completed my morning routine (workout, breakfast and shower), that’s my cue to sit down and start mind mapping.
Before you start your session, set yourself up with everything you need to mind map. I like doing this the night before my morning mind mapping sessions.
Before I go to bed, I lay out a sheet of A3 paper, my pens, and my timer. The book I am mind mapping is open on the page where I need to start working. The next day, all I need to do is sit down, start my timer, pick up a pen, and away I go!
What’s one thing that can slow down the mind mapping process?
For me, it’s digital distractions (e.g., text messages and notifications).
You probably already know the things that tend to derail you. Create a barrier between you and those things.
For example, my phone is the biggest distraction for me. How do I deal with this? Before I start mind mapping, I take my phone and place it away from my body in another room.
This signals to my brain that my phone is off-limits and it’s time to knuckle down and focus on my work.
Don’t wait until you feel pumped and inspired to create a mind map. Set a timer for 10-15 minutes and start mind mapping (regardless of how you feel).
If you miss a day, don’t beat yourself up. It’s no big deal. Just say to yourself, “Tomorrow is a new day. I will get back into mind mapping then”.
When the timer goes off at the end of your mind mapping session, say to yourself, “Good job!”. Do anything that makes you feel instantly good. I often clap my hands or do a fist pump.
According to Professor BJ Fogg, the secret to wiring in any new habit is to release a positive emotion within milliseconds of engaging in the new behaviour. When you release positive emotions, this releases dopamine in your brain. This makes it more likely that you’ll engage in this behaviour again.
I mentioned this before, but it’s important to repeat it: don’t go cheap with your mind mapping tools. Invest in good pens and paper. My favourite pens for mind mapping are uniball signo pens (0.7 tip) and Tombow paintbrush pens. Regarding paper, I love using Rhodia paper (it feels like your mind mapping on butter).
It may sound a little dramatic, but mind mapping changed my life. I used to read books and then feel frustrated that I couldn’t retain much information. But now, I have a strategy I can easily use to help me understand and remember complex ideas. This gives me confidence when it comes to learning new skills and information.
I encourage you to be playful with this strategy. Don’t get too hung up on how your drawings look. Your top priority is to leave perfectionism at the door and have some fun. Because when it comes to mind mapping, done is better than perfect.
Research shows active recall (aka retrieval practice) is a highly effective strategy for remembering information. This strategy will take your studies and your grades to the next level.
Active recall involves bringing information to mind without looking at your books and notes.
I have spent the last 30 days experimenting with this excellent learning strategy. In this blog, I’ll share what I did and how I kept the process interesting for my brain.
I no longer need to study for tests and exams.
So, why did I spend 30 days using active recall strategies?
In my line of work, I need to constantly come up with new and original content to present to students. I also need to memorise this content. Why?
Because if I was to read from a sheet of notes or text heavy slides that would be really boring for students. I want to connect with students and to do this, I have to be able to deliver the content off the top of my head with speed and ease.
This is where active recall enters the picture.
Active recall helps to speed up the learning process. It allows you to learn more in less time.
Below I share some of the ways I use active recall to learn new presentation content. Keep in mind, you can use all of these strategies to prepare for an upcoming test or exam.
Whiteboards are wonderful learning tools. Here’s how I use a whiteboard to do active recall . . .
I push my speech notes to the side, so I can’t look at them. Then I grab a marker and say to myself, “What can you remember? Go!”.
I write out everything I can remember on the whiteboard. Once I’ve exhausted my memory, I pick up my notes and check to see how I went (using a red marker to make corrections).
No whiteboard? No problem!
I pick up a pen and sheet of paper and start scribbling out whatever I can remember on the topic. When I get stuck, I pause and take a few deep breaths as I try to scan my brain for the information.
I regularly remind myself that it is okay to not remember the content. “This is how the process goes!”, I say to myself. There is no point beating myself up. That only leads to feelings of misery and not wanting to do active recall practice.
After having a shot at it, I take out my notes, pick up a red pen, and begin the process of checking to see how I went.
Sick of writing? I get it.
Try drawing out the information instead. Alternatively, you can use a combination of words and pictures, which is what I often do.
Grab a blank piece of paper (A3 size is best) and create a mind map of everything you can remember on a topic (no peeking at your notes). Then check your notes or the original mind map to see what you remembered correctly and incorrectly.
Writing and drawing out information can take time. If you want to speed up the process, you can talk to yourself.
But don’t do this in your head. It’s too easy to just say “Yeah, yeah, I know this stuff!”. You need to speak it out loud as this forces you to have a complete thought. Then, check your notes to see how you went.
The only downside with this approach is you don’t have a tangible record of what you recalled, which brings me to the next strategy . . .
I make videos of myself presenting the content (without referring to my notes). Although I use special software and tools to make my videos, you don’t need any fancy equipment. Your phone will do the job. Here’s what you can do . . .
Set your phone up so the camera is facing you. Now hit the record button and tell the camera what you’re going to do active recall on. Have a shot at explaining the idea. Then stop recording and hit the play button.
Watching yourself struggle to remember information is often hard viewing. But this is where it’s super important to double down on telling yourself kind thoughts (e.g., “I’m still learning this content. It’s going to be rusty and feel clunky – that’s okay!”).
You need to take a deep breath and keep watching because the video will give you valuable feedback.
For example, if you stop midsentence and you don’t know how to proceed, that tells you something: you don’t know this stuff so well! Make a note. This part of the content needs your attention.
Hand your notes over to a friend, parent, or sibling. Now get them to ask you questions on the content.
I sat with my mum and showed her a print out of my slides for a new presentation. The slides were just pictures (no text).
As I went through the slides, I explained the ideas to mum. I made notes of any sections I was rusty on. Mum also asked lots of questions, which allowed me to think more deeply about the content.
When it came crunch time (a few days before the final presentation), I printed out my presentation slides (16 per page) and used each slide as a prompt. I’d look at the slide and say, “What do I need to say here?”.
Sometimes I wrote out what I’d be saying in relation to each slide (without looking at my notes). Then I checked my original notes to make sure I hadn’t forgotten anything.
It’s really important that you don’t skip the stage of checking to see how you went, especially as you become more confident with the content.
At times, I found myself thinking “I know this stuff! I don’t need to check my notes” but then another part would say, “You better just check . . . just to be on the safe side”.
I’m glad I forced myself to check because more often than not I would discover that I had missed a crucial point.
Zines are cute little booklets you can create on any topic you like. They are fun to make, so I thought I’d try making a mini zine on the main points of some new content I had to learn.
I folded up an A4 page into a booklet and then I sketched out the main points on each panel.
I create a deck of flashcards on some key ideas (question on one side and the answer on the back) and then I test myself with them.
I read the question and before flipping the card, I write out the answer on a sheet of paper or say it out loud. Then I check to see how I went.
The beauty of flashcards is they are small and portable (they can easily fit in your pocket or bag). Whenever you have a spare minute or two, you can get a little active recall practice in.
It’s not enough to do active recall just once on the content you need to learn. For best results, you want to practice recalling the information several times over a period of time.
I didn’t follow a strict schedule for the 30 days. I had my notes for each important chunk of information I had to learn pinned to eight different clipboards.
Every morning, I’d pick up a different clipboard and I’d practice that specific content. I knew as long as I’d had a good night’s sleep in between practice sessions that the information was being strengthened in my brain.
Doing active recall is a bit like doing a high intensity workout: it can be exhausting. But you must remember, just like a high intensity exercise session is an effective way to train and get fit, active recall is an effective way to learn. Unlike less effective strategies (e.g., rereading and highlighting), you can learn a lot in a short space of time with active recall.
The key is to expect the process to be a little uncomfortable. Don’t fight the discomfort. If you trust the process and persevere, it won’t be long before you begin to see amazing results.
Just because active recall is challenging to do that doesn’t mean you can’t have fun with it.
Using a combination of different active recall strategies is one way to keep things fresh and interesting for your brain. But you may wish to try the following things to add a little boost of fun to your active recall sessions:
• Use a different type of pen
• Use a different coloured pen
• Change the type of paper or notebook you use (e.g., instead of using lined paper, use blank A3 paper)
• Incorporate movement into your active recall sessions (e.g., walk and test yourself with some flashcards)
• Change your study environment (e.g., go to the library or study outside)
Like I said, active recall is challenging to do, especially when you first start learning new content. You can feel awkward and clumsy. For this reason, it’s easy to make excuses to get out of doing it (e.g., “I’m too tired”, “I’m not ready to do it”, and “It’s not the right time”).
This is where you need to harness the power of habits.
Find a set time in your day to do a little active recall practice. For instance, during my 30 days of active recall, I scheduled my practice sessions for first thing in the morning. I knew after I washed my face, I would sit down to practice.
Incorporating active recall into my morning routine worked really well for me. I was getting the hardest thing done first thing in the day. And once it was done, I could relax. It was done and dusted!
At a certain point, I became more confident with the content and I found I was on a roll. I felt motivated to do active recall.
This is when I started to look for spare moments in the day to squeeze in a few extra mini practice sessions.
For example, one day I found myself waiting in a car. I grabbed a paper shopping bag and started scribbling out the content onto the bag. As soon as I got home, I checked the shopping bag against my notes.
I hope you can see that there’s no one set way to do active recall. This is a highly effective strategy you can be creative with. As long as you’re testing yourself and checking to see how you went, you can’t go wrong.
And if you do make a mistake? It’s no big deal. If you check to see how you went, you won’t embed the error in your long-term memory.
Dr Jane Genovese delivers interactive and engaging study skills sessions for Australian secondary schools. She has worked with thousands of secondary students, parents, teachers and lifelong learners over the past 15 years.
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