Tag Archives: learning

Become a fast learner, how:

Becoming a fast learner isn’t about being “smarter” , it’s about how you learn. The good news: the skills are very trainable. Here’s a clean, practical framework that actually works.

1. Learn actively, not passively

Fast learners don’t just read or listen, they interact with the material.

Do this instead:

  • Ask “How would I explain this to a 12-year-old?”
  • Summarize from memory before rereading
  • Teach it out loud (even to an imaginary person)If you can’t explain it simply, you don’t know it yet.

2. Focus on first principles

Don’t memorize steps, understand the why.

  • Break ideas down to core rules
  • Ask: What must be true for this to work?
  • Look for cause, effect, not surface facts

This dramatically reduces what you need to remember

3. Use the 80/20 rule

Most subjects have a small core that gives most of the payoff.

Ask early:

  • What 20% of this topic gives 80% of results?
  • What do experts rely on repeatedly?

Master the core before chasing details.

4. Learn in short, intense bursts

Your brain learns faster with focus + recovery.

  • 25–45 minutes of deep focus
  • No multitasking
  • Take real breaks (walk, stretch, breathe)

Long, distracted sessions feel productive but aren’t.

5. Make mistakes fast (and on purpose)

Fast learners test early and often.

  • Try problems before fully “knowing” the material
  • Guess, fail, adjust
  • Treat errors as data, not failure

Mistakes encode learning deeper than success.

6. Connect new info to what you already know

Your brain loves patterns.

  • Ask: What is this similar to?
  • Use metaphors and analogies
  • Link new ideas to familiar concepts

Isolated facts fade. Connected ideas stick.

7. Use spaced repetition

Revisit material right before you forget it.

  • Review after 1 day, 1 week, 1 month
  • Flashcards work, but only if they test recall, not recognition

Short reviews beat cramming every time.

8. Protect your energy

Fast learning needs a regulated nervous system.

  • Sleep > caffeine
  • Light movement boosts memory
  • Stress slows learning dramatically

A calm brain learns faster than an anxious one.

9. Adopt a learner’s identity

The biggest accelerator is mindset.

  • Replace “I’m bad at this” with “I’m not trained yet”
  • Stay curious instead of evaluative
  • Optimize for progress, not perfection

Fast learners see learning as a process, not a test.

Shervan K Shahhian

Math Trauma, what is it:

Math Trauma, what is it:

“Math trauma” refers to the negative emotional and psychological experiences that some individuals may associate with learning or doing mathematics. It can result from various factors, such as struggling with math concepts, receiving negative feedback or criticism, having a fear of failure, or experiencing a lack of confidence in one’s mathematical abilities.

People who have encountered difficulties or negative experiences in their early math education may develop math anxiety or math trauma. This can lead to a persistent fear of math-related tasks, avoidance of mathematical situations, and a belief that they are not capable of succeeding in mathematics.

Addressing math trauma often involves creating a positive and supportive learning environment, encouraging a growth mindset, and providing personalized support to help individuals build confidence and overcome their negative associations with math. It’s essential to recognize that everyone is capable of learning and improving in mathematics with the right support and mindset.

Shervan K Shahhian

Critical Thinking, a great explanation:

Critical thinking, a great explanation:

Critical thinking is a cognitive process that involves analyzing and evaluating information, arguments, or situations in a systematic and logical manner. It goes beyond simply accepting or rejecting ideas and encourages individuals to question, explore, and assess the validity of claims.

Here’s a breakdown of key components of critical thinking:

Analysis: Critical thinking involves breaking down information into its essential parts to understand the underlying structure or components. This includes identifying key concepts, relationships, and assumptions.

Evaluation: Once information is analyzed, critical thinkers assess its quality, relevance, and reliability. They consider the source of information, the evidence provided, and the logic of the arguments presented.

Inference: Critical thinkers draw logical and reasonable conclusions based on the information available. They go beyond the surface and make educated guesses or predictions about what might happen next.

Problem-solving: Critical thinking is essential for effective problem-solving. It helps individuals identify and define problems, explore possible solutions, and make informed decisions.

Reflection: Critical thinkers reflect on their own thought processes, biases, and assumptions. They are open to revising their views in light of new evidence and are willing to consider alternative perspectives.

Curiosity: A key aspect of critical thinking is a genuine curiosity and a willingness to explore new ideas. Critical thinkers actively seek out information, ask questions, and engage in continuous learning.

Communication: Critical thinking involves effectively expressing ideas and arguments. It requires the ability to articulate thoughts clearly, listen actively to others, and engage in constructive dialogue.

Skepticism: Critical thinkers approach information with a healthy dose of skepticism. They don’t accept claims at face value but instead seek evidence and reasoning to support or refute those claims.

In summary, critical thinking is a multifaceted intellectual process that empowers individuals to approach information and problems with a discerning and analytical mindset. It is a skill that can be developed and refined over time through practice and a commitment to intellectual growth.

Shervan K Shahhian

Pedagogy of the Oppressed, a great book:

Pedagogy of the oppressed, a great book:

“Pedagogy of the Oppressed” is indeed considered a significant and influential book in the field of education and critical pedagogy. It was written by Brazilian educator and philosopher Paulo Freire and was first published in 1968. The book explores the dynamics of power, oppression, and education, offering a critical perspective on traditional education systems.

Freire’s central argument revolves around the concept of “banking education,” where students are treated as passive receptacles for information, and he advocates for a more participatory and dialogical approach to education. He proposes a pedagogy that empowers learners and encourages critical thinking, emphasizing the importance of dialogue between teachers and students.

“Pedagogy of the Oppressed” has been influential in shaping discussions about education, social justice, and transformative pedagogy. It has been embraced by educators, activists, and scholars globally as a foundational text for those interested in fostering more equitable and liberating educational practices.

However, as with any book, its impact and significance can vary based on individual perspectives and contexts. Some may find it to be a groundbreaking and transformative work, while others may have different views on its applicability to diverse educational settings. If you’re interested in critical pedagogy and transformative education, reading “Pedagogy of the Oppressed” can provide valuable insights and stimulate critical thinking.

Shervan K Shahhian

Validity of cognition, what is it:

Validity of cognition, what is it:

The validity of cognition refers to the extent to which cognitive processes, such as thinking, reasoning, and problem-solving, accurately reflect or correspond to the real world. In other words, it assesses whether the conclusions or beliefs derived from cognitive processes are true, accurate, and reliable.

Validity is a crucial concept in psychology and cognitive science, particularly when designing and evaluating tests, experiments, or assessments that measure cognitive abilities or processes. There are different types of validity, including:

Content Validity: This relates to how well a test or assessment measures the content it is intended to measure. For example, a math test should assess mathematical skills and not unrelated abilities.

Construct Validity: This assesses whether a test truly measures the theoretical construct or concept it is supposed to measure. It involves examining the underlying theoretical basis of the cognitive process being studied.

Criterion-Related Validity: This assesses how well one measure predicts an outcome based on another criterion. It includes two subtypes:

  • Concurrent Validity: The extent to which a test or measure correlates with a criterion that is measured at the same time.
  • Predictive Validity: The extent to which a test predicts future performance or behavior.

Ensuring the validity of cognitive processes and assessments is crucial for drawing accurate conclusions and making meaningful interpretations. Researchers and psychologists use various methods and statistical analyses to establish and verify the validity of cognitive measures in order to have confidence in the results and conclusions derived from their studies.

Shervan K Shahhian