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Managing the Firehose

Managing the Firehose. Tips and Considerations 08/12/16. M. T. W. Th. F. Sa. Su. I. I. I. I. I. I. I. I. I. I. III. I. I. I. I. I. Preview. I. I. I. I. I. II. II. II. II. II. Week 3. Week 1. Week 4. Week 2. Week 5. Week 9. IV. Some touchpoints.

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Managing the Firehose

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  1. Managing the Firehose Tips and Considerations 08/12/16

  2. M T W Th F Sa Su I I I I I I I I I I III I I I I I Preview I I I I I II II II II II Week 3 Week 1 Week 4 Week 2 Week 5 Week 9 IV

  3. Some touchpoints • Memorization • Repetition • Elaboration • Sleep • Preview • K-Coop • Full week vs day before … (preferences) • Keep it time-limited • 15 min vs. 3 hrs – it’s all good (doing something = better than doing nothing) • Annotation • Record ‘experiences’ • Cognitive • Sensory • Emotional/Affective • Semantic (meaning) • Multiple colors • Why? • 2 Question / lecture

  4. Some Resources / Approaches • Note-taking • One Note • Notability • End Note • … other apps / programs • Knowledge Coop outlines • Khan Academy (Medicine) • ANKI (electronic flashcards / spaced repitition) • Pomodoro Technique (see Pomodoro timer apps) • Concept Mapping (Pelley) • Mental Palace / Link method • Picmonic / Sketchy Medicine

  5. Comprehension & Mastery The pursuit of mastery

  6. Bloom’s Taxonomy Affective Domain (how you feel about the material being learned – based on attitude, how much you value the material, or are motivated to learn it) Cognitive Domain (levels of knowledge acquisition; learning as an action – ‘doing’) Active/Internally- motivated Learning Evaluation Creating Organizing / Conceptualizing Synthesis Evaluating Valuing Analysis Analyzing Responding (Interactive) College Application Applying Comprehension Understanding Receiving (Passive learning approach) High School Knowledge Remembering

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  8. Resources / Considerations • Embrace ‘failure’ • Do practice questions(… now!) • Use the ‘think’ question • “Show me …” for comprehension; • “Think …” for mastery • Use tutoring resources • Individual consultation • Drop-in hours • Quiz/Exam reviews • Course Directors • Go to the source • Study groups (be professional) • Have an agenda • Keep sessions time limited • Be prepared • Keep focus • Practice questions as a group: • Do 10 question outside group; • Use “Think …” approach for 2-3 of the questions when get together.

  9. Managing Time Building boxes in sand

  10. Some proposals: • Identity = • Values • Interests • Needs • Principles/Beliefs Satisfaction = success/ability to find ways to identify these ‘inward’ aspects of self and give them ‘outward’ expression

  11. “I L T” • Personal: Sleep, exercise, grocery shopping, bills, laundry, etc. • Social: going out, concert, reading, relaxing, etc. • Work/Academic: email, texts, unfinished outlines/flashcards, etc., etc. • Other: growing list of ‘projects,’ family/friends, applications/deadlines, etc.

  12. 2 - 8 / 8 - 2 Cathexis & specificity Probability

  13. W hat 15% Specific + proper scope W hen 40% Have a clear Start + Stop time W here 75% Monitor if location is effective (or not) … move if needed Who 90%+

  14. What 15% 90% Who When 40% Where 75%

  15. Weekly Planner

  16. Miscellaneous • Calibration / Purpose for your study-preparation • You are among a truly elite group of scholars • Keep perspective that ‘passing’ is excellence for the overwhelming majority of the general population • What is your goal? • AOA (?) • Step 1 prep for highly competitive scores (250+) (?) • Good enough (i.e., Passing) (?) • Personal challenge (?) • Self-directed learning • Know and work with your assets and shortcomings • Do what works for you (your learning style) • Wear blinders (keep focus – individual differences exist; monitor social comparison)

  17. C ontent (comprehension) Q uestions (application/mastery) A ssessment (formative quizzes/exams)

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