Learning How to Learn - A Musical Number

8/9/2019 Learning How to Learn - A Musical Number

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LEARNING HOW TO LEARN | ASSIGNMENT 2

Learning How ToLearnA Musical Number



Table of Contents

Note ......................................................................................................................................3

Music Score ...........................................................................................................................4

Lyrics ....................................................................................................................................9

Details On The Three Learning Techniques .........................................................................12

Bibliography & Image Credits .................................................................................

...............

15



NOTE:If you have trouble reading the lyrics on the

score, you may read the "Lyrics" on Page 9

instead.

If you would like more information on the

learning techniques, you may read "Details Of

The Three Learning Techniques" on Page 12 as

well.

Some rests in the music score may be covering up

notes, however this is something that could not

fixed with the music score editor.



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Learning How To LearnScore

A Musical Number

Prof. Oakley:

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2 Learning How To Learn



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3Learning How To Learn



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4 Learning How To Learn

The cue: watch for when and what makes you procrastinate; use will power to say no!

The routine: without using will power, let your usual habits help you to do your work

The reward: always reward yourself after you have completed your goal

The belief: change the way you think about your task and make itmore enjoyable!



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5Learning How To Learn



Lyrics

Prof. Oakley: Have you

ever really wondered –

Zombie: What?

Prof. Oakley: – about the way you think?

Zombie: Nope.

Prof Oakley: They

say there's only two modes but they never interlink.

Zombie: Hm.

Prof Oakley: There's

focused and diffuse modes but the latter's rarely used, in

fact, the former's quite often abused.

Zombie: Huh?

Prof. Oakley: You see,

Focused's used in concentration, analysis, and computation,

quite a lot of brain power for problem calculation. But what

if you hit a roadblock? What are you going to do? It's

time to say to focused mode: goodbye, adios, adieu! Now it's

time to use diffuse mode, get that problem off your back, let your

mind free, wander, and especially relax.

Zombie: Phew!

Prof. Oakley: I–

–deas new and novel, are likely to arise, the

answer ( Pop! ) may catch you by surprise!

Zombie: Wow!

Prof. Oakley: We’re

often taught what to learn, but



rarely taught how to learn.

A very important life skill, to have and know and earn, this is

Learning How To Learn! Now have you

ever had a problem you just simply could not solve?

Zombie: Of course!

Prof. Oakley: Working at it all day but your mindset didn't evolve?

Zombie: Uh huh.

Prof. Oakley: Well you see, that's the problem –

Zombie: What?

Prof. Oakley: – you didn't change your views.

They call it "Einstellung", and it can block some crucial clues!

Zombie: How?

Prof. Oakley: You're

first approach sees one way, but can lead you quite astray.

Zombie: Why?

Prof. Oakley: Be–

–cause you might be blocking answers found a different way.

Zombie: Oh.

Prof. Oakley: Rigidity and dogma is not the way to go! Welcome

new and bright ideas, let them flow, flow, flow! Try and

switch from focused to diffuse mode, resting is alright, and look

back and try and ask yourself: "Is this really right?" Use

interleaving practice to mix and match your tasks, a way fordifferent concepts to be grasped. We're




Learning How To Learn! … Finally… Have you

ever always felt you wanted deadlines to be gone? So you

put a task off later thinking: "all under control"?



Zombie: Yeah.

Prof. Oakley: Well it's

only temporary, you know it will stay there.

Procrastination's causing your despair. So it's

time to take some action and to put away distractions, take a

fraction of your time to sort out your reactions to the four parts

of procrastination it's what keeps you 'way from work, here's what

you can aim to do: Firstly:

The cue: watch for when and what makes you procrastinate; use

will power to say no!

The routine: without using will power, let your usual habits help

you to do your work

The reward: always reward yourself after you have completed your

goal

The belief: change the way you think about your task and make it

more enjoyable!

We're




Learning How To Learn!

Zombie: Amazing!

Prof. Oakley: This is


Zombie: I love learning!

Prof. Oakley: This is




Details On The

Three Learning Techniques

Focused and diffuse modes

Research has shown that when it comes to thinking, humans can be in one of two modes, but not both: a "focused" mode and a "diffuse" mode of thinking (Immordino-Yang, 2012).

Perhaps the mode of thinking which people have most often experienced, focused mode

is used when one is concentrating. For example, solving a homework problem will require

a focused mode of thinking as one is trying to analyse, compute, and problem-solve a

single problem. This mode of thinking uses a lot of energy, and continuing to be in focused

mode can be quite draining and exhausting. When one comes to a point where they are

facing a problem they can't solve despite using the focused mode, most people will often

simply continue to tackle the problem, often with no result, exhausting themselves. It is at

this point that one should switch to the other mode of thinking: diffuse.

Diffuse mode thinking refers to a relaxed and resting mental state. As opposed to focused

mode, diffuse mode requires one not to intently concentrate on any problem. In this state,

it is as though many thoughts are free and wandering. One can find themselves in a diffuse

mode of thinking in a situation where no or very little focus is needed, such as doing an

exercise routine, taking a shower, and even sleeping. Going back to the problem after

sometime in the diffuse mode, one will often find themselves looking at the problem in a

fresh perspective, with new ideas; this is because the diffuse mode encourages creativity.

As a result, switching to the diffuse mode and coming back to the problem may help one

to solve the problem.

Focused and diffuse mode, neuroscientifically, has to do with the activity of neurons inthe brain. In the focused mode, groups of neurons that have established circuits activate

to rapidly transmit a familiar thought pattern. Different, but also familiar problem-solving

techniques, strategies, and thought-patterns use different groups of neurons in the brain

that can also activate rapidly. However if a problem requires a thought-pattern that is

unfamiliar, then the focused mode is not ideal to use in this situation because it tends to

only activate the groups of neurons that are strongly circuited and activate rapidly (familiar

thought patterns). On the other hand, the diffuse mode allows neurons to be in resting

states, which can not only restrengthen the 'tired' and 'used' neurons in the focused mode,

but it can also strengthen other groups of neurons which relate to the unfamiliar thought

pattern needed to solve the problem (Immordino-Yang, 2012).



Einstellung

Another reason why people who are stuck on a problem can't solve the problem despite

working on it longer is because of what is called the "Einstellung effect". Einstellungdescribes how one's initial approach to a problem – their perspective or 'way of looking' at

the problem – is blocking access to more effective and efficient solutions. Therefore, if

one's initial approach to a problem is the wrong approach that will not lead to the solution,

then no matter how long or hard they work, the solution will not be reached.

To be under Einstellung can be quite dangerous and time-wasting, however there are many

techniques that can help overcome it. One of the most easiest and basic ways is to switch

from focused to diffuse mode. The focused mode tends to reinforce patterns of thinking

that are strong and fast, however if those patterns of thinking don't relate to the patterns

of thinking that are necessary to reach the solution to a problem, then this is preciselyEinstellung. Switching to diffuse mode not only allows the neurons used in focused mode

to rest, but it also allows other groups of neurons in the brain to strengthen. Those groups

may be related to a different thought pattern that is needed to solve the problem.

A study technique that can be used to overcome Einstellung is called "interleaving

practice". Interleaving practice is creating as much variety as possible in homework

problems that one studies and tests themselves on. This is in contrast to, for example,

"mass studying", which is devoting one study session to only one type of problem. If, for

example, one is studying the four arithmetic operations (addition, subtraction,

multiplication, and division), interleaving practice will involve studying a little bit of every

type of operation problem, rather than studying many addition problems, or division

problems, in one study session. Interleaving practice is helpful in overcoming Einstellung

because it encourages changes in approach and perspectives to solving problems, rather

than tackling problems with the same approach. Interleaving practice has also been shown

to be a far more effective study technique than mass studying (Dunlosky, 2013).

Finally, studying in groups can also be very effective in preventing Einstellung. When one

studies in groups, they can present their ideas about a problem to the group, but in addition,

the group can see any faulty insights or approaches to the problem and correct them.

Working in groups also means seeing everyone's unique approach to a problem, and each

member can also discuss what may be wrong with an approach. Best of all, the group, asa whole, can choose the best and most efficient approach to solve a problem. This comes

from the variety and uniqueness of each approach presented by each member.

Apart from these three recommendations, there are many other techniques and strategies

one can use to overcome Einstellung, as common and dangerous a problem it may be.



Procrastination

Many people are familiar with procrastination; it is putting important work off later to do

something more pleasurable instead. If this is repeated over time, the work adds and pilesup, until it is left to the last minute and the workload is stressful and overwhelming.

Procrastination can also prevent the time needed to memorise information that is studied.

Procrastination is very damaging, however overcoming it relates to overcoming a habit in

general.

A habit consists of four parts: a cue, a routine, a reward, and a belief. The cue is a signal

that is responded to in an unconscious manner, which activates the habit. The cue itself

also depends on four factors: the location, the time, how one feels, and their reaction. For

example, the cue can be something like a certain time of day, which might be the time to

watch television. Next, the routine is the habitual behaviour. When it comes toprocrastination, a homework problem, which might seem unpleasant, is the cue to activate

the routine: switching attention from what is unpleasant to something more pleasant. This

is only temporary, however, unlike the long-term effort put into finishing goals. Then, the

reward comes as a result of the routine. In procrastination, one is rewarding themselves

with the more pleasurable thing to switch to from the unpleasant task. Lastly, there is a

belief that justifies the habit. Procrastinators may believe that, "there is nothing that can

be done to overcome the habit", or that they, "have it all under control". The belief is the

backbone of a habit, and it is why a person will continue their habit.

In order to overcome procrastination, first one must face the cue. Cues are usually

distractions that activate habitual behaviours. These distractions are, for example, phones

ringing and E-mails arriving. Cues can be avoided by removing these distractions. In

addition, the transition from the cue to the routine – in other words, the reaction to the

cue – is what is most important to control in procrastination. This is the most important

time to use willpower and discipline to choose how to react to the activation of a habit,

such as choosing not to answer phones or read E-mails, for example. Once the routine

begins, it can still be hard for procrastinators to continue working on important, but

perhaps unpleasant tasks. This is because the unpleasant task activates pain the insular

cortex of the brain, encouraging procrastination (Lyons, 2012). The key here is to focus

on the process of the task, rather than the product. The process means the 'flow' of work

when doing a task, while the product means what specific goals need to be accomplished.

During the routine, focusing on the progression of the work rather than the goals that need

to be accomplish will prevent the feeling of pain and discomfort (Lyons, 2012). After the

habitual routine is complete, one should reward themselves with whatever they enjoy or

makes them happy. This is the psychological set-up for classical conditioning of the

completion of a task, which is unpleasant, associated with something pleasant, which

reduces the chances of procrastination and makes the task enjoyable (Wright, 2012). Lastly,

but most importantly, one should have the belief that procrastination is manageable that

it can be done through self-disciple. Also, one should have belief, trust, and confidence in

overcoming procrastination.



Bibliography

• Immordino-Yang, M. H., J. A. Christodoulou, and V. Singh. "Rest Is Not Idleness:

Implications of the Brain's Default Mode for Human Development and

Education." Perspectives on Psychological Science 7, no. 4 (2012): 352-64.

• Dunlosky, J. (2013). Strengthening the Student Toolbox: Study Strategies to

Boost Learning. American Educator, 12-21.

• Lyons, I.M., and S.L. Beilock. "When Math Hurts: Math Anxiety Predicts Pain

Network Activation in Anticipation of Doing Math." PLoS ONE 7, no. 10 (2012):

e48076.

• Robert Wright, (April 21, 2012). "How to Break the Procrastination Habit" TheAtlantic.

Image Credits

• Glam, Yulia. Music-thinking. Digital image. Psmag. Shutterstock, n.d. Web. 26

Jan. 2015.

<http://a1.files.psmag.com/image/upload/c_fit,dpr_1.0,q_80,w_620/MTI3NT

gxOTgzNjYzNzU2NTYy.jpg>.

• Oakley, Barbara. Barbara Oakley lecturing. Digital image. Learning How To

Learn: Powerful Mental Tools to Help You Master Tough Subjects. Coursera,

n.d. Web. 26 Jan. 2015.

• Mendez, Kevin. Zombie. Digital image. Learning How To Learn: Powerful

Mental Tools to Help You Master Tough Subjects. Coursera, n.d. Web. 26 Jan.2015.

Learning How to Learn - A Musical Number

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