Learn more about personaldevelopment with this collection
How to practice effectively
The importance of consistency
How to immerse yourself in the language
Deliberate practice require more than doing your job
Deliberate practise and doing the real thing address different problems.
- Deliberate practise: World-class performers get good by focused, and intensive practise sessions with the intention to improve, not by just doing the skill.
- Doing the real thing: However, for someone trying to advance in a big organisation, it isn't about getting better at a skill they have been doing for twenty years, but developing new skills. The programmer becomes a manager.
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Other arguments against doing the real thing
- When choosing an approach to learning, there is a trade-off between cost and convenience, and doing the real thing.
- Ill-defined goals can make it harder to improve your practice. Dabbling may be useful to gauge your interest in a subject.
- Credentials may be necessary to signa...
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Theories are useful, but invisible
Direct practise cannot be a substitute for studying theory. Doing the real thing should be combined with studying theory.
If you keep getting stuck on a problem, practising more is unlikely to solve the problem. But exposing yourself to the broader theory b...
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Doing the real thing
Real activities on real projects, real work, or real results are more effective than substitution or preparation work.
Some examples include:
- Advancing your career by doing projects at work outside your current abilities.
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Discovery learning doesn't work that well
Discovery learning is the idea of not giving any instructions - simply present the problem to the pupil and let them figure it out for themselves.
But, discovery learning is less efficient than telling people what they ought to do and then letting them do i...
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Cognitive load makes problem solving inefficient
Cognitive load theory states that problem-solving is often not enough. We need to keep the details of our goal in our working memory, adding extra load that can interfere with schema acquisition.
- Students can solve problems faster when they are told how to solve the problem
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