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Roland SmithSözler ve Alıntılar
Although the specific details vary from skill to skill, the overall pattern is consistent: Regular training leads to changes in the parts of the brain that are challenged by the training. The brain adapts to these challenges by rewiring itself in ways that increase its ability to carry out the functions required by the challenges.
Fix it. Break the skill down into components that you can do repeatedly and analyze effectively, determine your weaknesses, and figure out ways to address them.
Focus,FeedbackKitabı okudu
Generally speaking, no matter what you’re trying to do, you need feedback to identify exactly where and how you are falling short. Without feedback—either from yourself or from outside observers—you cannot figure out what you need to improve on or how close you are to achieving your goals.
Learning while the work gets done.
For example, a typical company meeting might have one person in front of a room giving a PowerPoint presentation, while managers and coworkers sit in the. dark and try to stay awake. That presentation serves a normal business function, but Art makes the argument that it can be redesigned to serve as a practice session for everyone in the room. It might go like this: The speaker chooses a particular skill to focus on during the presentation—telling engaging stories, for example, or speaking more extemporaneously and relying less on the PowerPoint slides—and then tries to make that particular improvement during the presentation. Meanwhile, the audience takes notes on how the presenters’ performance went, and afterward they practice giving feedback. If done just once, the presenter may get some useful advice, but it’s not clear how much difference it will make, as any improvement from such a one-off session is likely to be minor. However, if the company makes it a regular practice in all staff meetings, employees can steadily improve on various skills
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And here is the key difference between the traditional approach to learning and the purposeful-practice or deliberate-practice approaches: The traditional approach is not designed to challenge homeostasis. It assumes, consciously or not, that learning is all about fulfilling your innate potential and that you can develop a particular skill or ability without getting too far out of your comfort zone. In this view, all that you are doing with practice—indeed, all that you can do—is to reach a fixed potential. With deliberate practice, however, the goal is not just to reach your potential but to build it, to make things possible that were not possible before. This requires challenging homeostasis—getting out of your comfort zone—and forcing your brain or your body to adapt. But once you do this, learning is no longer just a way of fulfilling some genetic destiny; it becomes a way of taking control of your destiny and shaping your potential in ways that you choose.
In short, deliberate practice is characterized by the following traits:
Deliberate practice develops skills that other people have already figured out how to do and for which effective training techniques have been established. The practice regimen should be designed and overseen by a teacher or coach who is familiar with the abilities of
Sayfa 112Kitabı okudu
Consider what happens when you test a group of subjects by having
them read a newspaper article on something a bit specialized—say, a football or baseball game—and then quiz them to see how much of it they remember. You might guess that the results would depend mainly on the subjects’ general verbal ability (which is closely related to IQ), but
Mental RepressentationKitabı okudu