Roland Smith Gönderileri
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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
Early in his autobiography Franklin describes how as a young man he worked to improve his writing. The education he had received as a child had left him, by his own assessment, not much more than an average writer. Then he ran across an issue of the British magazine The Spectator and found himself impressed by the quality of the writing in its
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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What did you notice when you were up there? What actions did you take? Why did you choose to do that? What were your mistakes? What could you have done differently? When necessary, the trainers could pull out the films of the encounters and the data recorded from the radar units and point out exactly what had happened in a dogfight. And both during and after the grilling the instructors would offer suggestions to the students on what they could do differently, what to look for, and what to be thinking about in different situations. Then the next day the trainers and students would take to the skies and do it all over again.
Importance of FeedbackKitabı okudu
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
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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
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.
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.
Some of these studies have focused on purely intellectual skills, such as
mathematical ability. For example, the inferior parietal lobule has significantly
more gray matter in mathematicians than in nonmathematicians. This part of the
brain is involved in mathematical calculations and in visualizing objects in space, something that is important in many areas of math. It also happens to be a part of the brain that caught the attention of the neuroscientists who examined Albert Einstein’s brain. They found that Einstein’s inferior parietal lobule was significantly larger than average and that its shape was particularly unusual, which led them to speculate that his inferior parietal lobule may have played a crucial role in his ability to perform abstract mathematical thinking. Could it be that people like Einstein are simply born with beefier-than-usual inferior parietal lobules and thus have some innate capacity to be good at mathematical thinking? You might think so, but the researchers who carried out the study on the size of that part of the brain in mathematicians and nonmathematicians found that the
longer someone had worked as a mathematician, the more gray matter he or she had in the right inferior parietal lobule—which would suggest that the increased size was a product of extended mathematical thinking, not something the person
was born with.