how to use this book
Here’s what WE did:
We used pictures, because your brain is tuned for visuals, not text. As far as your brain’s
concerned, a picture really is worth a thousand words. And when text and pictures work
together, we embedded the text in the pictures because your brain works more effectively
when the text is within the thing the text refers to, as opposed to in a caption or buried in the
text somewhere.
We used redundancy, saying the same thing in different ways and with different media types,
and multiple senses, to increase the chance that the content gets coded into more than one area
of your brain.
We used concepts and pictures in unexpected ways because your brain is tuned for novelty,
and we used pictures and ideas with at least some emotional content, because your brain
is tuned to pay attention to the biochemistry of emotions. That which causes you to feel
something is more likely to be remembered, even if that feeling is nothing more than a little
humor, surprise, or interest.
We used a personalized, conversational style, because your brain is tuned to pay more
attention when it believes you’re in a conversation than if it thinks you’re passively listening
to a presentation. Your brain does this even when you’re reading.
We included loads of activities, because your brain is tuned to learn and remember more
when you do things than when you read about things. And we made the exercises challenging-
yet-do-able, because that’s what most people prefer.
We used multiple learning styles, because you might prefer step-by-step procedures, while
someone else wants to understand the big picture first, and someone else just wants to see
an example. But regardless of your own learning preference, everyone benefits from seeing the
same content represented in multiple ways.
We include content for both sides of your brain, because the more of your brain you
engage, the more likely you are to learn and remember, and the longer you can stay focused.
Since working one side of the brain often means giving the other side a chance to rest, you
can be more productive at learning for a longer period of time.
And we included stories and exercises that present more than one point of view,
because your brain is tuned to learn more deeply when it’s forced to make evaluations and
judgments.
We included challenges, with exercises, and by asking questions that don’t always have
a straight answer, because your brain is tuned to learn and remember when it has to work at
something. Think about it—you can’t get your body in shape just by watching people at the
gym. But we did our best to make sure that when you’re working hard, it’s on the right things.
That you’re not spending one extra dendrite processing a hard-to-understand example,
or parsing difficult, jargon-laden, or overly terse text.
We used people. In stories, examples, pictures, etc., because, well, because you’re a person.
And your brain pays more attention to people than it does to things.
xxii intro
tick i
t
on y
our ref
r
igera
tor.
the intro
Here’s what YOU can do to
bend
your brain into submission
So, we did our part. The rest is up to you. These tips are a
starting point; listen to your brain and figure out what works
for you and what doesn’t. Try new things.
Cut this out and s
1
2
3
4
5
Slow down. The more you understand,
the less you have to memorize.
Don’t just read. Stop and think. When the
book asks you a question, don’t just skip to the
answer. Imagine that someone really is asking
the question. The more deeply you force your
brain to think, the better chance you have of
learning and remembering.
Do the exercises. Write your own notes.
We put them in, but if we did them for you,
that would be like having someone else do
your workouts for you. And don’t just look at
the exercises. Use a pencil. There’s plenty of
evidence that physical activity
while
learning
can increase the learning.
Read the “There are No Dumb Questions”
That means all of them. They’re not optional
sidebars—they’re part of the core content!
Don’t skip them.
Make this the last thing you read before
bed. Or at least the last challenging thing.
Part of the learning (especially the transfer to
long-term memory) happens
after
you put the
book down. Your brain needs time on its own, to
do more processing. If you put in something new
during that processing time, some of what you
just learned will be lost.
Drink water. Lots of it.
Your brain works best in a nice bath of fluid.
Dehydration (which can happen before you ever
feel thirsty) decreases cognitive function.
6
Talk about it. Out loud.
Speaking activates a different part of the brain.
If you’re trying to understand something, or
increase your chance of remembering it later, say
it out loud. Better still, try to explain it out loud
to someone else. You’ll learn more quickly, and
you might uncover ideas you hadn’t known were
there when you were reading about it.
7
Listen to your brain.
Pay attention to whether your brain is getting
overloaded. If you find yourself starting to skim
the surface or forget what you just read, it’s time
for a break. Once you go past a certain point, you
won’t learn faster by trying to shove more in, and
you might even hurt the process.
8
Feel something!
Your brain needs to know that this matters. Get
involved with the stories. Make up your own
captions for the photos. Groaning over a bad joke
is still better than feeling nothing at all.
9
Create something!
Pick up a model kit or some wood and tools
and make something really cool! Or work out
something you will build one day when you have
the time and money. All you need is a pencil
and a problem to solve…a problem that might
benefit from using the tools and techniques you’re
studying to get geometry.
you are here 4 xxiii
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