SLCP - Track 2 (Section 4: Coaching for Memory Improvement (Lecture 20:…
SLCP - Track 2
Section 4: Coaching for Memory Improvement
Lecture 13: Overview: Memory improvement
Rediscover and reactivate creative visual memory
Visual memory is superior, even if they think they're "auditory" or "kinesthetic/tactile" learners.
Atrophied creativity may also be a frustration, but exercises exist to train that as well.
By Week 3, clients should be able to create markers for just about any basic information they receive.
Lecture 14: Assessing Effective Marker Creation
"Are my markers good enough?"
What kind of marker should I use?
How many details?
The biggest and most important test: did the marker work?
If yes, then awesome!
If no, then troubleshoot
Came up with confusing/easy to misinterpret marker
Clients must describe markers and what is going on mentally
If no details, press for them. Details are important, and the ability to create a vivid enough visualization to be useful.
Student can describe marker in vivid detail
Incorporating pre-existing images/memories
Especially with abstract images
Student is able to create highly creative and bizarre visualizations.
More ridiculous and bizarre is better
The logic does not have to make sense to us, only to the client.
Student is able to quickly create markers in a broad set of (basic) situations
The marker or visualization does not have to "take over their brain" or override what they're eyes can physically "see" to be effective.
Challenge by memorizing random facts, faces, figures, etc. (in isolation first, then as part of larger body of knowledge)
Lecture 20: Sticking Point - Memory Palaces
When is it appropriate to use?
NOT WHILE SPEED READING
The "nuclear option"
only really necessary when
Large amounts of detailed information
The order in is important
Perfect recall is needed
Not really necessary for the 5-10 key ideas from a book
Harry Lorayne never used memory palaces
I rarely do, and usually only if I struggle to remember the info any other way
How to create
Don't cross your own patch
Structure by inherent logic
Incorporate the loci into the marker
stab a knife into a couch rather than set it there
the word for "burn" on the stove or "eat" on the table
Imperfect adaptation is still extremely powerful
Erase and Reuse?
Generally, no, unless professionally competitive
Just create new ones - they're free and available, and making new ones is a good drill
Run out of room?
Create a complex - add new places
Add some kind of overlay
Don't remember exactly what the place looked like?
Ok, as long as it is consistently remembered
Lecture 18: Sticking Point - Marker Speed
Under 2 seconds is awesome, <1 second is perfect
If you can make markers during the pauses in reading, you're good
Speed is improved with creativity exercises
Lecture 19: Adapting the Skills
This is the biggest indicator of success
Jump ahead to specific lectures
Lecture 16: Sticking Point - Creativity and Marker Creation
Creativity can be improved
Multiple uses test
Direct practice creating markers
Lecture 17: Sticking Point - The Types of Markers
Indicates a relationship between markers
Standard "markers" as generally described
One marker with many details - leverages chunking
Really, the difference is not really a big deal.
Section 7: Coaching for the SuperLearner Lifestyle
Lecture 28: Overview of Other Techniques
Nothing exists in a vacuum
Techniques are useless if students are unfit to use them
This course is a "gateway drug" to self-improvement and personal development.
Many of our clients have not yet "done the work", or learned the same personal development concepts and terminology that we have (as coaches and experienced self-developers)
Prepare/Set Up Environment
We (as coaches) are here to help them improve their goals. Not following the habits will impede their goals (both immediate and future).
Be holistic about SuperLearning
Lecture 29: Making Diet, Health, and Lifestyle Recommendations
Do not recommend what we are not experts in
Other, complementary certifications (exercise, nutrition, yoga, meditation, etc) are encouraged.
Preface information with "consult your physician"
Ask questions and share info rather than recommend or advise
"Have you considered the effects of sugar" vs. "You need to go Keto"
If THEY make lifestyle commitments, we can/should hold them accountable.
Lecture 30: Powerful Ways to Support Your Clients Learning Habits
Have them learn something they are interested in learning, then teach it to you.
Doesn't have to be orthodox "quizzes", but simulations or hypotheticals work very well, too.
Lecture 31: Suggesting Effective Study Habits
Study during "peak hours" or "quiet time"
Helpful music (subjective, different for different people)
Tracking time with RescueTime or similar
Preparing study materials and keeping them organized
Lecture 32: Encouraging LIfelong, Brute-Force Learning
"Once you stop learning, you start dying." - Albert Einstein
Remember to learn based on the "big picture".
When goals are met, help them set new and bigger goals.
Check in after SuperLearning coaching is "done".
Brute Force Learning - learn from many angles/sources at once
Section 2: Overview & The Foundation of the Method
Lecture 3: A Broad Overview of the SuperLearner Methodology
At the core of the SL methodology is the practice of upgrading an individual's raw memory capacity.
Key difference in our program - without improved memory, speed reading is useless
We use "markers", or visual symbols, to memorize information and concepts.
Memory Palaces - placing Markers in mental representations of buildings or places we know
Spaced Repetition for reviewing
Pre-Reading - enhance focus, retention, and enthusiasm with SQ3R technique.
Optimizing movement of eyes (Saccades)
Training to take in more in peripheral vision (or Parafovea)
Take periodic pauses to create and review markers
"Breaking the Sound Barrier" - when subvocalization is minimized and reading speed begins to speed up quickly with minimal comprehension loss.
Optimizing Health and Learning
Application of techniques.
TONS of bonuses
Lecture 4: Section Reviews and Glossary of Terms
Lecture 5: How Your Clients Learn the Methodology
Course is carefully structured to build upon itself, which is why it is in the order that it is.
Uses Knowles' Learning Criteria
Lots of independent and hands-on training. Personal responsibility is required for the best experience.
Great measures taken to
Demonstrate practical and immediate application
Engaged and entertain with examples and metaphors
Extensive use of visual aids, animations, and graphics
Invest a lot of time in up-front explanations and foundation understandings.
This is very different from the "passive learning" many are used to. Students may be tempted to glaze over the background information.
This information is there for a reason and is necessary to understand.
Students come to us because they are overwhelmed and don't have enough time to do what they want to do.
This is why the course is "trickled in", to deliver in bite-size and digestible pieces
When allowed to, many students will "binge" the course and skip or fail to apply and practice.
Speed Demon course can also help with overwhelm and to create time for learning.
Students are more successful when told exactly what to do and when to do it.
Going slower is NEVER bad.
This is not a passive experience. Learning is not a spectator sport.
Must apply techniques in real, applicable situations.
Reminders spread throughout the course.
Games, practice, exercises provided are not enough on their own.
Number 1 thing most successful students share in common is frequent application of techniques.
Lecture 6: Malcolm Knowles, the Adult Brain, and You
Androgogy - The Science of Adult Learning
As adult learners, we have experience and mistakes to draw upon when learning. We need to be able to connect the new information to what we already know.
Help clients to see what they already know and help them connect it to the new information.
Need to Know and Readiness
Why is this important, and how can I use it?
Urgency - need to be able to apply soon.
Help connect to a problem they are currently facing.
Real world application and practice are VERY important
Give them assignments and hold them accountable
Base assignments on actual problems they have.
Orientation and Motivation
Problem - meets - solution problem - if the information can solve a real-world problem, we are more motivated to learn.
Motivation - adult learners can only be motivated internally.
How can we affect it?
Help them tap into their own motivation
Fullfill Orientation, Need to Know, and Readiness
When we practically reconnect student and their new knowledge/techniques and connect it to a problem they are already having, we fulfill four of the criteria in one swoop.
Demonstrating how and when they can use the information to solve real problems, and tap into the motivation that led them here in the first place.
Self-Concept - adult learners need to be involved in their learning process.
We need to be involved in the planning and customization of our learning to our own, unique needs and situation.
Students can slow down, read or not read the supplemental materials, skip inapplicable lectures, etc.
Creates a fine line: students must feel involved.
Complete one of these challenges by next week.
Which of your learning goals do you want to tackle, and what result do you want to achieve by next week?
Coach, do not Command.
Section 6: Coaching for Speed Reading
Lecture 24: Speed Reading Overview
Speed reading takes a lot of dedicated practice, patience, and perseverance to master
Not uncommon to spend weeks for months before a breakthrough, and can quickly regress if the skill is not maintained.
Optimizing the movements of the eye (saccades)
Schultz tables to train the parafovea
Fewer saccades per line (more words per focal point)
Start/end inside of the margin
Train right at the limit of capability, and allowing ability to catch up.
Very tiring and frustrating at times.
Use a card or piece of paper to cover what already has been read, both as a pacer to speed you up and to prevent regression
Subvocalization limits to 450wpm
Probably cannot eliminate completely, but reducing the number of subvocalized words can greatly improve speed.
"Breaking the Sound Barrier"
Realization by the student that they are no longer limited by subvocalization and can read much, much faster
Aiming for 500-600, possibly up to 700-800 w/ some loss (in MOST people)
Lecture 25: Managing Students' Expectations
Manage expectations to keep realistic.
Lots of misinformation floats around speed reading.
SuperLearner methodology makes no claims to break the 800wpm barrier (at the very most), 600wpm is more realistic.
Not a "one and done" kind of skill
Requires upkeep and conscious maintenance
Specific tool for a specific purpose
Requires a lot of intense focus
Might never become "second nature" due to a lifetime of "slow" reading.
Like "walking on your hands", but would be hard to do all the time and would never become default movement.
Or "slouching" where if one is not mindful of themselves they will fall back to bad habits
Frustration with comprehension
See later in-depth lecture
Will never be "eliminated", but can be severely reduced.
Creating markers while speed-reading
Not meant to do simultaneously, but while "batching tasks" during pauses between paragraphs/pages/chapters
Lecture 26: Assessing Effective Speed Reading
When assessing speed reading, the "speed" is easy. The comprehension is tough, and confirmation bias exists.
Students are likely to believe they have comprehended it when they merely recognize it during review.
Must be quizzed and asked "what do you remember?" while confirming.
Ask for details
Ask for DIFFERENT details
Can "take control of their screen" with Zoom, therefore scrolling for them or hiding text during quizzing.
The student is increasing perceptual span in reading and exercises
Student is making large saccades
Student remembers to pause and create/review markers
Student uses a card or scrolls
Student's comprehension is quantitatively improving
Student feels some pressure, "Under the gun"
"If everything is under control, you're not going fast enough" - Mario Andretti
The student is consistently practicing at least a few times a week outside of coaching.
Lecture 27: Dealing with Slow Progress, Frustration, or Regression
Process can be slow and sometimes frustrating
Not uncommon to "give up"
Remind that struggle is normal, this is not an easy thing to do, and that they ARE making progress
if they are not, revisit fundamentals
Are they performing saccades?
Are they creating markers properly?
Slower progress than average is perfectly fine
Would rather re-read a page more than once at speed than regress to slower speeds or re-read portions of the text
Frustration, with progress
Keep student in alignment with their goals. Remind them of why they started.
Refer to student progress workbook to view progress
if no progress, review fundamentals
If progress exists, point out and emphasize gains
"The Card Trick"
Like Drop Sets in weightlifting
Double or triple the current "training speed" a few times, then slow back down to training speed
May simply take time for them to trust their abilities and identify as SuperLearners
This is normal, too.
Must maintain conscious practice and maintain the skill.
The skill comes back faster than the first time. Refreshing a skill is faster than re-learning in the first place.
Section 8: Application and Integration - Your #1 Objective as a Coach
Lecture 33: Why Your Clients Need You Now More Than Ever
These skills are new, and being applied to new situations
Most of the questions are on the actual application of the material.
We need to be the experts at APPLICATION of these techniques so that we can help with this.
We need to keep the students on-track and working towards their goals efficiently - this is our biggest role.
Our job isn't done until they cross the finish line. Their goals are our goals.
Lecture 34: Getting Hands-On with your Client and Their Learning Materials
Get into the details of what THEY are trying to do and learn.
Use the Learning Project Planner worksheet
Understand precisely what we need to know and specifically how we will use it.
Be ready to admit our lack of knowledge in subject areas our students are studying (have them teach us - Feynman technique)
The best use of coaching time is to get into real-world examples and try to figure out how to apply skills, not teaching the skills themselves.
Have them bring in materials that they are working on.
Screen share/remote control their screen (we can scroll through text or hide materials)
Evernote works very well, as the search function can search the snapshot/scan and make review/quizzing easier
Using something outside of what they are studying (but related to) teaches and applies Brute Force Learning
Lecture 35: Reinforcing SuperLearner Habits
Remind to use the techniques and maintain skills
The techniques only work if they are used.
Atomic Habits - James Clear
Lecture 36: Ongoing Training and Support
Schedule "check ins", even if months apart.
Even if they aren't "paying", we can shoot them a quick email/text/touch-base to see how they are. Offer to continue coaching (don't be pushy)
We get to act as a mentor to the student, and we get help someone grow.
Section 5: Preparing Clients for Pre-Reading
Lecture 22: Assessing Effective Speed Reading
Is the student able to extract relevant, interesting, or unusual information about the text?
Have them look away and ask what they recall while you confirm.
As long as they aren't fabricating information, any info is good.
Can the students generate questions, assumptions, curiosity, and applications for the information they've gleaned so far?
What viewpoint do I anticipate the author taking?
What viewpoing do I have going into this text?
Where might the author be wrong or biased?
Where am I open to being persuaded on this topic?
How could this material be improved?
How is this going to make it easier for me to
What am I going to do differently if this article says what I think it does?
What would critics of this article likely say?
Who might agree or disagree with this article?
likely say if I send them this article?
What would I expect to see in the text that I am not seeing at this speed?
Is the student observably more interested, engaged, focused, or even excited about the text?
Lecture 23: Common Questions and Challenges with Pre-Reading
Concern that pre-reading "wastes time"
Pre-reading increases focus, curiosity, and interest.
Pre-readers are better able to read faster and better summarize text than those who do not.
Feeling they aren't comprehending or retaining enough?
Think they should have fully formed markers at this stage
Can't comprehend at the proper speeds.
Misunderstanding: pre-reading is a slightly more advanced "skimming", and should only give very loose ideas and the "gist".
Lecture 21: Overview: Pre-Reading
One of the most important techniques in the arsenal
Getting an overview of the text structure
Noting headings, titles, proper nouns, or numbers that jump out
Priming with preliminary markers
Generating questions and assumptions
Imagining ways to apply the information
Enhancing curiosity and focus about the material itself
Setting ourselves up for high-comprehension speed-reading
Beginning to fulfill M.K.'s requirements
Section 1: Introductions