There are six levels or types of thinking that every student or learner of any age should master.

Each of
these six levels leads to a different level of result. Unfortunately, most students I work with are stuck in
the first few levels of thinking. The reason they struggle to reach top results is that they are thinking at
the wrong level. When this happens, it causes a lot of stress, wastes a lot of time, and can be very
frustrating. It can feel impossible to reach top results with any degree of confidence. Over time, we
may start thinking that maybe we're just not cut out for it, but that probably is not true. For me, learning
how to think deliberately at the right level is one of the main reasons I was able to achieve top
academic results in both medical school and my master's in education. Trust me, I'm certainly not a
genius. I've seen similar results with thousands of students and professionals that I have trained over
the years. By the end of this video, you'll be able to see what level you tend to operate at and how you
can get to the level you need to be at. FYI, the level you need to be is probably higher than you think,
but we'll get to that later.
The first level is all about memorizing things. This involves a lot of rereading and rewriting. It is
usually very repetitive and can feel very tedious, often making us feel drowsy. This level is called
"remember." It is the level of rote learning and repeating hundreds and thousands of flashcards. This is
the way I, and maybe you, studied for most of high school. It may be the reason why you might have
hated studying. When you do this level of thinking and studying, it unlocks level one result, which is
"regurgitate." The regurgitate level is all about listing, defining, and stating facts. These kinds of
questions become less common as you go through university and become semi-useless in professional
life. Confusingly, even though this first level is called "remember," it is actually not a very good way to
hold on to and retain the things you learn, but we'll talk about that later.
The second level of learning is about really trying to comprehend what you are learning rather than just
repeatedly smashing it into your brain. This is the level that we call "understand." There's a reason I've
been saying these are levels of thinking and not different levels of studying. Your intentions really
matter. You could have two people doing exactly the same technique, and for someone looking at you,
it can look exactly the same. When you ask them, "Hey, how are you studying?" they might both just
say, "I'm just reading my textbook." But mentally, it's different. For the person at level one, by reading,
they actually mean "I'm reading it again and again so I can try to get it stuck in my head," whereas for
the person in level two, what they mean is "I'm reading it so I can understand what it's trying to say and
wrap my head around it." Naturally, at level two thinking, "understand" unlocks the level two result,
which is "explain." This allows us to answer questions that require us to explain our understanding of a
concept or process. These types of questions often make up the bulk of most assessments up until later
in university.
If this sounds familiar to you so far, it's because it's described in a framework called Bloom's revised
taxonomy, which was first published in 1956 and later revised in 2001. Even though it is 70 years old,
it is still one of the most underrated principles that most students have never heard of. If you have heard
of it, stick around because I'll teach you a way of using it that helped me double my learning efficiency.
Level three is about using what you have learned to solve problems. This is a level that we call "apply."
This is where things can get a little confusing because a lot of people misunderstand this about Bloom's
taxonomy. There are lots of different ways that you can apply your knowledge to solve problems. For
example, you have what I would say are simple problems. These are the types of problems where you
learn something and then directly use that thing you learned to solve a problem. For example, in math
or physics, you learn an equation or formula, and there is a problem that you need to solve by just using
that equation or formula. Then again, there are what I might call more advanced problems, where you
actually have to think about the best way to tackle the problem. There is a combination of concepts that
you need to apply in a certain sequence, and there's a lot more strategic thinking involved. At level
three, we are mostly talking about the first one, simple problem solving, and so we unlock that level,
which is the simple problem-solving result. We are now able to solve what I call one-to-one problems,
where there is one concept you learn, and the problem requires that one concept to solve. You can get to
this level, level three, by just solving questions and solving problems. Lots of practice papers and
quizzes have questions at the apply level. For something more procedural, like coding, it might be
building a simple function with a few simple variables. But what about the harder and more complex
questions, the types of problems that are advanced?
This is where level four thinking comes in. We're entering the territory of higher-order learning. People
who know how to think at level four tend to do pretty well, but level four thinkers are not common, and
you'll see why that is soon. Level four thinking is all about comparing and contrasting. It's about
looking for similarities and differences. We call this level "analyze." It's the first time that we're not just
looking at information by itself but in relation to another piece of information. There are countless
techniques that help with level four analyze: Venn diagrams, making tables, making summaries that
explain the similarities and differences, using mind maps. In problems and questions that force you to
compare one concept in relation to another, all of these things are going to be helpful. Really, any
technique is effective as long as it forces you to compare and contrast one thing against another.
Unlocking level four accesses the level four result, which is the comparison level.
Instead of just giving you some examples of what comparison looks like, I'm going to do one better and
show you this great little study tip that you can use. Go on to something like ChatGPT or Gemini and
type in this prompt: "Give me questions at the educational stage that you want," so let's say second-year
university level, "for the subject," so let's say in this example, microbiology, "at Bloom's revised
taxonomy level," in this case, level four. These are exactly the types of questions that test you at level
four, and you'll see that every single option forces you to compare ideas against each other. The reason
this technique is useful to use in your studying is that Bloom's revised taxonomy was not created for
learners like you. It was created for educators and exam writers. Internationally, almost every single
curriculum is designed around Bloom's taxonomy or a similar taxonomy. They're all pretty similar to
each other, which means your exam writer is thinking in this way to create the questions that are going
to filter out the good versus the great learners. This means you can now predict the types of questions
they're going to ask you and even create your own practice papers.
But here is why level four thinkers are not common. As soon as you jump from level three to level four,
you will 100% notice that this level of thinking requires more mental effort. It is harder to do. You're
thinking for longer and more deeply than the previous levels, which is a good thing because it means
your brain is forming deeper knowledge and stronger memory. But it can feel like you've gotten slower,
and some people think that means they're doing something wrong. Even though most students can think
at level four, most students choose not to because it doesn't feel as easy. This is a phenomenon called
the misinterpreted effort hypothesis, and it prevents the majority of learners from ever really
improving. This is even more the case at level five.
Level five thinking is for the top learners. If you can think at level five, you will be reaching those top
results. It is also the level that people find the most confusing, so I'm going to make it really simple for
you. Level five is all about judgment. At level four, we analyzed, we compared and contrasted, and we
found similarities and differences. At level five, we're asking, "So what? What does it matter? Who
cares? Why is it important?" Level five is called "evaluate," and learning to think at this level unlocks
the level five result, which is "prioritize." Let's do that little AI trick again and see the difference in the
types of questions we get. You can see level four on the left and level five on the right. Notice that at
level five, we are forming conclusions and now have to justify them. It is not enough, like at level four,
just to know that there are similarities and differences. We then have to use that knowledge to make a
decision. Level five thinking takes much more effort, and you'll know you are doing it right when you
are going back and forth between the material, trying to answer the question in your head of why this
matters, how it fits in with everything else, and why you need to care. You will be jumping between
your lectures, textbook, and doing a Google search. These are the signs that you are operating at level
five. It is not as easy as the previous levels, but to reach level five results, you need to go through this.
Levels four and five are the types of questions and challenges you'll find in second and third-year
university and beyond. In postgrad studies, most of what you're assessed on is at levels four and five.
Also, pretty much any senior position in any profession will require you to have level four and level
five thinking. Much like before, it's less about what your technique looks like and more about what's
happening inside your brain. For example, for level five, mind maps, teaching, answering questions,
and creating summaries are all techniques that are great for level five. However, you could also do all
of those techniques and still not do it at level five if you're not thinking in the right way.
For example, it is easy to make a mind map just connecting a bunch of lines and arrows between
words, forming a few groups and categories here and there, and just calling it done. But that's not level
five thinking. It's very different to creating a mind map where you're critically evaluating which lines
and relationships are more important than other possible relationships and thinking about the best way
to group these ideas together. Mentally, it's a very different process, even though physically, it can look
very similar.
Now, level six—I'll go through this one quickly because, funnily enough, it's actually less important for
most people. Level six is about creating a hypothesis. It's about synthesizing new and novel
information from what you already know. This level is called "create," and when you unlock create, it
unlocks the level six result, which is "hypothesize." Some people think that level six create is any
situation where you have to generate anything with your knowledge. This is not true. It's only level six
if you are creating an answer for something that you don't think exists in your knowledge already.
You're identifying a gap and creating a potential answer that makes sense based on what you do know.
The reason level six is not as important as the previous levels is that most people will not be assessed at
level six unless they are at the highest levels of education or their profession. Most people in their daily
lives will be at the top of their game just being able to perform at level five consistently. Just for your
knowledge, here are some examples of level six, and as you can see, it's pretty advanced. You can
pause to read this a little bit more if you like, or you can jump onto your AI and do this for your own
subject.
Now here's the part that is going to blow your mind. If you want to get to levels five and six, there are
actually two different methods to get there. The first way is to start studying and just go through each
level from bottom to top. First, you remember it, then you understand it, then you apply it, then you
analyze it, and so on. This sounds very logical, but for most people, this will not work. The problem
with starting at the bottom, mastering level one, then mastering level two, then mastering level three,
etc., is that it is very time-consuming, and most people do not have enough time to even reach level
five, let alone master it. In reality, most people will just do a little bit of each level, kind of back and
forth. For example, in lectures, they might be doing a little bit of level one and then a little bit of level
two. Later, when doing some quizzes, they might be doing a bit of level two and a little bit of level
three, just sort of moving back and forth. If they do a more challenging question, they'll be doing a little
bit of level four and then level five. This doesn't work very well because we will always forget things
over time. In research, we call this phenomenon knowledge decay. It occurs because the memory has
something called a forgetting curve. Basically, while you're doing level two and level three, our
knowledge of level one will slowly decay away, right? We're going to forget it. Instead of being able to
move up the levels, we will spend most of our time just relearning the things that we continuously
forget.
So instead, here is the better way to reach the higher levels. Instead of starting at level one and moving
up, we're going to start at level five and actually move down. Remember level five because level six is
not relevant for most people. The reason this works is that our brain processes information and forms
memory more strongly at level five than at level one. When we set our sights at the top, our brain will
fill in and achieve the lower levels of results along the way as almost a side effect. This doesn't work
the other way around. If we are trying to just learn so that we can regurgitate material, our brain will
not then be able to automatically compare or prioritize information. But if we are trying to compare and
prioritize, we will gain better memory so that we can, if we need to, regurgitate, explain, and solve
problems. By the way, the science on this gets a little complicated, so if you want me to go deeper, let
me know in the comments. As I said, level five takes more mental effort, but it pays off big time by
forgetting less. This means when we start studying, we shouldn't focus on trying to remember or
understand. Focus most of your attention on trying to evaluate, which forces you to understand and
analyze in the first place.
If you found this video useful and you want to get the key points summarized and sent straight to your
inbox, I have a newsletter where I distill my decade of coaching people to learn more efficiently into
bite-sized emails. Each email covers one key concept that I think every learner would benefit from,
with some practical takeaways. The learnings from this video are also in one of those newsletters. If
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and you will get your first letter in your inbox straight away. As always, thank you so much for
watching, and I'll see you in the next one or in your inbox.
Search in video
Intro
0:00
there are six levels or types of
0:02
thinking that every student or learner
0:05
of any age should master and each of
0:07
these six levels leads to a different
0:11
level of result unfortunately most of
0:14
the students I work with stuck in these
0:16
first few levels of thinking and the
0:19
reason that they struggle to reach top
0:21
results is because they are thinking at
0:23
the wrong level when this happens it
0:25
causes a lot of stress it wastes a lot
0:27
of time it can be very frustrating it
0:30
feel impossible to reach top results
0:32
with any degree of confidence and with
0:34
enough time we can start thinking that
0:36
maybe we're just not cut out for it but
0:39
that probably is not true and for me
0:42
learning how to think deliberately at
0:44
the right level is one of the main
0:46
reasons I was able to achieve top
0:48
academic results in both medical school
0:50
and for my masters of education and
0:52
trust me I'm certainly not a genius I've
0:55
seen similar results with thousands of
0:58
students and professionals that have
0:59
trained over years and by the end of
1:01
this video you'll be able to see what
1:02
level you tend to operate at and how you
1:05
can get to the level that you need to be
1:06
and FYI the level you need to be is
1:10
probably higher than you think but we'll
1:13
get to that later so the first level is
Level 1
1:16
all about memorizing things this
1:18
involves a lot of rereading uh rewriting
1:22
it is usually very repetitive it can
1:24
feel very tedious it often makes us feel
1:27
drowsy and this level is called
1:30
remember it is the level of roote
1:33
learning and repeating hundreds and
1:34
thousands of flash cards this is the way
1:37
I and maybe you studied for like most of
1:40
High School uh and it's maybe the reason
1:43
why you might have hated studying and
1:45
when you do this level of thinking and
1:47
studying then it unlocks level one
1:50
result which is
1:53
regurgitate the regurgitate level is all
1:56
about listing defining stating facts
1:59
it's the kinds of questions that are
2:02
less common as you go through our
2:03
University and become semi useless in
2:06
professional life confusingly even
2:08
though this first level is called
2:09
remember it's actually not a very good
2:11
way to hold on to and retain the things
2:14
that you learn uh but we'll talk about
Level 2
2:16
that later the second level of learning
2:18
is about really trying to comprehend
2:21
what you are learning rather than just
2:23
like repeatedly smash it into your brain
2:25
this is the level that we call
2:28
understand now there's a reason I've
2:31
been saying these are levels of thinking
2:34
uh and not different levels of studying
2:36
and that's because your intentions
2:39
really matter you could have two people
2:41
doing exactly the same technique and for
2:44
someone looking at you it can look
2:47
exactly the same and then when you ask
2:48
them hey how are you studying they might
2:51
both just say I'm just reading my
2:53
textbook but mentally it's different for
2:56
the person at level one by reading they
2:59
actually mean mean I'm reading it again
3:01
and again so I can try to get it stuck
3:03
in my head whereas for the person in
3:06
level two what they mean is I'm reading
3:09
it so I can understand what it's trying
3:11
to say and wrap my head around it and so
3:13
naturally at level two thinking
3:16
understand what we unlock is level two
3:19
result which is
3:22
explain this allows us to answer
3:24
questions that require us to explain our
3:27
understanding of a concept or a process
3:29
these these types of questions often
3:30
make up the bulk of most assessments up
3:33
until around later in uni now if this is
3:35
sounding familiar to you so far it's
3:37
because it's described in a framework
3:38
called Bloom's revised taxonomy which
3:40
was first published in
3:42
1956 and then later revised in 2001 and
3:45
even though it is 70 years old uh it is
3:49
still one of the most underrated
3:51
principle that most students have never
3:53
heard of and if you have heard of it
3:55
stick around because I'll teach you a
3:56
way of using it that helped me double my
3:58
learning efficiency so level three is
Level 3
4:01
about using what you have leared to then
4:04
solve problems and this is a level that
4:07
we call apply now this is where things
4:10
can get a little bit confusing because a
4:11
lot of people misunderstand this about
4:13
Bloom's tonomy there are lots of
4:15
different ways that you can apply your
4:17
knowledge to solve problems so for
4:19
example you have what we I would say are
4:22
simple problems uh these are the types
4:24
of problems where you learn something
4:26
and then you just directly use that
4:28
thing that you learned to solve a
4:29
problem so for example in math or
4:31
physics you learn an equation or formula
4:33
and there is a problem that you need to
4:35
solve by just using that equation or
4:37
formula then again there are what I
4:40
might call a little bit more advanced
4:42
problems and these are the ones where
4:44
you actually have to think about the
4:46
best way to tackle the problem there are
4:48
a combination of Concepts that you need
4:51
to apply in a certain sequence and
4:53
there's a lot more strategic thinking
4:55
involved at level three we are mostly
4:59
talking about the first one simple
5:02
problem solving and so we unlock that
5:06
level which is the simple problem
5:09
solving result we're now able to solve
5:11
what I call One to One problems where
5:14
there is one concept you learn and the
5:17
problem requires that one concept to
5:19
solve and you can get to this level
5:21
level three by just literally solving
5:25
questions and solving problems lots of
5:27
practice papers and quizzes have
5:30
questions at the apply level for
5:32
something more procedural like coding it
5:34
might be building a simple function with
5:36
a few simple variables but what about
5:38
the harder and more complex questions
5:41
the types of problems that are Advanced
Level 4
5:43
this is where level four thinking comes
5:46
in we're entering into the territory of
5:48
higher order learning people who know
5:51
how to think at level four tend to do
5:54
pretty well but level four thinkers are
5:57
not common and you'll see why why that
5:59
is soon level four thinking is all about
6:02
comparing and contrasting it's about
6:05
looking for similarities and differences
6:07
we call this level analyze it's the
6:10
first time that we're not just looking
6:12
at information by itself but we're
6:14
looking at it in relation to another
6:16
piece of information and there are
6:18
countless techniques that help with
6:20
level four analyze Vin diagrams making
6:24
tables making summaries that explain the
6:26
similarities and differences using mind
6:28
maps so in problems and questions that
6:31
force you to compare one Concept in
6:33
relation to another all of these things
6:35
are going to be helpful really any
6:38
technique is effective as long as it
6:42
forces you to compare and contrast one
6:46
thing against another thing so unlocking
6:49
level four accesses the level four
6:53
result which is the comparison level and
6:57
instead of just giving you some examples
6:58
of what comparison looks like like I'm
6:59
going to do one bit and show you this
7:02
great little study tip that you can use
7:04
go on to something like chbt or Gemini
7:07
and type in this prompt give me
7:10
questions at the educational stage that
7:13
you want so let's say second year
7:15
university level for the subject so
7:19
let's say in this example we'll say uh
7:23
microbiology at blooms revised taxonomy
7:29
level in this case it's going to be
7:30
level four and these are exactly the
7:33
types of questions that test you at
7:35
level four and you'll see that every
7:37
single option forces you to compare
7:39
ideas against each other now the reason
7:42
that this technique is actually useful
7:44
to use in your studying is because
7:46
Bloom's revised taxonomy was not created
7:49
for people like you like a learner they
7:53
were created for educators and exam
7:56
writers and internationally almost every
7:59
single curriculum is designed around
8:03
Bloom's taxonomy or a similar taxonomy
8:06
they're all pretty similar to each other
8:07
which means your exam writer is thinking
8:10
in this way to create the questions that
8:13
are going to filter out the good versus
8:15
the great Learners which means you can
8:17
now predict the types of questions
8:20
they're going to ask you and even create
8:21
your own practice papers but here is why
8:25
level four thinkers are not common as
8:29
soon as you jump from level three to
8:33
level four you will 100% notice that
8:37
this level of thinking requires more
8:40
mental effort it is harder to do you're
8:42
thinking for longer and more deeply than
8:45
the previous levels which is a good
8:47
thing because it means that your brain
8:48
is forming deeper knowledge and stronger
8:50
memory but it can feel like you've
8:53
gotten slower and some people think that
8:56
that means they're doing something wrong
8:58
so even though most students can think
9:01
at level four most students choose not
9:04
to because it doesn't feel as easy this
9:08
is a phenomenon called the
9:09
misinterpreted effort hypothesis and it
9:13
prevents the majority of Learners from
9:15
ever really improving and this is even
9:18
more the case at level five level five
Level 5
9:21
thinking is for the top Learners if you
9:23
can think at level five you will be
9:25
reaching those top results it's also the
9:28
level that people find the most
9:30
confusing so I'm going to make it really
9:31
simple for you level five is all about
9:36
Judgment at level four we analyzed we
9:39
compared and contrasted we found
9:41
similarities and differences at level
9:44
five we're asking so what what does it
9:47
matter who cares why is it important
9:50
level five is called
9:52
evaluate and learning to think at this
9:55
level unlocks the level five result
9:58
which is
10:00
prioritize so let's do that little AI
10:02
trick again and see the difference in
10:04
the types of questions we get so you can
10:07
see level four on the left and level
10:08
five on the right so notice that at
10:10
level five we are forming conclusions
10:12
and now we have to justify it it's not
10:14
enough like at level four just to know
10:16
that there are similarities and
10:18
differences we then have to use that
10:20
knowledge to make a decision level five
10:22
thinking takes much more effort uh and
10:25
you'll know that you are doing it right
10:27
when you are going back and forth
10:29
between the material trying to answer
10:31
the question in your head of why does
10:34
this matter how does it fit in with
10:35
everything else why do I need to care
10:38
you're going to be jumping between your
10:39
lectures and your textbook and doing a
10:41
Google search these are the signs that
10:43
you are operating at level five and it's
10:45
not as easy as the previous levels but
10:48
to reach level five results you need to
10:51
go through this and level four and level
10:54
five are the types of questions and
10:55
challenges you'll find in second and
10:57
third year university and Beyond on uh
11:00
and in postgrad studies most of what
11:02
you're assist at is level four and level
11:05
five also pretty much any senior
11:07
position in any profession will require
11:11
you to have level four and level five
11:12
thinking and much like before it's less
11:14
about what your Technique looks like and
11:17
more about what's happening inside your
11:19
brain for example for level five mind
11:22
maps uh teaching answering questions uh
11:26
creating summaries these are all
11:29
techniques that are great for level five
11:33
but you could also do all of those
11:36
techniques and still not do it at level
11:40
five if you're not thinking in the right
11:41
way for example it's easy to make a mind
11:44
map just connecting a bunch of lines and
11:45
arrows together between words forming a
11:47
few groups and categories here and there
11:49
and just call it done but that's not
11:51
level five thinking it's very different
11:53
to for example creating a mind map where
11:56
you're critically evaluating which lines
11:59
and relationships are more important
12:01
than other possible relationships and
12:03
you're thinking what is the best way I
12:05
can group these ideas together mentally
12:08
it's a very different process even
12:10
though physically it can look very
Level 6
12:11
similar now level six I'll go through
12:13
this one pretty quickly because finally
12:15
enough it's actually less important for
12:17
most people level six is about creating
12:21
a hypothesis it's about synthesizing new
12:24
and novel information from what you
12:26
already know this level is called create
12:29
and when you unlock create it unlocks
12:31
the level six result which is
12:34
hypothesize now some people think that
12:36
level six create is any situation where
12:39
you have to generate anything with your
12:42
knowledge uh this is not true it's only
12:44
level six if you are creating a answer
12:50
for something that you don't think the
12:53
answer exists in your knowledge already
12:56
you're identifying a gap and you're
12:58
creating a potential answer that makes
13:01
sense based on what you do know and the
13:03
reason level six is not as important as
13:04
the previous levels is because most
13:07
people will not really be assisted uh at
13:11
level six unless you are at the highest
13:13
levels of Education or your profession
13:16
most people in their daily lives will be
13:19
at the top of their game just being able
13:22
to perform at level five consistently
13:25
but just for your knowledge here are
13:26
some examples of level six and as you
13:28
can see it's pretty Advanced you can
13:30
pause to read this a little bit more if
13:31
you like or you can jump onto your AI
13:32
and do this for your own subject now
13:34
here's the part that is going to blow
13:35
your mind if you want to get to level
How to Get to Level 5 and 6
13:38
five and level six there are actually
13:41
two different methods to get there the
13:44
first way is to start studying and just
13:46
to go through each level from bottom to
13:49
top first you remember it and then you
13:51
understand it and then you apply it and
13:52
then you analyze it so on and so forth
13:54
this sounds very logical but for most
13:58
people this will not work the problem
14:00
with starting at the bottom mastering
14:02
level one then mastering level two then
14:04
mastering level three Etc is that it is
14:06
very very time consuming and most people
14:10
do not have enough time to even reach
14:13
level five let alone Master it so in
14:16
reality most people will just do a
14:17
little bit of each level kind of back
14:19
and forth like for example in lectures
14:21
they might be doing little bit of level
14:23
one and then a little bit of level two
14:24
and then later when doing some quizzes
14:26
they might be doing a bit of level two
14:27
and a little bit of level three and just
14:29
sort of moving back and forth if they do
14:31
a more challenging question they'll be
14:32
doing a little bit of level four and
14:34
then level five and this doesn't really
14:36
work very well because we will always
14:40
forget things over time in research we
14:42
call this phenomenon knowledge Decay it
14:44
occurs because the memory has something
14:47
called a forgetting curve so basically
14:49
while you're doing level two and level
14:52
three our knowledge of level one will
14:55
slowly Decay away right we're going to
14:58
forget it and so instead of being able
15:00
to actually just move up the levels
15:02
we're going to be spending most of our
15:03
time just relearning the things that we
15:05
continuously forget so instead here is
15:08
the better way to reach the higher
15:11
levels instead of starting at level one
15:13
and moving up we're going to start at
15:16
level five and actually move down
15:19
remember level five because level six is
15:20
not relevant for most people and the
15:21
reason this works is because our brain
15:24
actually processes information and forms
15:26
memory more strongly at level five than
15:30
it does at level one and when we set our
15:32
sights at the top our brain will
15:34
actually fill in and achieve the lower
15:38
levels of results along the way as
15:41
almost like a side effect and this
15:42
doesn't work the other way around if we
15:44
are trying to just learn so that we can
15:47
regurgitate material our brain is not
15:49
going to then be able to automatically
15:52
compare or prioritize information but if
15:54
we are trying to compare and prioritize
15:57
then we will gain better memory so that
16:00
we can if we need to regurgitate explain
16:03
and solve problems now by the way the
16:05
science on this gets a little bit
16:06
complicated so if you want me to go
16:08
deeper in on this then let me know in
16:09
the comments like I said level five
16:11
takes more mental effort but it pays off
16:14
big time by forgetting less so this
Putting it all together
16:17
means when we start studying don't focus
16:19
on trying to remember or understand
16:22
Focus most of your attention on trying
16:25
to evaluate which forces you to
16:28
understand and analyze it in the first
16:30
place now if you found this video useful
16:31
and you want to get the key points
16:33
summarized sent straight to your inbox
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then I've actually got a newslet where I
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distill my decade of coaching people to
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emails each email covers one key concept
16:46
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16:48
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learnings from this video are also in
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one of those newsletters too if you're
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17:04
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