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  • Hm hm hm hm, whew, so much to learn.

  • Hey, James from www.engvid.com . Today's lesson, I want to teach you about Super Learning,

  • you know, from one of my favorite, well, not my favorite superhero, but my brother's and

  • a good friend of mine's superhero: Superman.

  • Why is he Superman?

  • Because he does everything better than the average person.

  • Today's lesson is how to learn better.

  • Now, I'm not saying better than the average person, but to improve your ability to learn

  • or to, yeah, be better than the average person when they learn.

  • And you might say "Why is that important?

  • This is an English lesson."

  • Learning English: the grammar, vocabulary, syntax, reading and writing, they're all great

  • things.

  • The problem is when you're not able to learn on a constant basis and continually improve,

  • if you get bored and stagnant, you stop learning, you stop working, you give it up.

  • If I can give you some tools with which to improve and give you the ability to learn

  • faster, as you get it in faster and you learn, you will complete the goal that you started

  • for yourself, which was to learn English.

  • So, let's go to the board and do some Super Learning.

  • Alright?

  • Super Learning, it's Mr. E with his big "S" on his chest, flying powerfully.

  • This lesson I'm giving to a guy named Joseph Alain Leconte, he's from Haiti, I was out

  • on the street one day and he came up and said "Hey, I watch your videos, thank you very

  • much!", and Alain - sorry, Joseph Alain, thank you very much for stopping to say hello.

  • I always appreciate it and I love the support that you guys give.

  • But let me get to the board and get to the lesson, that's why you're here.

  • So, we're going to go one, two, three, four, five, six, seven different things or exercises

  • I can give you to help you become a Super Learner.

  • Super Learning isn't anything special, it's basically doing not just your best, that's

  • one thing, it's maximizing your potential, and what I mean by - you have a line that

  • you start at, and here's what you can possibly do.

  • Most of us, at our best, move up here.

  • When we do Super Learning, we actually go up here and learn as much as we can actually

  • do.

  • And it's surprising how much you can take in and how much you can use to become better

  • in a short period of time if you're given certain tools, and I'm going to give you a

  • few hints today.

  • One of the first things is there's Mr. E with a megaphone, he's speaking out.

  • If it's written material, say it out loud.

  • What?

  • Well, when you read it, read it, that's using your vision, okay?

  • There are three ways learn, there are actually more, but three basic ones people are taught

  • in teachers' colleges that most students use to learn.

  • One is visual, with your eye, one is auditory with your ear, and the other kinesthetic,

  • doing something.

  • That's why, in school, you'll notice teachers write on a board, you look at it, then they

  • speak, you listen, then you write down information.

  • By doing those three, you can keep up to 80% of the information, alright?

  • And also, repetition and a few other things.

  • But there's the things that help you learn.

  • A lot of people have things that they're better at, so some people are better at listening

  • than they are at understanding information when it's written, or when they do it, they're

  • confused, but if you explain it to them, they're like "Oh, I get it, I can do that."

  • Same with some people, they need to see it, you demonstrate it, they can understand, but

  • if you say it to them or make them do it, they don't, okay?

  • So, there's two of the three, and obviously number three, the kinesthetic, if they do

  • it, they understand much better than if you write it on the board or explain it.

  • So, why am I telling you "If it's written, say it"?

  • Well remember, I said if all three are combined you learn better?

  • So, if something's written down, one of the better ways to understand it is to say it

  • out loud because when it's written, you're using your visual.

  • When you say it out loud, that's right, your auditory comes in.

  • It's another component, so it means more of your brain has to be used to absorb the information.

  • It's also got a repetition factor.

  • Because you read it and then you say it, you're repeating it to make it go deeper, so it's

  • not just one time, I'm finished, it's one, "How are you today?"

  • "How are you today?"

  • By doing that alone, guess what?

  • That's right, you've listened, you've watched, but you've done the third one by accident,

  • by opening your mouth, you're using kinesthetic: "How are you today?"

  • You've done it three times now.

  • You've looked at it, you've said it, you've heard yourself, three repetitions for one

  • reading.

  • Some people will read it once, by doing that alone, you're doing it three times, so you

  • can see, you can learn three times as quickly.

  • That's why we call it Super Learning, taking what you have and maximizing your potential.

  • Also, when you're saying it out loud, it gives your brain the opportunity to critique or

  • look at that information, because you're saying it, does it make sense to you?

  • Why doesn't it make sense?

  • What is confusing to me?

  • When you're looking it down, you might say "I don't understand", or understand and it

  • stops.

  • When you say, "Does this sentence even work?", cool?

  • Alright.

  • Next: If it's spoken material, write it down.

  • Oh, it's the same, you just repeated it.

  • No.

  • It is the same in that we are using more senses to learn it, but when something's spoken,

  • it's quickly forgotten.

  • So, the added bonus to writing it down is you have notes to remind you so you can look

  • at it later.

  • But, one of the important things about writing it down is it's a motor skill that forces

  • your body to go through, once again, we're going to kinesthetic movement, forcing the

  • brain to work because you're taking sound and you're interpreting it into a - I would

  • say, visual medium, so then you've got the kinesthetic writing it, then it's the looking

  • at it, because I've never met anyone who writes like this.

  • Okay.

  • Usually they write and they look.

  • So, when you're in a lecture hall, most students do this naturally.

  • They write it down.

  • I met a person who was really interesting, well maybe I'm making that up and it was something

  • I read, but they said that they were at a meeting with someone and the person actually

  • - they wanted to meet this person and talk to them.

  • Just imagine a big manager and a small employee.

  • The big manager wanted to meet the small employee and the big manager took out a book and a

  • pen and started writing down what the small employee said.

  • It's like "Why?"

  • "Well, I can learn from you."

  • So, when I'm sitting there talking to you, I can learn from you if I'm writing it down.

  • If I don't, it gets forgotten, so it makes it more important to my brain because if I'm

  • writing it - taking the time, my brain goes "This must be important, I should remember

  • it."

  • It also gives me the opportunity, or you the opportunity, to go over what you've written

  • down and see if it makes sense and clarify it.

  • So you get to question it, think about it, give it some sense in your head, and it helps

  • you remember it.

  • So, these are brother and sister.

  • If it's written material, say it out loud.

  • Try to see if you can actually understand it when you just say it to yourself.

  • If it's spoken material, write it down.

  • Write it down afterwards and look and go "Does this actually make sense?"

  • Now, going with the writing, we've spoken about writing twice, there's a third one.

  • This is rather interesting.

  • Most of you, when you think of writing - or actually, let's actually be honest - most

  • of you in the 21st century, you don't write, you type.

  • You go to a classroom, you sit down, you type - click click click, right?

  • Click, click, click, or you do on your cell phone - click, click, click, and you take

  • these notes.

  • It reminds me of people who take pictures of everything and you ask them "Do you remember

  • that concert we went to last year?"

  • "Yes."

  • "Do you look at the pictures?"

  • "No."

  • "But you took many pictures."

  • "Yes."

  • "But you don't look at them."

  • "Yeah."

  • It's like, it was a waste.

  • You should have watched and enjoyed instead of taking pictures that you never look at.

  • So, you've missed it twice.

  • You've missed the actual thing and now you're missing what's actually in your computer.

  • The same with typing.

  • When you type, it actually doesn't activate your brain as much.

  • "Well, I took the notes, you said write it down."

  • I said "Yeah, write, write, I didn't say 'type'."

  • When you type it, your brain doesn't really know that this an "S" button and this is a

  • "T" button and this is a "U" button.

  • It has no clue.

  • It just knows "press button, press button, press button".

  • When you're writing, each character is individual, so it forces the brain to pay attention to

  • what you're doing, and that paying attention to what you're doing makes the language or

  • whatever subject you're studying go deeper into your brain.

  • Now, you notice I said here, I said "Write in cursive, do not print."

  • And some of you are like "What's that?"

  • I know!

  • Time has changed.

  • There was a time when I went to school, you had to learn cursive.

  • In fact, it was so bad, they gave you a pencil because you weren't good enough, and when

  • you mastered cursive, they gave you a pen and everybody waited for that day to be given

  • a pen like "You may now write in permanent ink, no more pencil for you because you're

  • a big boy now!"

  • So, for those of you who don't know what cursive is, because some of you won't, this is cursive.

  • Now, some of you right now are going "What did he just do?

  • Is that - is that Arabic?

  • Is that Sanskrit, what is that?

  • This is not English!"

  • This is cursive.

  • You're welcome.

  • Or, I can write it like this, I'm going to be off the board, but you'll see, you will

  • see what I mean.

  • The thing about cursive is it combines two parts or two part - the two parts of your

  • brain, your left and right hemisphere.

  • So, one is more artistic, one is more scientific, I mean, this is just general, don't take it

  • too seriously, even scientists have a problem with it, but they're saying the two parts

  • of your brain deal with different parts.

  • One form in function, one more logical thinking.

  • In cursive, it's combined, because when we write, that's more logical information, but

  • the cursive is artistic, you can see, swirl, swirl, dots, all art.

  • So, the two parts of the brain work together to make the information go deeper into the

  • brain, so you remember it better.

  • So, when I say "print", this is okay, not good enough.

  • You want to do this.

  • This will even require, for many of you, a lot of time to master.

  • I just recently started doing it again, and it took me a few days after years of being

  • able to do it to get this consistent.

  • You have to focus.

  • So, this is interesting in case you think "He just made that up, it came from nowhere!"

  • Well actually, I made it up with a whole bunch of important people down in the United States.

  • In The New York Times article, it was April 30th, 2013, the College Board findings, now

  • the college board in the States deals with the universities, and what they found is that

  • they have a general test that they give to all the students to see if they should go

  • to university.

  • They call it the SATs, but you don't need to know that.

  • But it's just a general test through America that everyone does to go into university and,

  • depending on your score, you can go to a better and better school, and they found that the

  • people who actually wrote in cursive outperformed not by millions, but outperformed or did better

  • than the people who printed, and I'm not even talking about typing, they just noticed that

  • these guys did better than these guys.

  • It's the same information, it's just they did it differently and gave their brain an

  • opportunity to work a little harder, to learn a little more.

  • So, I'm suggesting for you that when you do notes, try to write in cursive.

  • Here's a little secret: once you get good at cursive, it's actually faster, because

  • you flow, so you can write more.

  • Oh, who would have thought?

  • Like... raining in here, sweat dripping.

  • Okay, anyway.

  • The next one, we've talked about this and there, as I said, in the College Board findings,

  • they found the difference between printing and cursive and an improvement in people's

  • ability to remember the information and score or do better on tests.

  • That's real-world Super Learning.

  • Next one: Talk to yourself about it.

  • What?

  • Yeah, you're gonna be that person who walks down the street "So, I gotta get four bags

  • of milk, and then the cat said, and what I said to my boss..." and people - "They're

  • crazy, crazy!".

  • Yep, become that person.

  • Talk to yourself.

  • I have found that, if I'm reading something that's an idea and I start speaking about

  • it, the parts that I don't understand, I can't really talk about, I just get like "Uhhh",

  • and then that tells me to write down in cursive "I don't understand that and I have to re-do

  • it".

  • I've got to re-study that part because I can't explain it to myself.

  • Because when I can understand it, I can explain it to myself.

  • So, talk to yourself about it.

  • Whenever you get confused, that tells you that is a part you have to go back and study,

  • alright?

  • So, you're finding the holes in your knowledge.

  • So, if it's not increasing the knowledge, at least it's saying "You really don't know

  • this, you should study it."

  • Now, see this, has the "blah blah", see this, "blah, blah?"

  • That's me and you right now, or you and I. Teach someone.

  • I studied martial arts for a number of years, and one of my teachers used to make all of

  • the instructors teach someone else, so if you wanted to get a black belt, you had to

  • teach a class at brown belt.

  • When you were teaching, they would look at your students, and all the mistakes your students

  • made, they would say "Hey, guess what?

  • All the stuff they don't know - you don't know!

  • That's why they don't know it!

  • You didn't teach it to them."

  • So then you would have to learn this stuff, get good at it, and teach your students and

  • then they would test you again and then they would say "Okay, all of the student you taught

  • know this, you must know this material, now you can go for your black belt test."

  • Simple but effective.

  • What the students don't know, the teacher must not know, because if the teacher knew

  • it, they would teach it.

  • Teach someone else what you know.

  • It's not even what I just told you that you can show what you know, you notice there are

  • holes in your knowledge, or you don't really understand when people confront you with questions,

  • it means they ask you questions like "Why does that happen?" and you will be able to

  • either go "Well, because dadadadada", or you'll go "Well, ooh, that's good.

  • Ooh, I don't know."

  • And then you have to go learn.

  • You see, the thing about learning is that it's not just taking information in, it's

  • understanding that information, being able to use it, and keeping that information.

  • And also knowing what you don't know.

  • Many people make the mistake of thinking "Because I know this, this, this, and this, I have

  • a lot of knowledge, or I'm a very smart person.", but the smartest people look for what they

  • don't know, what they don't understand, because they know if you understand these things and

  • know these things, there's a greater room of improvement than just knowing more and

  • more and more, because the holes, or the things you don't know, end up bringing you down.

  • Cool?

  • So, teaching someone else helps you to fix those holes, so it's harder to bring you down

  • and you can build on that knowledge to go higher, faster.

  • And finally, I want to talk about summarizing, because I haven't done any of that at all,

  • I've just - take information, take information.

  • This is going to happen when we talk about reading.

  • I've done a couple of videos before about summarizing for reading and writing, or writing,

  • you know, essays, saying you're summarizing - it's like the five part essay thing, I said,

  • summarize using one word, because if you can get a one word and a picture, what you will

  • find is you can get it bigger - a greater idea, or really be able to give a, what's

  • the word I'm thinking of, an exact idea to the reader.

  • But, if you can't get it down to one picture, one word, then it's just a bunch of babbling

  • or meandering, which means going around like this without getting a focus on what you're

  • saying.

  • And I was saying that, for using a title or the idea for a paragraph, get it into one

  • word and then expand upon it.

  • Well, the same thing is when you're reading.

  • Read, stop at the end of a paragraph, try to get a picture in your head, write it out.

  • And that word or picture should express what the paragraph's about.

  • And if you can do that, two things happen.

  • Number one, if you summarize in the margin, means the corner, you can maybe have 10, 15

  • words which is much easier to remember than 10 or 15 pages, that will summarize the idea

  • of what you've read.

  • It also gives you a break to make sure you understand what you've read before you go

  • to the next part.

  • Do you remember, it talked about building?

  • Another word for building when we say going on top of each other is called "scaffolding".

  • So, you're scaffolding, if you get this and understand it then read it and summarize and

  • read and summarize, you're making sure along the way, you always understand, so when you

  • get to the ideas that they're trying to teach you, it's easier for you to get the big, global

  • picture, because all the way along, you've been making sure you understood.

  • Many people read a lot of pages, get to the end and say "Hm, I don't understand what I

  • just read.", and have to read again, which is a complete waste of your time.

  • And remember, with Super Learning, we're trying to minimize the time and maximize the learning.

  • So, summarize in the margins when you read.

  • Cool?

  • So, I'm hoping you got at least one, two, or three tools under your belt you can use

  • right away.

  • Eventually, you should try to use all seven, but I'd like to give you - can you believe

  • it - a test, because if it's about Super Learning, I want to know what you just learned.

  • Alright, quiz time!

  • You are Super Learnified.

  • That's not a word, but the whole point about that video or this video was you're learning

  • and you're Super Learning, so let's see what information you've actually learned and you

  • keep, because learning without keeping the information is a waste of time, alright?

  • You don't want to burn your hand on a fire on a regular basis and have to re-learn - bsh,

  • ahh, bsh, ahh!

  • So, first question I want to do because we're going to do a quiz is this: here are the five

  • questions and I want to see what information you have retained.

  • Retaining means "to keep".

  • Number one: Printing is the best way to remember information.

  • Hmm, I have my handy markers here.

  • Red is for "false", blue is for "true", which one will it be?

  • False!

  • But James, you told us that writing is better than typing with our fingers!

  • No, I said that's okay, but the best thing to do is use cursive.

  • Cursive is that line, when we were drawing like this, like "See", like that, right?

  • So, cursive is the best way.

  • Printing is okay, it's better than typing information in, but cursive is the superior.

  • So, let me open these caps so I don't go "click, click, click" every five seconds, alright?

  • Next: The article about cursive - see, you could have looked here, haha -The article

  • about cursive was in Psychology Today.

  • Oh no, it was written in, where did we write it?

  • New York Times.

  • They were looking at the SATs, right?

  • So, this one is also false.

  • What about this one here: Summarizing when reading helps to improve memory.

  • True.

  • We said when you summarize, it gives you the ability to get the ideas clearer in your head

  • and then scaffold, remember we talked about scaffolding, putting one idea on top of another,

  • to go higher and higher in knowledge?

  • That's why.

  • Number four: Reading out loud is for children and is best avoided by advanced students.

  • You know, when children read and they're like "The cat and the dog went to the store.

  • The cat got hit by a car."

  • Ooh, that's a bad story.

  • So, is it just for children?

  • This is false.

  • Why is it false?

  • Remember what we said, we're trying to get - there are three different ways of learning

  • for people, kinesthetic, auditory, and visual.

  • By reading out loud, we're engaging or we're using our auditory sense, right?

  • So, we have been looking visual, reading, remember we talked about auditory?

  • And then moving your mouth being in the kinesthetic sense.

  • It's not just for children, it's for advanced students as well, to help clarify what's in

  • their brain and make sure they understand because you have time to think about it, hmm.

  • Number five: Teaching others helps with remembering information and finding out what you need

  • to relearn.

  • True or false?

  • True.

  • When you teach others, you remember the gaps.

  • A gap is a space in your knowledge.

  • People have a tendency, or they will ask you questions, which is a good thing because when

  • they ask you questions, you get to think and think "Do I know the answer to that question,

  • or do I understand the material well enough to answer that question?"

  • That helps you learn, because you will go back, study and research, and if there are

  • holes in your knowledge, you will improve it, and if you can explain it well enough

  • that people understand, it says that you have learned the material very well, and that is

  • an excellent thing, because really, that's what learning is about, improving yourself

  • so you go to the next level, and also challenging yourself, because it's not just about English.

  • This can be used for anything you're learning, from medicine, sports, and English.

  • Now, I'm going to give you the bonus.

  • These things aren't exactly, well, none of these are about English and they don't need

  • to be, but these things will help you learn English faster, so you'll, you know, you'll

  • grow faster with it, and that's the point of the exercise.

  • The first one is: get some sleep.

  • A lot of people are walking around with four to five hours sleep and they're so proud of

  • themselves, like "I only need four hours sleep."

  • Heh, but in the long run, they've done a lot of medical studies saying dementia and Alzheimer's,

  • which are diseases of the mind ,the less sleep you get, the more you are able - you will

  • probably get Alzheimer's or dementia which means less mind capacity or not being able

  • to think when you're older.

  • So, when you really need your brains, you won't have them, so get some sleep, okay?

  • When you sleep, your brain actually stores information.

  • It deletes or gets rid of information that you don't need to have, like how many times

  • did you open a door today, and it looks for the information that's important and it keeps

  • it.

  • So, the more sleep you get, the better your brain can actually do that, so the learning

  • you've done today, you can keep for tomorrow, but when you don't sleep, you run the risk

  • of losing everything, okay?

  • So, get some sleep, that's the first thing you should do.

  • Now, here's a hint that you should do before you go to bed.

  • So, five to ten minutes before you go to bed, try to review what you've done in the day.

  • So, if you were working on grammar, try to think of what grammar points you learned,

  • what were the important points, what were the exceptions.

  • Here's why: they have found that, when you go to sleep, the things that are on your mind

  • will be played out in your mind when you have what they call REM sleep, or rapid eye movement,

  • you're dreaming.

  • So, you can influence that and help with keeping your memories by thinking about it before.

  • If it's important, your brain will take it in and, as you sleep, go over it.

  • Not bad, huh?

  • 5-10 minutes, you study for hours, take 5 or 10 minutes before you go to bed and try

  • to remember.

  • I would do the same thing if I were doing Spanish or German, try to say a few things

  • of what's important and go to bed.

  • You might have a dream in English, that's not such a bad thing, and you'll be practicing

  • while you sleep, yes?

  • You get the extra practice in while you get that extra sleep.

  • Last thing is exercise.

  • I can't remember my Latin, but I think it's "Mens sana in corpore sano" which means a

  • sound mind and a sound body, old Latin.

  • Exercise is the event of making your feel good, giving you the energy to learn, but

  • also because the body is fit, when you're healthy, everything works better, including

  • your brain.

  • It is part of your body, after all, so if you're getting better circulation, better

  • breathing, your mind works better.

  • It's clearer and works faster, so it makes learning easier to do, because really, when

  • we do Super Learning tips, it's to make learning easier so you can learn more, retain it, and

  • enjoy what you've learned by being able to use it.

  • So, go out there and exercise.

  • It doesn't mean lift millions of weights or do CrossFit, it means take a walk in nature,

  • alright, walk the stairs, don't take the elevator, because the little things make a huge difference,

  • alright?

  • So, get some exercise.

  • Believe it or not, all of these things have to do with learning English, because they

  • make you a better person, and making you a better person gives you the ability to learn

  • more.

  • Homework, yay!

  • Finally, we've got our homework we've got to do.

  • I want you to take two of the concepts that you've learned today, take just two of them,

  • and use them to re-learn the lesson I've just taught you.

  • Huh, no!

  • I've told you before that when I had teachers, they made us teach students, and what we couldn't

  • teach, we didn't understand.

  • So I'm not saying take seven, take two, go out to a friend and explain these concepts

  • and see how well they understand.

  • If they're like "I don't get it, why this and that?", re-watch the video because that's

  • your studying.

  • Because I'm looking at it this way, if I can get you to look at this again and again and

  • start teaching it as much as possible, three months, six months, you'll be learning everything

  • you do a little bit better, English, of course, your first choice, but if you're getting better

  • in every way, you'll learn better and you'll have another reason to come back and learn

  • more.

  • And on that note, what I want you to do is I want you to go to www.engvid.com , where

  • you can learn about other lesson I've done on how to learn faster or learn better.

  • You can learn lessons in grammar, reading and writing, and there are other fabulous

  • teachers you can learn from.

  • As always, thank you very much for taking the time out of your busy schedule to learn

  • from us.

  • I always appreciate every minute you spend with me, and I look forward to seeing you

  • in the next video, okay?

  • Have a good one.

Hm hm hm hm, whew, so much to learn.

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A2 初級

スーパーラーニング:学習スタイルを最大限に発展させる (SUPERLEARNING: Develop your learning style to its full potential)

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    Summer に公開 2021 年 01 月 14 日
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