Make learning: painless, exciting, habitual, and self-motivating. Absorb

info like a human sponge.We’ve never been taught how to learn, and

that’s a shame. This book is the key to reversing all your

misconceptions and making learning fun again.

Super Learning:

Advanced Strategies for Quicker Comprehension,

Greater Retention,

and Systematic Expertise

Written by

Peter Hollins, narrated by russell newton.

Learning has never come easy for me,

which explains my standing as a

mediocre student from kindergarten to

twelfth grade and through college.

Even my parents seemed to intuitively

know how learning challenged me,

as they started to tell me about my

“street smarts” and how good I was

with my hands.

I assumed this was just so they could

find something to praise me about,

because they didn’t have the

opportunity to do so with my grades.

It was never something I struggled with

or felt bad about like other kids might.

I suppose some might have seen other

people at the top of the class and

become frustrated and jealous.

I just felt that everyone had something

to contribute in their own way and that

grades weren’t necessarily a measure

of my worth.

I know,

that’s pretty insightful for a child.

But in many ways,

it was also incredibly misguided.

It turns out I was right about grades

not being important.

Life is partially about whom you know,

but once you get there,

it starts becoming a meritocracy.

The concept of learning—the ability

to understand,

recall,

and use new knowledge—well,

that’s something that truly begins to

matter and can make all the difference

in your career,

relationships,

and happiness.

In fact,

it becomes the backbone of where you

end up,

though you might get a leg up on where

you start.

If you can learn quickly,

you can effectively walk the walk

before anyone catches on that you were

bluffing the entire time.

You can discover opportunities you

would never see if you were stuck

unable to understand something.

And you generally have the ability to

steer your life in whatever direction

you want because your ability to learn

is your only barrier to entry!

This was never more apparent to me than

at my first job.

I had a coworker named John,

and I started a few weeks before he did.

It soon become clear that he had lied

on his resume and faked his way through

his interview,

because he had no idea what his duties

were supposed to be or how to use the

industry-standard software that we were

all supposed to be proficient in.

At first,

I was angry and wanted to see justice

done.

But then a funny thing happened—he

was an immensely fast learner.

He had Post-it notes all over his desk,

had notepads full of notes,

and he always seemed to be writing sets

of three-step instructions for himself.

It was impressive to see his drive

toward learning,

and within months,

he was performing at right about my own

level of proficiency with everything he

had lacked before.

Sure,

he may have faked his way in,

but at this point,

there was no practical difference

between me and him.

He had learned how to do our job in

record time and stayed at the company

for years afterward.

You could call this a sobering epiphany

for how I thought about the processes

and value of learning.

Processes .- It can’t be that hard,

and there must be tried and true

systems people use to learn better.

After all,

the kids that had better grades than I

did definitely weren’t all smarter

than me,

right?

Value .- Wow,

learning can unlock so many doors.

I had no idea.

It applies to way more than work and

probably to my hobbies and daily life,

too.

Learning will get me where I want to be.

So what exactly is learning (not a

technical definition)?

Learning is how you create the life you

want.

Learning is the only way to create a

better version of yourself.

Learning is one of the most fundamental

skills you can possess because if you

don’t have it,

how will your existence change or

improve?

Welcome to accelerated learning,

where you can finally learn how to

learn.

Chapter 1.

Fertile Conditions To Learning.

How do we learn?

It seems like such a simple question,

but decades of scientific literature

tend to disagree with that notion.

We may simply consider learning an

activity we just started engaging in as

babies with no preparation.

In our school years,

we were the receptacles for a constant

flow of information and experiences.

And in most traditional settings,

instructors measured how well we

learned by how well we repeated the

information back to them.

We had no choice in the matter and

simply went along with what was

presented to us.

This data accumulation and

regurgitation almost suggest that

learning is an automated process that

we can only monitor,

not control.

In truth,

there are factors,

limitations,

and conditions that affect our ability

to learn.

Understanding these elements can help

you avoid mistakes and accelerate your

learning.

This book uses scientific principles

and methods that will help you learn in

a way that works best for you.

All mental activities,

including learning,

are influenced by internal and external

factors and conditions.

Some factors we can control;

others we have to overcome or work

around.

This first chapter discusses the

scientific principles that drive our

learning abilities and some of the best

practices we can use to expand learning

capacity.

In other words,

we must create fertile conditions for

learning;

otherwise,

we are sabotaging ourselves.

You wouldn’t try to learn to ski in a

desert,

would you?

The Human Attention Span.

One of the first conditions to learning

you must take into account is your

attention span.

Since 2006,

the nonprofit group Technology,

Entertainment and Design—universally

known as Ted—has produced a series of

online videos featuring influential

speakers and leaders from all walks of

business and life.

Ted Talks have become a viral source of

sharing ideas and spreading inspiration.

A big key to the success of Ted Talks

is their brevity - all of them are

capped at 18 minutes.

Ted curator Chris Anderson explained,

“It is long enough to be serious and

short enough to hold people’s

attention....

By forcing speakers who are used to

going on for 45 minutes to bring it

down to 18,

you get them to really think about what

they want to say.

What is the key point they want to

communicate?"

The overwhelming majority of Hollywood

movies run no longer than 150 minutes;

in 2016,

half of them ran two hours or less.

Movies are easier to sit through

because they’re essentially passive -

with the visuals taken care of,

we don’t have to use extra brain

energy to imagine them.

Ted Talks,

on the other hand,

are more active,

participatory,

and dense,

with few visual stimulants besides one

person moving around on a stage.

They have to be shorter.

There are no accidents here;

these stipulations are all intentional

to cater to the human attention span

and be as impactful as possible.

But Ted Talks and movies both consume

brainpower,

though at different rates.

At some point in the brain gets

fatigued and has to take a break to

recharge,

whether it’s through distraction or

relaxation.

Whether it’s a one-hour lecture or a

three-hour film,

that mental weariness eventually sets

in.

Studies have suggested that the

attention span of a healthy adult is,

on average,

15 minutes long.

Other studies (Microsoft Corporation)

assert that our immediate attention

span—a single block of

concentration—has fallen to an

average of 8.25 seconds.

That’s less than that of a goldfish,

which have been shown to be able to

maintain focus for a near-eternity of

nine seconds.

When we think about learning,

we can’t help but think about

attention,

and memory.

You can only learn as much as you can

pay attention to;

therefore,

much research in the area of learning

and retention focuses on the aspect of

time.

So,

how long can you focus for?

What’s the optimal time to structure

a study session,

for example?

Ellen Dunn of Louisiana State

University’s Center for Academic

Success suggests between 30 and 50

minutes is the ideal length for

learning new material.

“Anything less than 30 is just not

enough,” Dunn said,

“but anything more than 50 is too

much information for your brain to take

in at one time."

After the completion of one session,

you should take a five-to-ten-minute

break before starting another.

In the 1950s,

researchers William Dement and

Nathaniel Kleitman found that the human

body generally operates in 90-minute

cycles,

whether awake or asleep.

This pattern is called the “ultradian

rhythm."

The start of each cycle is defined as a

period of “arousal,” ramping up to

a mid-period of high performance before

finally decelerating in a period of

“stress."

Understanding how the 90-minute rhythm

cycle works in the context of the

greater 24-hour rhythm—the

“circadian rhythm”—can help us

predict how we’ll function over the

course of a day and how we can plan

around it for peak performance.

All these examples and studies point to

one primary strategy for improving our

learning - breaking it down into

smaller chunks of time because a flood

of information will simply not make it

into our heads.

When you learn to work with your own

in-built abilities and limitations,

you not only learn better,

but you also save yourself a lot of

wasted energy,

time and effort that wouldn’t have

brought you any closer to your goal.

Learning Over Short Bursts Of Time.

When you train your body’s muscles,

you put then under a load and make them

work;

they undergo tiny,

microscopic tears and damage at the

cellular level,

but then,

once they repair,

they are much stronger than they were

before.

The brain is not a muscle,

but we can think of attention as a

muscle that can be trained—we need to

pace ourselves.

Overtraining only exhausts us,

but building in periods of rest

actually makes us stronger.

By segmenting our learning activities

according to blocks of time,

we give the brain enough time off to

reset and reenergize and enable

ourselves to retain more information

over longer periods.

It’s therefore a good idea to start a

new learning routine by simply setting

up a schedule.

Long-term planning.

At the beginning of a semester,

online course,

or research project,

block out your schedule to set up a

studying regimen.

You can do this easily with a free

online calendar program from virtually

all Internet providers or with a paper

calendar or whiteboard.

Consider what times of day you tend to

get the most accomplished—some of us

start the day in high-performance mode,

while others are classic night owls.

Just make sure to leave ample time for

sleep and eating.

In fact,

there is a scientific basis for whether

you are more productive at night or in

the morning,

summed up by the terms “morning

larks” and “night owls."

If you’re really tuned in to your

brain and body,

you can get a bit more granular with

your scheduling by applying the

90-minute cycle to the calendar—for

instance,

90-minute blocks that account for

breaks and fatigue.

This requires a little more careful

introspection and monitoring,

but if you can narrow down an even more

specific time when your performance

abilities are higher,

you can fine-tune your learning agenda

even further.

Learning blocks.

You can adapt the 30–50-minute study

session as dictated by the L. S. U.

study for your own purposes.

Remember that 30 minutes is enough to

make the study session substantial and

that going over 50 puts undue pressure

on your brain.

So within your weekly time block,

make sure to schedule an attendant

break after your core learning time.

Again,

adjust to what you know your system can

handle - maybe it’s 50 minutes with a

10-minute break or 45 minutes with a

15-minute break.

The study session can go down all the

way to 30 minutes if absolutely

necessary.

You can use the renowned Pomodoro

clock,

which is commonly used for work

productivity—25 minutes of activity

followed by five minutes of total

removal from that activity.

The specific amount of time is not set

hard and fast;

whatever it is,

it just needs to be a time frame easy

enough for you to stick through on a

regular basis.

Just ask yourself how you might cater

to the attention span of a goldfish or

even a child.

Our adult minds are not so different as

we might like to think.

Concepts Before Facts,

Understanding Before Memory.

Researcher Roger Säljö found in 1979

that we tend to view the act of

learning in several ways,

but it can generally be boiled down

into two rough categories - surface

learning and deep learning.

Surface learning relates to gaining

knowledge,

facts,

and memorization;

deep learning refers to abstracting

meaning and understanding reality.

We’ll be returning to this

distinction throughout this book,

as we explore different learning

approaches and techniques.

The use of the words “surface” and

“deep” might imply that the latter

is better in all situations than the

former,

but that’s not always true.

Some subjects are best learned by

memorization rather than additionally

searching for some “meaning” to

contextualize those concepts.

In fact,

your brain naturally uses both

processes.

If I gave you a list of 30 random items

and asked you to remember them,

it probably wouldn’t help to ransack

your brain trying to find a pattern or

relationship between each item.

It would waste your time when the task

at hand is simple information retention.

But more often than not,

rote memorization serves to isolate

facts rather than connect them.

It establishes facts as single pieces

of information,

and without a grounding context or

relationship to a greater concept,

it doesn’t anchor what you learn.

Sometimes this is fine,

but as a consequence,

what you learn slips out of your

short-term memory quite easily.

The overwhelming majority of things

that can be learned have some kind of

pattern—hidden or obvious.

These patterns,

typically,

are what you most care about learning.

Without these patterns,

frankly,

what you learn wouldn’t be useful

anyway.

Patterns make concepts useful.

Without them,

facts have very limited or temporary

relevance and would therefore not be

important to study in the first place.

After all,

this is the exact way that the human

brain has evolved over thousands of

years—only data that is meaningful

and relevant to survival is absorbed,

retained and understood.

A typical course of study contains a

mix of big ideas with a few details.

In that setting,

it’s always the best idea to start

with the big ideas—the overarching

concepts that link the little details

together.

The primary reason is that many small

details take on a random quality at

first,

but when seen through the lens of the

larger concept,

they fit together and form a context.

That makes them easier for the brain to

recognize and remember.

What you are essentially doing is

laying out a map of the entire

conceptual area,

so that you can better navigate a path

though it without getting lost.

In fact,

you can often forgo a lot of

memorization,

because the concepts themselves

frequently serve to explain the facts.

Instead of attempting to memorize by

rote means,

following the concept through to its

conclusion will reveal the facts as you

go along.

Like subheadings in an outline,

they fall into place under the

appropriate headings—it’s a logical

progression.

If you understand the governing

principles around something,

the facts follow organically.

In this way,

understanding and deep comprehension

are always going to yield a better

quality of learning than simply

memorizing the superficial details

without ever connecting them to one

another.

For example,

if you were studying the history of

Miranda rights in the United States,

you could memorize all the key players

- the Supreme Court Justices,

the lawyers,

and the names of the plaintiffs and

defendants.

You could memorize the dates in the

case.

You could memorize the vote counts from

all the courts involved in the suit and

the appeals.

You could memorize the names of cases

that came afterward.

You could even write down the contents

of the Miranda rights (“You have the

right to remain silent,” etc.).

Sounds a bit boring,

right?

None of those facts would have any

relevance by themselves,

and we’d have no reason to keep them

in memory.

(In fact,

I’m sure you’ve already forgotten

some of them,

even though you’ve just read them!)

Emphasizing the larger concepts

surrounding the Miranda

rule—defendants’ rights,

police procedure,

or landmark Supreme Court cases—help

to funnel the facts as they come up.

A bigger narrative helps contextualize

these facts and makes them mean

something.

In this context,

the brain is more likely to retain the

information it actually needs to know

about the subject.

You would be able to essentially

predict the facts with a reasonable

degree of accuracy once you understand

the underlying concepts and how they

interact.

True,

you may not have “memorized”

certain information,

but when necessary,

you can logically work your way through

the question and arrive at the same

answer as if you had memorized it.

This is known as concept learning.

It shows us how to categorize and

discriminate items according to certain

critical attributes.

It entails pattern recall and

integration of new examples and ideas.

And rather than being a mechanical

technique of grinding memorization,

concept learning is something that must

be constructed and cultivated.

Using Concept Learning in Daily Life.

Applying the concept method to learning

and developing new skills,

even outside of the classroom or study

hall environment,

can help derive new meaning and,

by logical extension,

even improve how we perform certain

tasks or jobs.

Cooking is an easy example.

Standard practice is that learning a

new recipe involves following a list of

ingredients and a set of instructions.

If you’re making a tomato sauce for

pasta,

you can look up a popular recipe on the

Internet and have it nearby as you

prepare it.

You can repeat this exercise as often

as you like,

and eventually you’ll probably know

the steps well enough to repeat it

without a guide.

But understanding the point of each

step isn’t something that comes

through in the instructions.

They generally don’t say why you

sweat onions and garlic first,

why you bring the sauce to a boil,

or why you let it simmer for a time.

Understanding that sweating the onions

and garlic builds a flavor base,

that boiling the sauce distributes the

ingredients,

and that simmering them bonds the

flavors together gives you a better

handle on the process of your

preparation.

Most importantly,

understanding those concepts makes it

easier to recognize and use the

techniques in other,

completely different dishes - soups,

chili,

gravy,

and even basic broth and stock.

Going even further,

learning the particulars of the exact

scientific processes could open the

door to cooking entirely different

foods that aren’t liquid-based—in

other words,

any food you can think of.

If you simply know which flavors tend

to conflict and which tend to

complement,

you’ll be way ahead of the chef who

memorizes recipes.

You can also adapt and adjust if things

don’t go according to plan;

because you understand why a certain

step exists,

you can come up with an alternative if

necessary,

get creative,

or troubleshoot a problem.

You become one of those people that

doesn’t need a recipe,

because you know more than how to read

a recipe—you understand what it means

to make good food.

This template is sneakily easy to

replicate.

A small business owner figuring a tax

budget is better served knowing the

concepts of taxation and how they’re

distributed.

A musician who understands how rhythm

works in the context of a song better

knows how to program a drum machine.

A chess player gets more mileage from

comprehending the differences between

overall strategies rather than learning

where each piece can move.

Even a clothes launderer makes fewer

mistakes and ruins less clothing by

learning how cold and hot water affect

colors in variant ways.

You get the idea.

In fact,

certain kinds of education and ways of

learning are so general and

transferrable that you could be

proficient in a skill you’ve never

encountered before,

simply because you know how to learn.

You can learn the particulars of any

task and even perform it suitably a few

times.

But knowing the principles and ideas

that link them together is a more

effective way to retain those facts or

skills.

When the time comes to learn something

new,

you may very well be able to frame that

new knowledge with concepts you’ve

already nailed down.

Learning heuristics is very similar to

the act of concept learning (Barsalou,

1991,

1992).

Heuristics describes a pattern of

thought or behavior that organizes

categories of information and the

relationships among them.

It takes our preconceived notions or

ideas of the world and uses them as a

means for interpreting and classifying

new information.

For example,

there are ways you might act at a

birthday party that you wouldn’t at a

funeral (and,

we’d hope,

the other way around).

The “codes” you follow for how

you’d handle and behave in each

situation,

and any other occasions,

are ordered within a heuristic.

Establishing and understanding the

heuristic rules for whatever you’re

about to learn is always helpful.

Another great way to learn concepts is

the Feynman technique,

which we’ll discuss in a later

chapter.

Aim To Be Frustrated (Yes,

Really).

In competitive situations,

we tie accomplishment with success -

winning,

positive outcomes,

and finding solutions.

But in learning,

a key component in achievement is

failing.

It’s counterintuitive,

but embracing the right kind of failure

may be one of the key elements to

taking your learning to the next level.

“Productive failure” is an idea

identified by Manu Kapur,

a researcher at the National Institute

of Education in Singapore.

The philosophy builds on the learning

paradox,

wherein not arriving at the desired

effect is as valuable as prevailing,

if not more.

Kapur said that the accepted model of

instilling knowledge—giving students

structure and guidance early and

continuing support until the students

can get it on their own—might not be

the best way to actually promote

learning.

Although that model intuitively makes

sense,

according to Kapur it’s best to let

students flounder by themselves without

outside help.

Kapur conducted a trial with two groups

of students.

In one group,

students were given a set of problems

with “scaffolding”—full

instructional support from teachers

on-site.

The second group was given the same

problems but received no teacher help

whatsoever.

Instead,

the second group of students had to

collaborate to find the solutions.

The “scaffolded” group was able to

solve the problems correctly,

while the group left to itself was not.

But without instructional support,

this second group was forced to do

deeper dives into the concepts by

working together.

They generated ideas about the nature

of the problems and speculated on what

potential solutions might look like.

They tried to understand the root of

the problems and what methods were

available to solve them.

The two groups were then tested on what

they had just learned,

and the results weren’t even close.

The group without teacher assistance

significantly outperformed the other

group.

The group that did not solve the

problems discovered what Kapur deemed a

“hidden efficacy” in failure - they

nurtured a deeper understanding of the

structure of the problems through group

investigation and process.

The second group may not have solved

the problem itself,

but it learned more about the aspects

of the problem and the ideas behind it.

Going forward,

when those students encounter a new

problem on another test,

they’re able to use the knowledge

they generated through their trial more

effectively than the passive recipients

of an instructor’s expertise.

Consequently,

Kapur asserted that the important parts

of the second group’s process were

their miscues,

mistakes,

and fumbling.

When that group made the active effort

to learn by itself,

it retained more knowledge needed for

future problems.

Three conditions,

Kapur said,

make productive failure an effective

process -

•Choose problems that “challenge,

but do not frustrate."

•Give learners the chance to explain

and elaborate their processes.

•Allow learners to compare and

contrast good and bad solutions.

Struggling with something is a definite

condition that leads to learning,

though it requires discipline and a

sense of delayed gratification.

Helping Children to ...Fail?

The notion of productive failure can

also be seen in strategies for

child-raising.

Does intentionally letting our children

fail actually make learning easier for

them?

Judith Locke of the Queensland

University of Technology said that

“over-parenting” might keep our

children safe and supported but could

impede their growing processes.

Locke observed that children raised in

a state of helplessness were destined

to lead anxiety-ridden adulthoods.

Parents who were overly responsive to

their children’s needs restricted

their children’s ability to solve

problems on their own and hampered the

development of emotions they need to

cope with future setbacks and failures.

In a way,

we over-parent ourselves.

We push ourselves not to fail,

work too hard to achieve the desired

outcome,

and get frustrated when we get stuck or

fall short.

How can we,

so to speak,

let failing work for us?

Get your brain into “growth” mode.

When we believe that we have all we

need to accomplish whatever we want,

we’re setting ourselves up for

disappointment when our process goes

awry.

This is because we think our abilities

are fixed—if we can’t succeed based

on what we already know or can do,

we never will.

That makes our disappointments more

profound and corrosive.

So at the beginning of a project that

seems unfamiliar,

we need to tell our brain that we’re

in learning mode.

We need to establish that one of our

main takeaways will be new knowledge,

not just an immediately successful

outcome.

Reframe your expectations to make the

learning as important as the

result—more important,

if possible.

Document your process.

Companies use “paper trails”

(literally or digitally)

to determine points or events that

altered an outcome.

When you’re in the weeds of a new

project,

keeping your own trail will help you

learn new knowledge and refine your

processes for future efforts.

In addition to whatever tools you’re

using for a project,

set up a diary or journal for what you

discover on the way.

Set this diary up any way you want,

whether it’s a paper notepad,

word processing or text software,

the audio recorder on your smartphone,

or whatever your preference.

Document your process the way a chef

would write down the steps of a recipe

or a detective would remark upon

evidence in an investigation.

These notes can be the kernels of

knowledge that will come in handy in

future situations—even if what

you’re using them for now ends in

failure.

The ideas they generate might seem

small,

especially if they end up not working.

But when we use these kernels to solve

future problems,

their value increases.

You may not notice any insight on a

day-to-day basis,

but when you compare weeks or months of

progress,

the difference may be startling.

Use your failures to plan next steps.

If you’ve documented your process and

diagnosed where something went wrong,

then turn those evaluations into plans

apart from your project.

For example,

let’s say you’re planting a

vegetable garden for the first time,

noting the steps and techniques you use

along the way,

and when it’s time to harvest,

some of your plants didn’t come out

the way they were supposed to.

Was it because you used the wrong soil?

Use your resources to find out why that

soil was wrong and what it needs to

look like.

Was the failed plant too close to

another?

Learn techniques for maximizing

placement within a small space.

Or in a slightly more common situation,

let’s say your sales results fell

short of projections.

If you found a mistake that led to an

over-estimate,

locate online information on how to set

up your spreadsheet to avoid those

errors.

If your sales “game” was off,

seek out workshops that can help

improve your pitch or increase your

interpersonal skills with clients.

If you just didn’t have enough

clients,

learn how to make your professional

network broader and more potent.

Expect,

but don’t succumb to,

frustration.

Chances are you’ll come across a

moment or two of defeat in your

process,

along with the temptation to give up.

You may even sense this before you

start,

which can lead to crippling anxiety

that can hover over your work.

Anticipating frustration in advance is

just good planning—but you also have

to plan how to deal with it.

Sketch out an idea on how to alleviate

frustration when it happens—most

often,

this will be taking a break from the

situation to recharge and getting some

momentary distance from the problem.

Quite often,

the mere act of pausing allows for

objectivity to seep in,

letting you see the hang-up more

clearly.

But in any case,

it will abate the most immediate

anxieties you’re feeling and give you

the chance to approach the issue from a

more relaxed frame of mind.

Why are we even bothering to tackle

preconditions to effective learning?

Because many people dive right into

learning without understanding what

works on a psychological and even

physical level.

Many others think that effective

learning is measured by the number of

hours spent on a task,

but we all have our limitations,

and working within those bounds will

only accelerate your learning.

You can’t outwork your attention span

or commitment to rote memorization.

Takeaways.

•Accelerating learning means working

with the pre-existing,

inbuilt mechanisms we all already

possess.

When we work with rather than against

the brain,

we can get the most from our learning

experiences,

and enjoy learning more.

•An unavoidable fact is that the

human attention span is limited.

We need to respect the limits of our

attention and plan learning

accordingly—i.e. by digesting new

information is smaller,

more manageable chunks.

•A good length of time for any

learning period is more than 30

minutes,

less than 50.

Too short and you won’t be able to

get into any depth,

and too long and your cognitive powers

will begin to fatigue.

•To use your time wisely,

plan ahead and designate times in your

schedule for specific learning blocks.

•Use concept learning to guide you -

as you learn,

prioritize understanding and

comprehension over rote memorization,

i.e. concepts before facts.

When you have a deep rather than

surface appreciation of information,

you anchor new ideas in context and

make it easier to remember and apply

them.

•Deliberately engage in productive

failure.

Know that failure can actually be a

valuable source of information,

if embraced correctly.

•Challenge yourself without

frustrating yourself,

and make sure that when you work (and

fail)

you give yourself the chance to look

closely at why things happened as they

did.

Ask yourself why you failed and think

about how you could have done better.

•Cultivate a growth mindset,

where you set ego aside and assume that

learning is uncomfortable sometimes.

Failure is a part of learning,

so embrace it when it happens.

Use your failure to inspire you to make

new plans for going forward,

and shape your next steps.

•“Expect frustration,

but don’t succumb to it."

With the right mindset,

“failure” is something that brings

you closer to success,

not further from it.

This has been

Super Learning:

Advanced Strategies for Quicker Comprehension,

Greater Retention,

and Systematic Expertise

Written by

Peter Hollins, narrated by russell newton.