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March 27 - April 4, 2021
This is why it’s not at all surprising that chronic stress contributes to myriad health problems;
the body as a whole can withstand only so much tension before it breaks.
Stress can be positive, triggering desirable adaptations in the body; or stress can be negative, causing grave damage and harm.
Growth comes at the point of resistance; we learn by pushing ourselves to the outer reaches of our abilities.
to elicit growth, he had to push at the point of resistance.
“Common Core,”
It zaps the creativity right out of the classroom because it forces us to teach to certain tests.”
It’s awful. It forces us to spoon-feed students. It’s especially bad for the brightest kids since we don’t have the freedom to push them.
Rather, science shows that learning demands open-ended exploration that allows students to reach beyond their individual limits.
students who were forced to struggle on complex problems before receiving help from teachers outperformed students who received immediate assistance.
Skills come from ...
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tutors swoop in with answers and support far too early.
Use myself as an example of good and bad teaching.
when students were not at an impasse, learning was uncommon.”
Growth comes at the point of resistance.
the greatest gains often follow immense struggle and discomfort.
“During training, I seek out and try to ride waves that scare me,” Lamb said.
the times that Lamb is supremely challenged or comes up short are often the most valuable.
“productive failure.”
Failure provides an opportunity to analyze a problem from different angles, pushing us to understand its deep underlying structure and to hone the transferrable skill of problem-solving itself.
System 1 operates automatically and quickly. It is often driven by instinct and intuition.
System 2, on the other hand, is more thoughtful and analytical and addresses effortful mental activities.
System 1 is at work and our current mental model of the world dominates.
It’s only when we activate System 2, by really working hard and struggling to figure something out, that we have the best chance of examining new information critically and integrating it into our web of knowledge. True learning requires System 2.
At first, the connections are weak (both figuratively and literally) and we struggle with the new skill, whether it’s properly using grammar or using our nondominant hand on the basketball court.
If we give in, opting not to struggle, System 1 takes over.
But if we endure the struggle and keep working at the new skill, the connections between neurons strengthen.
If we stick at learning something for long enough, what was once a formidable System 2 challenge becomes a simple System 1 task.
the best learning occurs when we really have to work for it.
the right amount serves as a powerful stimulus for growth.
•Developing a new capability requires effort: Skills come from struggle.
When the task at hand is a bit beyond your skills you’re in the sweet spot.
it’s not uncommon for Steve’s athletes to show up to practice a bit nervous.
A little doubt and uncertainty is actually a good thing: It signals that a growth opportunity has emerged.
The little voice inside your head saying, “I can’t possibly do this,” is actually a sign that you’re on the right track. It’s your mind trying to pull you back to the familiar path that represents your comfort zone.
you should regularly seek out just-manageable challenges: activities that take you out of your comfort zone and force you to push at the point of resistance for growth.
Do omething hard every day. Like interviewi g johnchaplin.
just-manageable challenges.
•Think of a skill/capability that you want to grow.
•Actively seek out challenges that just barely exceed your ability.
The more time that passed since their formal training, the more errors they made.
Ericsson found experience and expertise did not necessarily go hand in hand.
everyone practiced the same amount of time each week: roughly 50 hours.
The best violinists spent significantly more time intensely focused on mastering a specific goal,
The best violinists were practicing, as Ericsson and his team coined it, far more “deliberately” than everyone else.
Expertise is not about a certain number of hours practiced. Rather, it’s about the type of work that fills those hours.
Perfect practice makes perfect.
goals for practice sessions that just barely exceed their current capabilities.
the amateur singers, the practice session released tension and was generally enjoyable.
The professional singers, on the other hand, demonstrated large increases in concentration throughout the practice session.
the amateurs and the professionals practiced for the same amount of time, the way in which they used that time was quite different.
From the minute we walked into the room with Dr. Bob, we were in the room with Dr. Bob. We were not in the room with Dr. Bob’s email, phone, or any interrupting colleagues.
