Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens

2018·9.52 MB·English

by  Barbara Oakley

Advance Praise for LEARNING HOW TO
LEARN
“The authors’ neuroscience-grounded, yet real-life, approach will be of value to
learners of any age.”
— Adam Gazzaley, MD, PhD, Professor in Neurology, Physiology, and Psychiatry at the University of
California, San Francisco “In this highly readable and lively book, the authors illustrate how the brain
and behavioral dynamics underlie effective learning—and they do so in a way that young learners will
find understandable and even entertaining.”
— Robert A. Bjork, Distinguished Research Professor of Psychology at the University of California,
Los Angeles “Learning How to Learn shows kids and teens that a little knowledge of how their brain
works goes a long way in helping them improve their learning and studying success. This unique book
is full of fun learning strategies—I highly recommend it!”
— Paula Tallal, PhD, Board of Governors Professor Emeritus of Neuroscience at Rutgers University
and cofounder of Scientific Learning Corporation “I devoured Learning How to Learn in three sittings
(I needed time for diffuse thinking, active recall, and sleep). A terrific book!”
—Jeff Sandefer, cofounder of Acton School of Business

An imprint of Penguin Random House LLC
375 Hudson Street
New York, New York 10014
Copyright © 2018 by Barbara Oakley and Terrence Sejnowski
Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, promotes free speech,
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TarcherPerigee with tp colophon is a registered trademark of Penguin Random House LLC.
Library of Congress Cataloging-in-Publication Data
Names: Oakley, Barbara A., 1955-author. | Sejnowski, Terrence J. (Terrence Joseph), author. | McConville,
Alistair, author.
Title: Learning How to Learn : How to Succeed in School Without Spending All Your Time Studying /
Barbara Oakley, PhD, and Terrence Sejnowski, PhD ; With Alistair McConville ; With illustrations by
Oliver Young.
Description: New York : TarcherPerigee, [2018] | Includes bibliographical references and index. |
Identifiers: LCCN 2018018495 (print) | LCCN 2018024504 (ebook) | ISBN 9780525504467 | ISBN
9780143132547 (paperback)
Subjects: LCSH: Learning strategies—Problems, exercises, etc. | Study skills—Study and teaching. |
Students—Time management. | BISAC: JUVENILE NONFICTION / School & Education. | JUVENILE
NONFICTION Study Aids General. | JUVENILE NONFICTION Science & Nature Biology.
Classification: LCC LB1066 (ebook) | LCC LB1066 .O35 2018 (print) | DDC 370.15/23—dc23
LC record available at https://lccn.loc.gov/2018018495
p. cm.
While the author has made every effort to provide accurate telephone numbers, internet addresses, and other
contact information at the time of publication, neither the publisher nor the author assumes any
responsibility for errors or for changes that occur after publication. Further, the publisher does not have any
control over and does not assume any responsibility for author or third-party websites or their content.
Version_2
CONTENTS
Advance Praise for Learning How To Learn
Title Page
Copyright
A Note to Parents and Teachers
CHAPTER 1: The Problem with Passion
CHAPTER 2: Easy Does It: Why Trying Too Hard
Can Sometimes Be Part of the Problem
CHAPTER 3: I’ll Do It Later, Honest! Using a
Tomato to Beat Procrastination
CHAPTER 4: Brain-Links and Fun with Space Aliens
CHAPTER 5: The Other Side of the Teacher’s Desk
CHAPTER 6: Learning While You Sleep: How to
Wake Up Smarter
CHAPTER 7: School Bags, Lockers, and Your
Attentional Octopus
CHAPTER 8: Slick Tricks to Build Your Memory
CHAPTER 9: Why Brain-Links Are Important (and
How Not to Back a Car into a Ditch)
CHAPTER 10: Learning with Clubs and Groups,
Finding Your Mission, and How Terry Nearly Burned
Down the School
CHAPTER 11: How to Pump Up Your Brain
CHAPTER 12: Making Brain-Links: How Not to
Learn from a Comic Book
CHAPTER 13: Asking Yourself Important
Questions: Should You Listen to Music While You’re
Studying?
CHAPTER 14: Learning Surprises: Pssst . . . Your
Worst Traits Can Be Your Best Traits!
CHAPTER 15: How to Do Well on Tests
CHAPTER 16: Going from “Have to” to “Get to”
Solutions to End-of-Chapter Problems
Suggested Resources
Illustration Credits
Acknowledgments
References
Notes
Index
About the Authors and Illustrator
A NOTE TO PARENTS AND
TEACHERS
Welcome to our
book. You’re helping a younger person to learn more
effectively, which means we’re already on the same team!
Some of the ideas in this book were discussed in Barb’s bestselling A Mind
for Numbers. Many readers felt that the ideas were so simple, and so practically
useful, that they should be shared with younger audiences. And we have heard
from thousands of people that these ideas are useful for learning all subjects, not
just math.
So this book is intended for tweens and teens—although adults will also
find a treasure trove of new and practical ideas here. Understanding just a little
bit about how the brain works can make learning more fun and less frustrating.
There are several ways to use this book. Some young adults may wish to
read it on their own. They can talk with their friends about the key ideas to help
cement them in their minds. Some young adults (and adults!) may be tempted to
skim through the book, thinking they’ll get everything if they just read from
cover to cover. Nothing could be further from the truth! Active involvement is
key—the exercises are helpful only if they are completed. The book is best read
with a notebook at the side, to take notes, answer questions, and make doodles
with key insights. With young “skimmers,” the more an adult can dip in,
question, and interact, the more will be gained.
If you are a parent or grandparent, aunt or uncle, we suggest that your young
person might read the book out loud to you. Generally, a half hour of reading at
a stretch is a good length. (Younger children may read for a shorter time.)
Reading aloud is a fun adventure where you can learn together, as a family.
If you are a teacher, you may wish to read the book together with your
students. Or you may have a silent reading period, followed by a shared
discussion. You will find that this book gives you a shared vocabulary to help
you teach other subjects.
you teach other subjects.
Younger is better when it comes to learning about learning, as it allows for
more years to use the tools. It also opens doors for the great new careers that are
emerging with modern-day changes.
Thanks for joining us on this learning adventure. Let’s dive in!
—Barb Oakley, Terry Sejnowski, and Al McConville