3.2. Design a Learning System

HIGHLIGHTS FROM VIDEO 1:

  1. Moving on the möbius strip between performing and learning.
  2. Our relationship with mistakes


HIGHLIGHTS FROM VIDEO 2:

The 4 Pillars of Deliberate Practice

1. Individualised Learning Objectives

2. Feedback

3. Successive Refinement

4. Coach.



Further Readings (Optional)

The Möbius strip example was from Parker Palmer, probably discussed in his book, The Hidden Wholeness.

The notion of a performing mindset is borrowed from the book Creating, by Robert Fritz, p. 84

Miller, S. D., Chow, D., Wampold, B. E., Hubble, M. A., Del Re, A. C., Maeschalck, C., & Bargmann, S. (2018). To be or not to be (an expert)? Revisiting the role of deliberate practice in improving performance. High Ability Studies, 1-11. doi:10.1080/13598139.2018.1519410


Miller, S. D., Hubble, M., & Chow, D. (2018). The question of expertise in psychotherapy. Journal of Expertise, 1(2). 

Here’s the original meta-analysis: 

Macnamara, B. N., Hambrick, D. Z., & Oswald, F. L. (2014). Deliberate practice and performance in music, games, sports, education, and professions: A meta-analysis. Psychological Science, 25(8), 1608-1618. doi:http://dx.doi.org/10.1177/0956797614535810


Check out our latest book, Better Results: Using Deliberate Practice to Improve Therapeutic Effectiveness by Scott Miller, Mark Hubble, and Daryl Chow.

For a related idea of designing a learning system, see this blogpost on Clock of Learning Across Disciplines


Discussion

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