Learn Smarter, AND Work Harder: Insights from ‘Ultralearning’ — Part I

23 min readApr 5, 2024

About a week ago, I stumbled upon a YouTube video featuring a man who completed the entire computer science curriculum at MIT in just one year. His approach captured my attention; he didn’t portray himself as a genius but rather highlighted a unique method for mastering difficult skills known as “Ultralearning.” Intrigued, I delved into the book on the subject and was pleasantly surprised by the wealth of new concepts and ideas it presented.

Inspired by what I learned, I decided to create a comprehensive guide that distills the essence of Ultralearning into practical steps. This guide isn’t light reading — it required significant time and effort to extract the most valuable insights from the book. Its sole purpose is to help me and others learn and master challenging skills. If you find it lengthy, that’s perfectly fine.

“There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.” — Jiddu Krishnamurti

Chapter II: Why UltraLearning Matters

“We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn.” — Peter Drucker

Ultralearning is a method of learning that is intense and self-directed, aimed at acquiring skills and knowledge effectively.
Ultralearning is a strategy, not a universal solution, but it can be highly effective in certain situations. It’s a choice rather than a mandate, well-suited to some contexts and less so to others.
Additionally, ultralearning is characterized by being self-directed. It involves making decisions about what and why you learn. Even if you choose to attend a specific school, you can still be a self-directed learner. Likewise, following a textbook’s steps can be considered self-directed learning, even if you’re not physically alone. Self-direction refers to who is leading the project, not its location
Ultralearning is a challenging endeavor. It requires dedicating time from your busy schedule to pursue something that will test you mentally, emotionally, and possibly even physically.
One primary reason to undertake ultralearning is for your career. While your job already demands much of your energy, ultralearning is a relatively small additional investment, even if you choose to commit to it full-time for a period.
Another compelling reason is for your personal fulfillment. Many of us harbor aspirations of learning an instrument, mastering a foreign language, or pursuing creative endeavors like cooking, writing, or photography. True happiness often stems from realizing your potential and overcoming self-imposed limitations, rather than from simply engaging in easy activities. Ultralearning offers a path to achieving these dreams.
The core of the ultralearning strategy is intensity and a willingness to prioritize effectiveness.

Chapter III: How to Become an Ultralearner

“I am always ready to learn although I do not always like being taught.” — Winston Churchill

This chapter opens with the story of Tristan de Montebello, an entrepreneur and musician, who explores how he utilized the principles of “Ultralearning” to excel as a public speaker.
Common among all “Ultralearners” is an obsessive work ethic.
As long as you stick with the process, you’re bound to learn something new.

Principles of Becoming an Ultralearner

Principles serve to clarify the world around us. While they may not always offer precise solutions to every challenge, they can provide invaluable guidance. In my opinion, Ultralearning is most effective when approached through a set of simple principles, rather than by attempting to replicate exact steps or protocols.
There are nine universal principles that form the foundation of the ultralearning projects discussed thus far. Each principle represents a key aspect of successful learning, and I explain how ultralearners enhance the effectiveness of these principles through their project decisions. These principles are:

1. METALEARNING: FIRST DRAW A MAP. Start by learning how to learn the subject or skill you want to tackle. Discover how to do good research and how to draw on your past competencies to learn new skills more easily.

2. FOCUS: SHARPEN YOUR KNIFE. Cultivate the ability to concentrate. Carve out chunks of time when you can focus on learning, and make it easy to just do it.

3. DIRECTNESS: GO STRAIGHT AHEAD. Learn by doing the thing you want to become good at. Don’t trade it off for other tasks, just because those are more convenient or comfortable.

4. DRILL: ATTACK YOUR WEAKEST POINT. Be ruthless in improving your weakest points. Break down complex skills into small parts; then master those parts and build them back together again.

5. RETRIEVAL: TEST TO LEARN. Testing isn’t simply a way of assessing knowledge but a way of creating it. Test yourself before you feel confident, and push yourself to actively recall information rather than passively review it.

6. FEEDBACK: DON’T DODGE THE PUNCHES. Feedback is harsh and uncomfortable. Know how to use it without letting your ego get in the way. Extract the signal from the noise, so you know what to pay attention to and what to ignore.

7. RETENTION: DON’T FILL A LEAKY BUCKET. Understand what you forget and why. Learn to remember things not just for now but forever.

8. INTUITION: DIG DEEP BEFORE BUILDING UP. Develop your intuition through play and exploration of concepts and skills. Understand how understanding works, and don’t recourse to cheap tricks of memorization to avoid deeply knowing things.

9. EXPERIMENTATION: EXPLORE OUTSIDE YOUR COMFORT ZONE. All of these principles are only starting points. True mastery comes not just from following the path trodden by others but from exploring possibilities they haven’t yet imagined.

This implies that ultralearners, with their strong emphasis on efficiency and effectiveness, may have identified some universal principles in the art of learning. Beyond these principles and tactics lies a broader ultralearning ethos. It involves taking ownership of your own learning: determining what you want to learn, how you want to learn it, and devising your own plan to acquire the necessary skills. You are the one in control, and ultimately responsible for the outcomes you achieve. If you approach ultralearning with this mindset, you should view these principles as flexible guidelines, not rigid rules. Learning effectively isn’t just about following a set of instructions; it requires experimentation, thoughtful consideration of the learning challenges you encounter, and testing of solutions to overcome them.

Chapter IV: Principle 1 — Metalearning: First Draw a Map

“Live as if you were to die tomorrow. Learn as if you were to live forever.” — Mahatma Gandhi

This chapter opens with the story of Dan Everett who is an American linguist and author best known for his study of the Amazon basin’s Pirahã people and their language.
How can Everett start speaking a new language from scratch, without teachers, translations, or even knowing which language he’s learning, in just half an hour, when many of us struggle after years of high school language classes? What allows Everett to grasp vocabulary, decipher grammar, and master pronunciation so much more rapidly than most of us, despite these added challenges? Is he a linguistic prodigy, or is there another factor at play? The answer lies in our first ultralearning principle: metalearning.
The prefix meta comes from the Greek term μετά, meaning “beyond.” It typically signifies when something is “about” itself or deals with a higher layer of abstraction. In this case metalearning means learning about learning.
Learning about how knowledge is structured and acquired within this subject; in other words, learning how to learn it.
Understanding how a subject functions, the skills and knowledge required for mastery, and the most effective methods for acquiring them are fundamental to the success of any ultralearning endeavor. Metalearning serves as the map, guiding you to your destination without losing your way.
Over time, engaging in multiple ultralearning projects expands our repertoire of general metalearning skills. We become more aware of our learning capacity, adept at scheduling our time, and proficient at managing our motivation. We develop strategies for overcoming common obstacles. With each new skill mastered, our confidence grows, making the learning process more enjoyable and less frustrating.

Determining Why, What, and How

I find it helpful to divide the metalearning research for a specific project into three questions: “Why?,” “What?,” and “How?”
“Why?” involves understanding your motivation for learning. If you are clear about why you want to learn a skill or subject, you can focus your project on what matters most to you, saving time and effort.
“What?” involves identifying the knowledge and skills you need to acquire to succeed. Breaking these down into concepts, facts, and procedures helps you understand the challenges you will face and how to overcome them.
“How?” pertains to the resources, environment, and methods you will use in your learning journey. Understanding these aspects helps you plan the most effective approach to learning.

Answering “Why?”

When answering “Why?” The first question to address is why you are learning and how that influences your approach to the project. Broadly speaking, the projects you undertake will fall into one of two categories: instrumental and intrinsic.
Instrumental learning projects are pursued with the goal of achieving a result beyond just learning. Intrinsic projects, on the other hand, are pursued for the sake of learning itself. The key distinction is that with intrinsic projects, you are learning the subject for its own sake, not as a means to an end.

Tactic: The Expert Interview Method

One of the most effective ways to conduct this kind of research is by speaking with individuals who have already achieved the goal you are aiming for. If someone who has attained your desired goal believes that your learning project will not help you reach it, or considers it less important than mastering another skill, it may indicate that your motivation and project are misaligned.
Fortunately, finding such individuals is not as challenging as it may seem. If your goal is career-related, seek out individuals who hold the position you aspire to and reach out to them via email. You can find these individuals at your current workplace, conferences, seminars, or even on social networking platforms like Twitter or LinkedIn.

Answering “What?”

Once you’ve clarified your learning motivation, you can begin examining the structure of knowledge in your subject area. One effective method is to create a three-column sheet with the headings “Concepts,” “Facts,” and “Procedures.” Then, brainstorm all the elements you’ll need to learn. It’s okay if the list isn’t perfectly comprehensive or accurate at this stage; you can always revise it later. The goal here is to make a rough first draft. As you start learning, you can refine the list if you find that your categories need adjustment.

Concepts: In the first column, write down anything that needs to be understood. Concepts are ideas that you need to understand in flexible ways in order for them to be useful. Math and physics, for example, are both subjects that lean heavily toward concepts. Some subjects straddle the concept/fact divide, such as law, which has legal principles that need to be understood, as well as details that need to be memorized. In general, if something needs to be understood, not just memorized, I put it into this column instead of the second column for facts.
Facts: In the second column, write down anything that needs to be memorized. Facts are anything that suffices if you can remember them at all. You don’t need to understand them too deeply, so long as you can recall them in the right situations. Languages, for instance, are full of facts about vocabulary, pronunciation, and, to a lesser extent, grammar. Even concept-heavy subjects usually have some facts.
Procedures: In the third column, write down anything that needs to be practiced. Procedures are actions that need to be performed and may not involve much conscious thinking at all. Learning to ride a bicycle, for instance, is almost all procedural and involves essentially no facts or concepts. Many other skills are mostly procedural, while others may have a procedural component yet still have facts to memorize and concepts to understand. Learning new vocabulary in a language requires memorizing facts, but pronunciation requires practice and therefore belongs in this column.

Using This Analysis to Draw Your Map

After completing your brainstorming session, identify the concepts, facts, and procedures that will be particularly challenging. This will help you pinpoint the major learning obstacles and begin searching for methods and resources to overcome them. For example, if you realize that learning medicine will require a significant amount of memorization, you might invest in spaced-repetition software. On the other hand, if you’re learning mathematics and anticipate that grasping certain concepts will be challenging, you might consider spending time explaining those concepts to others to deepen your own understanding.

Answering “How?”

Now that you’ve addressed two key questions — why you’re learning and what you’re learning — it’s time to tackle the final question: how are you going to learn it? I recommend two methods to determine how you’ll approach learning: benchmarking and the emphasize/exclude method.

Benchmarking involves starting any learning project by identifying common methods people use to learn the skill or subject. This helps you create a default strategy to begin with. For instance, if you’re learning something typically taught in schools, like computer science or history, you can examine school curricula for that subject. While you may be eager to start learning immediately, investing a few hours in this research can save you significant time later on.
The Emphasize/Exclude Method involves modifying the default curriculum you’ve identified. This is easier with skills that have clear success criteria, such as drawing, languages, or music. You can make educated guesses about the relative importance of different topics before studying them. First, identify areas of study that align with your goals. For example, if you’re learning French to converse in shops and restaurants in Paris, focus more on pronunciation than spelling. If you’re learning programming to create an app, prioritize learning about app development over theoretical concepts. Second, omit or postpone elements of the benchmarked curriculum that don’t align with your goals.

How Much Planning Should You Do?

Continuously researching can become a way to avoid the actual learning process. It’s crucial to strike a balance between conducting enough research to inform your approach and falling into the trap of analysis paralysis. There will always be some level of uncertainty, but you should aim to find the sweet spot where you have enough information to begin confidently. If you find yourself procrastinating, recognize it and take the first step towards your learning goals.

The 10 Percent Rule: A helpful guideline is to dedicate around 10 percent of your total anticipated learning time to research before diving into the actual learning process. The objective is not to explore every conceivable learning avenue but rather to ensure you haven’t blindly chosen the first resource or method without considering alternatives.
Diminishing Returns and Marginal Benefit Calculation: Metalearning research isn’t a one-time activity solely conducted before starting your project. It’s essential to continue researching as you progress. Sometimes, obstacles and opportunities only become apparent as you delve deeper into the subject, so reassessment is a necessary part of the learning process. A more nuanced approach to determining when and how much research to conduct is to compare the additional benefits of metalearning to those of regular learning. One method is to spend a few hours conducting more research — such as interviewing additional experts, searching online for more resources, or exploring new techniques — followed by a few hours of learning along your chosen path.
Long-Term Prospects for Metalearning: Every project offers the opportunity to learn new methods, improve resource gathering, enhance time management, and refine motivation management skills. Success in one project can boost your confidence, allowing you to approach your next project with greater boldness and free from self-doubt and procrastination. This long-term effect is more significant than the outcomes of any specific project. However, it’s a skill that develops over time and cannot be reduced to a single tactic or tool. The benefits of ultralearning may not be immediately apparent after the first project, as this initial project occurs when your metalearning abilities are at their lowest. However, each completed project equips you with new tools to tackle the next one, initiating a virtuous cycle of continuous improvement.

Chapter V: Principle 2 — Focus: Sharpen Your Knife

“Wisdom is not a product of schooling but of the lifelong attempt to acquire it.” — Albert Einstein

This chapter opens with the story of Mary Somerville who was a Scottish scientist, writer, and polymath. She studied mathematics and astronomy, and in 1835 she and Caroline Herschel were elected as the first female Honorary Members of the Royal Astronomical Society.
In the realm of great intellectual achievements, the ability to focus deeply and quickly is nearly universal. Albert Einstein, during his work on the general theory of relativity, focused so intensely that he developed stomach problems. Mathematician Paul Erdős used amphetamines to enhance his focus, and when challenged to give them up, he managed to do so, but later lamented that his unfocused time set mathematics back by a month.
While the image of solitary geniuses working without distraction is often associated with extreme focus, I am more intrigued by the type of focus displayed by individuals like Somerville. Despite constant distractions, limited social support, and ongoing obligations, she was able to focus deeply enough to not only learn a wide range of subjects but also to achieve such depth that the French mathematician Siméon Poisson remarked that “there were not twenty men in France who could read her book.”

Problem 1: Failing to Start Focusing (aka Procrastinating)

Procrastination often occurs because there is a craving to do something else or an aversion to the task at hand, or sometimes both.

To overcome procrastination:

Recognize when you are procrastinating. Awareness is crucial for progress.
Understand that the unpleasantness of a task or the allure of a distraction is often just an impulse that fades quickly once you start working.
Start with a small commitment, such as telling yourself you’ll work on the task for just five minutes. This can help you overcome the initial resistance to starting.
Use “crutches” to push through moments of maximal unpleasantness. For example, in learning Chinese characters, the author only allowed himself to quit a flashcard session after remembering the most recent card correctly, increasing his patience for the task.
Practice overcoming aversions and distractions. You may need to start over or backtrack at times, but with practice, you can lessen their impact on your progress

Problem 2: Failing to Sustain Focus (aka Getting Distracted)

External distractions: These are disruptions in your environment, such as noise or notifications. To minimize external distractions, try to create a quiet and organized workspace.
Internal distractions: These are distractions that come from within, such as intrusive thoughts or worries. To manage internal distractions, try practicing mindfulness or meditation to improve your focus.
Boredom or lack of engagement: If you find yourself getting bored or disengaged with your task, try to find ways to make it more interesting or challenging. This could involve setting goals, breaking the task into smaller parts, or finding a new approach to the material.

Distraction Source 1: Your Environment

The first source of distraction is your environment. Do you have your phone turned off? Are you accessing the internet, watching television, or playing games? Are there distracting noises and sounds? Are you prepared to work, or might you need to stop to look for pens, a book, or a lamp? This is a source of the problem of sustaining focus, but it’s also an aspect people frequently ignore for the same reasons they ignore the fact that they are procrastinating.
Be aware of what environment you work best in, and test it.
Multitasking may feel like fun, but it’s unsuitable for ultralearning, which requires concentrating your full mind on the task at hand. It’s better to rid yourself of this vice than to strengthen bad habits of ineffective learning.

Distraction Source 2: Your Task

The second source is the task you’re trying to learn.
Whenever you have a choice between using different tools for learning, you may want to consider which is easier to focus on when making that decision.
More intense strategies, whether solving problems, making something, or writing and explaining ideas aloud, are harder to do in the background of your mind, so there are fewer opportunities for distractions to creep in.

Distraction Source 3: Your Mind

The third source of distraction is your own mind. Negative emotions, restlessness, and daydreaming can all hinder your ability to focus. A clear, calm mind is best for learning, so it’s important to address any emotional issues or life problems that may be affecting your ability to concentrate.
When faced with distracting thoughts or emotions, acknowledge them, be aware of them, and gently redirect your focus back to your task. It’s important to allow these feelings to pass without letting them derail your focus.
Learning to let distracting thoughts or emotions arise, note them, and release them can help diminish their impact on your ability to focus. Even if you feel overwhelmed by negative emotions and struggle to work, remember that persisting through these challenges will strengthen your ability to focus in the long run. The time spent working on your task is not wasted, even if you don’t accomplish as much as you’d like in a particular session.

Problem 3: Failing to Create the Right Kind of Focus

Arousal, in the general sense (not sexual), refers to your overall level of energy or alertness. It is linked to the activation of the sympathetic nervous system, which leads to physical effects like increased heart rate, blood pressure, pupil dilation, and sweating. Mentally, arousal influences attention, with high arousal often resulting in a narrow focus that can be intense but somewhat fragile.
In terms of task performance, arousal and task complexity play a role in how you should apply your attention. For example, when engaging in a creative task, taking a break can widen your focus and potentially lead to new insights. This is why “Eureka!” moments often happen during leisure time or while falling asleep.
On the other hand, complex tasks may benefit from lower arousal levels. For tasks like solving math problems, working in a quiet environment at home where arousal levels are lower might be more conducive to success.

Improving Your Ability to Focus

The ability to focus is even more important for those whose lives make such large commitments of time impossible.
Just because you’re disciplined about one thing doesn’t automatically make you disciplined about everything else.
Recognize where you are, and start small.

Chapter VI: Principle 3 — Directness: Go Straight Ahead

“One learns from books and example only that certain things can be done. Actual learning requires that you do those things.” — Frank Herbert

Directness in learning means closely tying your learning efforts to the context or situation in which you intend to use the skills.
For example, many people want to learn a language but spend most of their time on language learning apps instead of conversing with native speakers. Similarly, individuals aspiring to work on collaborative projects often focus on coding in isolation. This tendency to avoid directly practicing what we want to learn often stems from discomfort, boredom, or frustration.
In contrast, ultralearning projects emphasize direct learning. This approach involves engaging in learning activities that are directly connected to the real-world application of the skills being learned.
Traditional classroom-style learning often focuses on memorizing facts and formulas without a clear connection to real-world application. Directness asserts that much of the learning process occurs while actively engaging in the skill you want to develop.
While spending a significant amount of time practicing the skill you want to learn is the most direct approach, it’s not always possible to practice in the exact context you desire. In such cases, you can gradually increase the directness of your practice to improve your performance.
However, learning directly can be challenging, as it may require intense and uncomfortable practice. Without paying attention to directness, you may inadvertently adopt ineffective learning strategies

Transfer: Education’s Dirty Secret: Transfer, often seen as the “Holy Grail of education,” occurs when knowledge learned in one context can be applied effectively in another. Directness in learning addresses the challenge of transfer in two key ways.

Overcoming the Problem of Transfer with Directness: First, direct learning establishes a clear connection between the skill being learned and its real-world application, reducing the need for transfer. Second, it recognizes that learning encompasses more than just theoretical knowledge — it also involves understanding how that knowledge interacts with real-world scenarios.

How Ultralearners Avoid the Problem of Transfer and Learn Directly: Ultralearners tackle the transfer problem by prioritizing direct learning methods. They learn by doing whenever possible, ensuring that their learning activities closely resemble real-world applications. If direct practice is not feasible, they create simulated environments or projects that closely mimic the cognitive demands of the desired skill. This approach minimizes the gap between learning and application, making transfer more seamless.

How to Learn Directly

Learning directly is hard. It is often more frustrating, challenging, and intense than reading a book or sitting through a lecture. But this very difficulty creates a potent source of competitive advantage for any would-be ultralearner. If you’re willing to apply tactics that exploit directness despite these difficulties, you will end up learning much more effectively.

Tactic 1: Project-Based Learning: Many ultralearners prefer projects over traditional classes to acquire new skills. The reasoning is straightforward: by structuring your learning around completing a project, you ensure that you acquire the skills necessary to accomplish that specific task. In contrast, traditional classes may involve a lot of note-taking and reading without necessarily achieving your desired outcome. For instance, learning programming through creating a computer game exemplifies project-based learning. Fields like engineering, design, art, music composition, carpentry, and writing naturally lend themselves to project-based learning where tangible outcomes are produced. Additionally, even intellectual pursuits can serve as the foundation for a project.
Tactic 2: Immersive Learning: Immersion involves immersing yourself in an environment where the skill you’re learning is regularly practiced. This approach demands a significantly higher level of practice than usual and exposes you to a wider range of situations where the skill is applicable.
Tactic 3: The Flight Simulator Method: While immersion and projects are effective, some skills cannot be practiced directly. In such cases, simulating the environment can be beneficial as long as the simulation accurately reflects the cognitive aspects of the task.
Tactic 4: The Overkill Approach: The overkill approach involves setting a goal that demands a skill level higher than what is strictly necessary. By placing yourself in an environment with extremely high demands, you ensure that you won’t miss any crucial lessons or feedback. While this approach can feel intense and may evoke feelings of unreadiness or fear, these feelings are often temporary. If you can muster enough motivation to start, it’s usually easier to continue this method long term. For example, you might challenge yourself to speak a language you’ve barely learned, deliver an unrehearsed speech, or dive into programming without relying on tutorials.

Chapter VII: Principle 4 — Drill: Attack Your Weakest Point

“Tell me and I forget, teach me and I may remember, involve me and I learn.” — Benjamin Franklin

This chapter opens with the story of Benjamin Franklin who was an American polymath, a leading writer, scientist, inventor, statesman, diplomat, printer, publisher, and political philosopher. Among the most influential intellectuals of his time, Franklin was one of the Founding Fathers of the United States; a drafter and signer of the Declaration of Independence; and the first postmaster general.

The Chemistry of Learning

In chemistry, the rate-determining step is the slowest part of a chain of reactions, setting the pace for the entire reaction to occur. This concept can be applied to learning. By identifying the rate-determining step in your learning process, you can isolate and focus on improving that specific aspect. This targeted approach can lead to faster overall improvement compared to practicing every aspect of a skill simultaneously.

Drills and Cognitive Load

When practicing a complex skill, your cognitive resources like attention and memory are divided among various aspects of the task. This division can hinder improvement because focusing on one aspect may cause performance in other areas to decline. Drills simplify the skill, allowing you to concentrate your cognitive resources on one specific aspect, leading to more effective improvement.

The Direct-Then-Drill Approach

The tension between learning directly and doing drills can be resolved by viewing them as alternating stages in a larger learning cycle.

Direct Practice: Begin by practicing the skill directly, matching the practice environment as closely as possible to the real-world application.
Analysis: Next, analyze the direct practice to identify components that are either rate-determining steps in your performance or sub skills that are challenging to improve due to distractions.
Drills: Isolate these components and practice them through drills to improve specific aspects of the skill.
Integration: Finally, return to direct practice and integrate what you’ve learned from the drills. This helps bridge the gap between isolated practice and real-world application, addressing any transfer hiccups that may arise.

Tactics for Designing Drills

There are three major problems when applying this principle. The first is figuring out when and what to drill. You should focus on what aspects of the skill might be the rate-determining steps in your performance. Doing drills is hard and often uncomfortable. Teasing out the worst thing about your performance and practicing that in isolation takes guts. It’s much more pleasant to spend time focusing on things you’re already good at.

Drill 1 — Time Slicing: Isolate a slice in time of a longer sequence of actions. Focus on moments of heightened difficulty or importance within the skill.
Drill 2 — Cognitive Components: Practice specific cognitive components of the skill in isolation, rather than entire sequences or actions.
Drill 3 — The Copycat: Copy the parts of the skill you don’t want to drill, either from someone else or your past work, to focus exclusively on the component you want to practice. This saves time and reduces cognitive burden.
Drill 4 — Prerequisite Chaining: Start with a skill for which you don’t have all the prerequisites. When you perform poorly, go back and learn one of the foundational topics, then repeat the exercise. This approach saves time by focusing on sub skills that drive performance.

Mindful Drilling

Drills are often challenging and uncomfortable, leading many to avoid them. However, they are essential for accelerating learning on the specific aspects that are most difficult. Instead of passively engaging in drills, it’s crucial to actively seek out the areas that need improvement and focus on them directly. By embracing the difficulty of drills, learners can deepen their understanding and master challenging concepts. This approach contrasts with focusing on easy or mastered tasks, which can hinder true progress. Ultimately, embracing mental challenges is a key principle of effective learning.

These resources are essential for our journey ahead:

Thank you for taking the time to read my article until the end. I sincerely hope that you have gained valuable insights and knowledge from it. If you found the article enjoyable and informative, I kindly ask you to share it with your friends and colleagues.