Shadowing-Übung: 6 Levels of Thinking Every Student MUST Master - Englisch Sprechen Lernen mit Video
Übungsmodus wählen
Jeder Modus öffnet einen Übungsraum im Vollbild.
217 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
There are six levels or types of thinking that every student or learner of any age should master.
2
And each of these six levels leads to a different level of result.
3
Unfortunately, most of the students I work with are stuck in these first few levels of thinking,
4
and the reason that they struggle to reach top results is because they are thinking at the wrong level.
5
When this happens, it causes a lot of stress, it wastes a lot of time, it can be very frustrating,
6
it can feel impossible to reach top results with any degree of confidence,
7
and with enough time, we can start thinking that maybe we're just not cut out for it.
8
But that probably is not true.
9
And for me, learning how to think deliberately at the right level is one of the main reasons
10
I was able to achieve top academic results in both medical school and for my Masters of Education.
11
And trust me, I'm certainly not a genius.
12
I've seen similar results with thousands of students and professionals
13
that I've trained over the years
14
and by the end of this video you'll be able to see what level you tend to operate at
15
and how you can get to the level that you need to be.
16
And FYI, the level you need to be is probably higher than you think, but we'll get to that later.
17
So the first level is all about memorizing things.
18
This involves a lot of rereading, rewriting it is usually very repetitive.
19
It can feel very tedious.
20
It often makes us feel drowsy.
21
And this level is called remember.
22
It is the level of rote learning and repeating hundreds and thousands of flashcards.
23
This is the way I and maybe you studied for like most of high school.
24
And it's maybe the reason why you might have hated studying.
25
And when you do this level of thinking and studying, then it unlocks level one result, which is regurgitate.
26
The regurgitate level is all about listing, defining, stating facts.
27
It's the kinds of questions that are less common as you go throughout university and become semi -useless in professional life.
28
Confusingly, even though this first level is called remember,
29
it's actually not a very good way to hold on to and retain the things that you learn, but we'll talk about that later.
30
The second level of learning is about really trying to comprehend
31
what you are learning rather than just like repeatedly smash it into your brain.
32
This is the level that we call understand.
33
Now there's a reason I've been saying these are levels of thinking
34
and not different levels of studying and that's because your intentions really matter.
35
You could have two people doing exactly the same technique
36
and for someone looking at you it can look exactly the same and then
37
when you ask them hey how are you studying they might both just say i'm just reading my textbook
38
but mentally it's different for the person at level one by reading they actually mean i'm reading it again
39
and again so i can try to get it stuck in my head whereas for the person in level two,
40
what they mean is I'm reading it so I can understand what it's trying to say and wrap my head around it.
41
And so naturally at level two thinking understand, what we unlock is level two result, which is explain.
42
This allows us to answer questions that require us to explain our understanding of a concept or a process.
43
These types of questions often make up the bulk of most assessments up until around later in uni.
44
Now if this is sounding familiar to you so far, it's because it's described in a framework called Bloom's Revised Taxonomy,
45
which was first published in 1956 and then later revised in 2001.
46
And even though it is 70 years old, it is still one of the most underrated principle that most students have never heard of.
47
And if you have heard of it, stick around because I'll teach you a way of using it that helped me double my learning efficiency.
48
So level three is about using what you have learned to then solve problems.
49
And this is a level that we call apply.
50
Now, this is where things can get a little bit confusing because a lot of people misunderstand this about Bloom's taxonomy.
51
There are lots of different ways that you can apply your knowledge to solve problems.
52
So, for example, you have what we, I would say, are simple problems.
53
These are the types of problems where you learn something
54
and then you just directly use that thing that you learned to solve a problem
55
So for example in maths or physics you learn an equation
56
or formula and there is a problem that you need to solve by just using that equation or formula
57
Then again, there are what I might call a little bit more advanced problems
58
And these are the ones where you actually have to think about the best way to tackle the problem
59
There are a combination of concepts that you need to apply in a certain sequence
60
and there's a lot more strategic thinking involved.
61
At level three, we're mostly talking about the first one, simple.
62
problem solving.
63
And so we unlock that level, which is the simple problem solving result.
64
We're now able to solve what I call one to one problems, where there is one concept you learn,
65
and the problem requires that one concept to solve.
66
And you can get to this level, level three, by just literally solving questions and solving problems.
67
Lots of practice papers and quizzes have questions at the apply level.
68
For something more procedural like coding it might be building a simple function with a few simple variables.
69
But what about the harder and more complex questions?
70
The types of problems that are advanced?
71
This is where level 4 thinking comes in.
72
We're entering into the territory of higher -order learning.
73
People who know how to think at level 4 tend to do pretty well,
74
but level four thinkers are not common and you'll see why that is soon.
75
Level four thinking is all about comparing and contrasting.
76
It's about looking for similarities and differences.
77
We call this level analyze.
78
It's the first time that we're not just looking at information by itself, but we're looking at it in relation to another piece of information.
79
And there are countless techniques that help with level four analyze.
80
Venn diagrams, making tables, making summaries that explain the similarities and differences,
81
using mind maps, solving problems and questions that forced you to compare one concept in relation to another.
82
All of these things are gonna be helpful.
83
Really, any technique is effective as long as it forces you to compare and contrast one thing against another thing.
84
So unlocking level four accesses the level four result, which is the comparison level.
85
And instead of just giving you some examples of what comparison looks like,
86
I'm going to do one better and show you this great little study tip that you can use.
87
Go on to something like ChatGPT or Gemini and type in this prompt.
88
Give me questions at the educational stage that you want.
89
So let's say second year university level for the subject.
90
So let's say in this example, we'll say microbiology at Bloom's revised taxonomy level.
91
In this case, it's going to be level four.
92
And these are exactly the types of questions that test you at level four.
93
And you'll see that every single option forces you to compare ideas against each other.
94
Now, the reason that this technique is actually useful to use in your studying is
95
because Bloom's revised taxonomy was not created for people like you, like a learner.
96
They were created for educators and exam writers.
97
And internationally, almost every single curriculum is designed around
98
Bloom's taxonomy or a similar taxonomy.
99
They're all pretty similar to each other.
100
Which means your exam writer is thinking in this way to create the questions
101
that are going to filter out the good versus the great learners.
102
Which means you can now predict the types of questions they're going to ask you and even create your own practice papers.
103
But here is why level 4 thinkers are not common.
104
As soon as you jump from level 3 to level 4,
105
you will 100 % notice that this level of thinking requires more mental effort.
106
It is harder to do.
107
You're thinking for longer and more deeply than the previous levels,
108
which is a good thing because it means that your brain is forming deeper knowledge and stronger memory, but it can feel like you've gotten slower.
109
And some people think that that means they're doing something wrong.
110
So even though most students can think at level four, most students choose not to because it doesn't feel as easy.
111
This is a phenomenon called the misinterpreted effort hypothesis and it prevents the majority of learners from ever really improving.
112
And this is even more the case at level five.
113
Level five thinking is for the top learners.
114
If you can think at level five, you will be reaching those top results.
115
It's also the level that people find the most confusing, so I'm going to make it really simple for you.
116
Level five is all about judgment.
117
At level four, we analyze, we compared and contrasted, we found similarities and differences.
118
At level five, we're asking, so what?
119
What does it matter? Who cares?
120
Why is it important?
121
Level five is called evaluate.
122
And learning to think at this level unlocks the level 5 result which is Prioritize.
123
So let's do that little AI trick again and see the difference in the types of questions we get.
124
So you can see level four on the left and level five on the right.
125
So notice that at level five, we are forming conclusions and now we have to justify it.
126
It's not enough like at level four, just to know that there are similarities and differences.
127
We then have to use that knowledge to make a decision.
128
Level five thinking takes much more effort and you'll know
129
that you are doing it right when you are going back and forth between the material,
130
trying to answer the question in your head of why does this matter?
131
How does it fit in with everything else?
132
Why do I need to care?
133
You're going to be jumping between your lectures and your textbook and doing a Google search.
134
These are the signs that you are operating at level five.
135
And it's not as easy as the previous levels, but to reach level five results, you need to go through this.
136
And level four and level five are the types of questions
137
and challenges you'll find in second and third year university
138
and beyond and in postgrad studies most of what you're assessed at is level four
139
and level five also pretty much any senior position in any profession will require you to have level four
140
and level five thinking and much like before it's less about what your technique looks like
141
and more about what's happening inside your brain.
142
For example, for level five, mind maps, teaching, answering questions,
143
creating summaries, these are all techniques that are great for level five.
144
But you could also do all of those techniques
145
and still not do it at level five if you're not thinking in the right way.
146
For example, it's easy to make a mind map, just connecting a bunch of lines and arrows together between words,
147
forming a few groups and categories here and there and just call it done.
148
But that's not level five thinking.
149
It's very different to, for example,
150
creating a mind map where you're critically evaluating which lines and relationships are more important than other possible relationships.
151
And you're thinking, what is the best way I can group these ideas together?
152
Mentally, it's a very different process, even though physically it can look very similar.
153
Now level six, I'll go through this one pretty quickly because funnily enough, it's actually less important for most people.
154
Level six is about creating a hypothesis.
155
It's about synthesizing new and novel information from what you already know.
156
This level is called create.
157
And when you unlock create, it unlocks the level six result, which is hypothesize.
158
Now, some people think that level six create is any situation where you have to generate anything with your knowledge.
159
This is not true.
160
It's only level six if you are creating an answer for something
161
that you don't think the answer exists in your knowledge already.
162
You're identifying a gap and you're creating a potential answer that makes sense based on what you do know.
163
And the reason level six is not as important as previous levels is
164
because most people will not really be assessed at level six unless you are at the highest levels of education
165
or your profession.
166
Most people in their daily lives will be at the top
167
of their game just being able to perform at level five consistently.
168
But just for your knowledge, here are some examples of level six.
169
And as you can see, it's pretty advanced.
170
You can pause to read this a little bit more if you like,
171
or you can jump onto your AI and do this for your own subject.
172
Now here's the part that is going to blow your mind.
173
If you want to get to level five and level six, there are actually two different methods to get there.
174
The first way is to start studying and just to go through each level from bottom to top.
175
First you remember it, and then you understand it, and then you apply it, and then you analyze it, so on and so forth.
176
This sounds very logical, but for most people this will not work.
177
The problem with starting at the bottom, mastering level one, then mastering level two,
178
then mastering level three, etc. is that it is very, very time consuming.
179
And most people do not have enough time to even reach level five, let alone master it.
180
So in reality, most people will just do a little bit of each level kind of back and forth.
181
Like for example, in lectures, they might be doing a little bit of level one and then a little bit of level two.
182
And then later when doing some quizzes, they might be doing a bit of level two and a little bit of level three.
183
And they're just sort of moving back and forth.
184
If they do a more challenging question, they'll be doing a little bit of level four and then level five.
185
And this doesn't really work very well because we will always forget things over time.
186
In research, we call this phenomenon knowledge decay.
187
It occurs because the memory has something called a forgetting curve.
188
So basically, while you're doing level two and level three, our knowledge of level one will slowly decay away, right?
189
We're going to forget it.
190
And so instead of being able to actually just move up the levels,
191
we're going to be spending most of our time just relearning the things that we continuously forget.
192
So instead, here is the better way to reach the higher levels.
193
Instead of starting at level 1 and moving up, we're going to start at level 5 and actually move down.
194
Remember level 5 because level 6 is not relevant for most people.
195
And the reason this works is because our brain actually processes information
196
and forms memory more strongly at level five than it does at level one.
197
And when we set our sights at the top,
198
our brain will actually fill in and achieve the lower levels of results along the way as almost like a side effect.
199
And this doesn't work the other way around.
200
If we are trying to just learn so that we can regurgitate material,
201
our brain is not going to then be able to automatically compare or prioritize information.
202
But if we are trying to compare and prioritize, then we will gain better memory so that we can,
203
if we need to regurgitate, explain and solve problems.
204
Now, by the way, the science on this gets a little bit complicated.
205
So if you want me to go deeper in on this, then let me know in the comments.
206
Like I said, level five takes more mental effort, but it pays off big time by forgetting less.
207
So this means when we start studying, don't focus on trying to remember or understand.
208
Focus most of your attention on trying to evaluate, which forces you to understand and analyze it in the first place.
209
Now, if you found this video useful and you want to get the key points summarized, sent straight to your inbox,
210
then I've actually got a newsletter where I distill my decade of coaching people to learn more efficiently into bite -sized emails.
211
Each email covers one key concept that I think every learner would benefit from with some practical takeaways.
212
The learnings from this video are also in one of those newsletters too.
213
If you're interested, check out the link in the description
214
or go to iconstudy .com slash learning drop to sign up
215
and you will get your first letter in your inbox straight away.
216
As always, thank you so much for watching and I'll see you in the next one or in your inbox.
217
Thank you.
App herunterladen
Alles, was du zum fließenden Sprechen brauchst
KI-AussprachebewertungJeder Satz bewertet
IPA-TrainingJeden Laut meistern
WortschatzBaue deinen Wortschatz auf
VokabelspielSpielend lernen
Gleicher Kanal
C16
How to Remember Everything You Read
Daily ConversationUniversity Students
B25
How to Build Systems to Actually Achieve Your Goals
Business EnglishDaily ConversationUniversity Students
C13
You Can Become A Genius In 12 Months. Here's How...
Daily ConversationUniversity StudentsWorking Adults
B24
How To Learn Any Skill So Fast It Feels Illegal
Business EnglishUniversity StudentsWorking Adults
C14
The Psychology of Deep Thinkers
Business EnglishUniversity StudentsWorking Adults
B22
How to Remember Everything You Read
Business EnglishUniversity StudentsWorking Adults
C12
How to Think So Clearly People Assume You’re A Genius
University StudentsWorking Adults
C11
How to Learn Anything Once and Remember Forever
Business EnglishUniversity StudentsWorking Adults
B22
Watch This For 18 Minutes, and You’ll Outlearn 99.9% Of People
Business EnglishUniversity StudentsWorking Adults
B23
How to Learn So Fast People Assume You're Naturally Gifted
Business EnglishUniversity StudentsWorking Adults
C1How To Learn Any New Skill So Fast It’s Unfair
Daily ConversationUniversity StudentsWorking Adults
B22
The SIMPLEST Way to Become Good at Learning
Daily ConversationUniversity Students
C1How to Read Anything Faster Than Everyone Else
Daily ConversationUniversity StudentsWorking Adults
B2How to Learn ANYTHING Faster Than Everyone
Business EnglishUniversity StudentsWorking Adults
FOR YOU
Empfohlenes Video
B22
190 Sätze
The 7 Levels Of Ivy League
Daily ConversationHigh School StudentsUniversity Students
C13
116 Sätze
How To Become Dangerously Self-Educated (complete plan)
Daily ConversationUniversity StudentsWorking Adults
C15
54 Sätze
The Science of Thinking
Business EnglishDaily ConversationUniversity Students
B2534
18 Sätze
The 7 Habits of Highly Successful Students (Part 5) 🌟
American AccentDaily ConversationUniversity Students
C13
439 Sätze
How Doctors Think (And Students Don't)
Daily ConversationUniversity Students
B256
34 Sätze
How to Work SMARTER Not HARDER in 2 Minutes
Daily ConversationUniversity Students
C12
37 Sätze
HOW TO MASTER ANY SKILL FAST
Daily ConversationUniversity StudentsWorking Adults
C13
155 Sätze
How to be a creative thinker | Carnegie Mellon University Po-Shen Loh
Daily ConversationUniversity StudentsWorking Adults
B21
165 Sätze
I failed all my exams, then I figured it out || Failed to Summa Cum Laude
Daily ConversationHigh School StudentsUniversity Students
C12
295 Sätze
School Didn’t Teach You How to Talk, So I’ll Do It For You
Business EnglishDaily ConversationUniversity Students
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „6 Levels of Thinking Every Student MUST Master“. Dieses Video enthält 217 Sätze und 2934 Wörter zum Nachsprechen. Der gesprochene Teil dauert 17:11. Der Sprecher spricht in natürlichem Tempo, etwa 171 Wörter pro Minute, ähnlich wie im Alltagsgespräch. 89 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| solve Verb | /sɒlv/ | lösen |
| technique Substantiv | /tɛkˈniːk/ | Technik |
| unlock Verb | /ʌnˈlɑk/ | aufschließen, entriegeln |
| compare Verb | /kəmˈpɛɚ/ | vergleichen, komparieren |
| analyze Verb | /ˈæn.əˌlaɪz/ | analysieren |
| similarity Substantiv | /ˌsɪm.ɪˈlæɹ.ɪ.ti/ | Ähnlichkeit |
| contrast Substantiv | /kənˈt(ʃ)ɹæst/ | Kontrast |
| evaluate Verb | /ɪˈvaljʊeɪt/ | evaluieren, auswerten |
| inbox Substantiv | /ˈɪnbɑks/ | Posteingang, Inbox |
| formula Substantiv | /ˈfɔː.mjʊ.lə/ | Formel |
| summary Substantiv | /ˈsʌm.ə.ɹi/ | Zusammenfassung |
| relation Substantiv | /ɹɪˈleɪʃ(ə)n/ | Beziehung |
| examination Substantiv | /ɪɡˌzæm.ɪˈneɪ.ʃən/ | Prüfung, Untersuchung |
| mentally Adverb | /ˈmɛntəli/ | geistig, psychisch |
| lecture Substantiv | /ˈlɛk.t͡ʃə/ | Vorlesung, Vortrag |
Phrasal Verbs, die du hören wirst
| Wort | Aussprache | Bedeutung |
|---|---|---|
| check out Verb | überprüfen | |
| go back Verb | zurückgehen, zurückfahren | |
| make up Verb | /ˌmeɪk ˈʌp/ | wiedergutmachen, kompensieren |
| pay off Verb | bestechen, kaufen | |
| sign up Verb | einschreiben, anmelden |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- We're entering into the territory of higher -order learning.
- At level five, we're asking, so what?
- Why do I need to care?
- We're going to forget it.
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | is called · was not created · were created |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | result, which is · level, which is · People who know |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've seen · I've trained · have never heard |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 53 Kurzformen und abgeschwächte Formen, zum Beispiel we're, you're, I'm. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: hypothesis /haɪˈpɒθɪsɪs/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thinker /ˈθɪŋ.kɚ/, hypothesize /haɪˈpɑ.θəˌsaɪz/, synthesize /ˈsɪnθəsaɪz/
- Die Laute „sh“ und „zh“: contrast /kənˈt(ʃ)ɹæst/, relation /ɹɪˈleɪʃ(ə)n/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, profession /pɹəˈfɛʃ.ən/, equation /ɪˈkweɪ.ʒən/
- Lange Wörter – auf die Betonung achten: similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, phenomenon /fəˈnɒm.ɪ.nən/, hypothesis /haɪˈpɒθɪsɪs/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): equation /ɪˈkweɪ.ʒən/, quiz /kwɪz/, whereas /(h)wɛɹˈæz/, sequence /ˈsiː.kwəns/, framework /ˈfɹeɪm.wɜːk/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: solve /sɒlv/, analyze /ˈæn.əˌlaɪz/, quiz /kwɪz/, confuse /kənˈfjuːz/, complicated /ˈkɑm.plɪˌkeɪ.tɪd/
- /æ/ — offener als „ä“: analyze /ˈæn.əˌlaɪz/, similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, contrast /kənˈt(ʃ)ɹæst/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie solve, technique, unlock.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.