Shadowing Practice: 6 Levels of Thinking Every Student MUST Master - Learn English Speaking with Video

בחר מצב תרגול

כל מצב פותח חדר תרגול במסך מלא.

217 משפטים

אם המשפטים קצרים או ארוכים מדי, לחץ על ערוך כדי להתאים אותם.

There are six levels or types of thinking that every student or learner of any age should master.

And each of these six levels leads to a different level of result.

Unfortunately, most of the students I work with are stuck in these first few levels of thinking,

and the reason that they struggle to reach top results is because they are thinking at the wrong level.

When this happens, it causes a lot of stress, it wastes a lot of time, it can be very frustrating,

it can feel impossible to reach top results with any degree of confidence,

and with enough time, we can start thinking that maybe we're just not cut out for it.

But that probably is not true.

And for me, learning how to think deliberately at the right level is one of the main reasons

I was able to achieve top academic results in both medical school and for my Masters of Education.

And trust me, I'm certainly not a genius.

I've seen similar results with thousands of students and professionals

that I've trained over the years

and by the end of this video you'll be able to see what level you tend to operate at

and how you can get to the level that you need to be.

And FYI, the level you need to be is probably higher than you think, but we'll get to that later.

So the first level is all about memorizing things.

This involves a lot of rereading, rewriting it is usually very repetitive.

It can feel very tedious.

It often makes us feel drowsy.

And this level is called remember.

It is the level of rote learning and repeating hundreds and thousands of flashcards.

This is the way I and maybe you studied for like most of high school.

And it's maybe the reason why you might have hated studying.

And when you do this level of thinking and studying, then it unlocks level one result, which is regurgitate.

The regurgitate level is all about listing, defining, stating facts.

It's the kinds of questions that are less common as you go throughout university and become semi -useless in professional life.

Confusingly, even though this first level is called remember,

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.

The second level of learning is about really trying to comprehend

what you are learning rather than just like repeatedly smash it into your brain.

This is the level that we call understand.

Now there's a reason I've been saying these are levels of thinking

and not different levels of studying and that's because your intentions really matter.

You could have two people doing exactly the same technique

and for someone looking at you it can look exactly the same and then

when you ask them hey how are you studying they might both just say i'm just reading my textbook

but mentally it's different for the person at level one by reading they actually mean i'm reading it again

and again so i can try to get it stuck in my head whereas for the person in level two,

what they mean is I'm reading it so I can understand what it's trying to say and wrap my head around it.

And so naturally at level two thinking understand, what we unlock is level two result, which is explain.

This allows us to answer questions that require us to explain our understanding of a concept or a process.

These types of questions often make up the bulk of most assessments up until around later in uni.

Now if this is sounding familiar to you so far, it's because it's described in a framework called Bloom's Revised Taxonomy,

which was first published in 1956 and then later revised in 2001.

And even though it is 70 years old, it is still one of the most underrated principle that most students have never heard of.

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.

So level three is about using what you have learned to then solve problems.

And this is a level that we call apply.

Now, this is where things can get a little bit confusing because a lot of people misunderstand this about Bloom's taxonomy.

There are lots of different ways that you can apply your knowledge to solve problems.

So, for example, you have what we, I would say, are simple problems.

These are the types of problems where you learn something

and then you just directly use that thing that you learned to solve a problem

So for example in maths or physics you learn an equation

or formula and there is a problem that you need to solve by just using that equation or formula

Then again, there are what I might call a little bit more advanced problems

And these are the ones where you actually have to think about the best way to tackle the problem

There are a combination of concepts that you need to apply in a certain sequence

and there's a lot more strategic thinking involved.

At level three, we're mostly talking about the first one, simple.

problem solving.

And so we unlock that level, which is the simple problem solving result.

We're now able to solve what I call one to one problems, where there is one concept you learn,

and the problem requires that one concept to solve.

And you can get to this level, level three, by just literally solving questions and solving problems.

Lots of practice papers and quizzes have questions at the apply level.

For something more procedural like coding it might be building a simple function with a few simple variables.

But what about the harder and more complex questions?

The types of problems that are advanced?

This is where level 4 thinking comes in.

We're entering into the territory of higher -order learning.

People who know how to think at level 4 tend to do pretty well,

but level four thinkers are not common and you'll see why that is soon.

Level four thinking is all about comparing and contrasting.

It's about looking for similarities and differences.

We call this level analyze.

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.

And there are countless techniques that help with level four analyze.

Venn diagrams, making tables, making summaries that explain the similarities and differences,

using mind maps, solving problems and questions that forced you to compare one concept in relation to another.

All of these things are gonna be helpful.

Really, any technique is effective as long as it forces you to compare and contrast one thing against another thing.

So unlocking level four accesses the level four result, which is the comparison level.

And instead of just giving you some examples of what comparison looks like,

I'm going to do one better and show you this great little study tip that you can use.

Go on to something like ChatGPT or Gemini and type in this prompt.

Give me questions at the educational stage that you want.

So let's say second year university level for the subject.

So let's say in this example, we'll say microbiology at Bloom's revised taxonomy level.

In this case, it's going to be level four.

And these are exactly the types of questions that test you at level four.

And you'll see that every single option forces you to compare ideas against each other.

Now, the reason that this technique is actually useful to use in your studying is

because Bloom's revised taxonomy was not created for people like you, like a learner.

They were created for educators and exam writers.

And internationally, almost every single curriculum is designed around

Bloom's taxonomy or a similar taxonomy.

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.

הורד אפליקציה

כל מה שאתה צריך כדי לדבר בשטף

הגיית AIציון לכל משפט

תרגול IPAשלוט בכל צליל

אוצר מיליםבנה את מאגר המילים שלך

משחק אוצר מיליםלמד תוך כדי משחק

סרוק QR

Download on theApp Store Get it onGoogle Play

אותו ערוץ

FOR YOU

המלץ על סרטון

190 משפטים

The 7 Levels Of Ivy League

Daily ConversationHigh School StudentsUniversity Students

116 משפטים

How To Become Dangerously Self-Educated (complete plan)

Daily ConversationUniversity StudentsWorking Adults

54 משפטים

The Science of Thinking

Business EnglishDaily ConversationUniversity Students

The 7 Habits of Highly Successful Students (Part 5) 🌟

534

18 משפטים

The 7 Habits of Highly Successful Students (Part 5) 🌟

Daily ConversationUniversity Students

439 משפטים

How Doctors Think (And Students Don't)

Daily ConversationUniversity Students

34 משפטים

How to Work SMARTER Not HARDER in 2 Minutes

Daily ConversationUniversity Students

37 משפטים

HOW TO MASTER ANY SKILL FAST

Daily ConversationUniversity StudentsWorking Adults

155 משפטים

How to be a creative thinker | Carnegie Mellon University Po-Shen Loh

Daily ConversationUniversity StudentsWorking Adults

165 משפטים

I failed all my exams, then I figured it out || Failed to Summa Cum Laude

Daily ConversationHigh School StudentsUniversity Students

295 משפטים

School Didn’t Teach You How to Talk, So I’ll Do It For You

Business EnglishDaily ConversationUniversity Students

אוצר מילים והערות הגייה לשיעור הזה

שיעור הדיבור הזה מבוסס על הסרטון “6 Levels of Thinking Every Student MUST Master”. בסרטון הזה יש 217 משפטים ו-2934 מילים לתרגול Shadowing. הדיבור נמשך 17:11. הדובר מדבר בקצב טבעי של כ-171 מילים בדקה, קרוב לשיחה יומיומית. 89% מהמילים נמצאות בין 3,000 המילים הנפוצות ביותר באנגלית, כך שקל לעקוב אחרי אוצר המילים.

אוצר מילים מרכזי בסרטון הזה

15 מילים מהסרטון שכדאי ללמוד, עם ההגייה והמשמעות שלהן:

מילה	הגייה	משמעות
solve פועל	/sɒlv/	פָּתַר
technique שם עצם	/tɛkˈniːk/	טֶכְנִיקָה
unlock פועל	/ʌnˈlɑk/	פתח
compare פועל	/kəmˈpɛɚ/	השווה \ הִשְׁוָה
similarity שם עצם	/ˌsɪm.ɪˈlæɹ.ɪ.ti/	דִּמְיוֹן
contrast שם עצם	/kənˈt(ʃ)ɹæst/	ניגוד
formula שם עצם	/ˈfɔː.mjʊ.lə/	נוסחה \ נֻסְחָה
summary שם עצם	/ˈsʌm.ə.ɹi/	תַּמְצִית
relation שם עצם	/ɹɪˈleɪʃ(ə)n/	יחס
examination שם עצם	/ɪɡˌzæm.ɪˈneɪ.ʃən/	מִבְחָן
lecture שם עצם	/ˈlɛk.t͡ʃə/	הַרְצָאָה
phenomenon שם עצם	/fəˈnɒm.ɪ.nən/	תופעה
equation שם עצם	/ɪˈkweɪ.ʒən/	משוואה \ מִשְׁוָאָה
hypothesis שם עצם	/haɪˈpɒθɪsɪs/	הִיפּוֹתֵזָה, הַשְׁעָרָה
decay שם עצם	/diˈkeɪ/	דעיכה

Phrasal verbs שתשמעו

מילה	משמעות
check out פועל	בדק

משפטים שכדאי לחזור עליהם

משפטים קצרים ושלמים מהסרטון שאפשר להשתמש בהם בשיחה יומיומית:

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.

דקדוק בסרטון הזה

המבנים שהדובר משתמש בהם הכי הרבה, עם המילים המדויקות מהסרטון:

מבנה	בסרטון
סביל (Passive voice) be + past participle — הדגש הוא על מה שקורה, לא על מי שעושה את הפעולה	is called · was not created · were created
משפטי זיקה (Relative clauses) who / which + clause — מידע נוסף על אדם או דבר	result, which is · level, which is · People who know
הווה מושלם (Present perfect) have/has + past participle — פעולה שקרתה בעבר ועדיין יש לה חשיבות או השפעה עכשיו	I've seen · I've trained · have never heard

הגייה ששווה לשים לב אליה

הדובר משתמש ב-53 קיצורים וצורות מקוצרות, כמו we're, you're, I'm. אמרו אותם בצורה הקצרה, כפי שאתם שומעים אותם.

הצלילים של “th”: hypothesis /haɪˈpɒθɪsɪs/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thinker /ˈθɪŋ.kɚ/, hypothesize /haɪˈpɑ.θəˌsaɪz/, synthesize /ˈsɪnθəsaɪz/
הצלילים של “sh” ו-“zh”: contrast /kənˈt(ʃ)ɹæst/, relation /ɹɪˈleɪʃ(ə)n/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, profession /pɹəˈfɛʃ.ən/, equation /ɪˈkweɪ.ʒən/
מילים ארוכות — שימו לב להטעמה: similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, phenomenon /fəˈnɒm.ɪ.nən/, hypothesis /haɪˈpɒθɪsɪs/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/

צלילים שדוברי עברית מתקשים בהם:

/w/ — שפתיים מעוגלות, לא /v/: equation /ɪˈkweɪ.ʒən/, quiz /kwɪz/, whereas /(h)wɛɹˈæz/, sequence /ˈsiː.kwəns/, framework /ˈfɹeɪm.wɜːk/
/æ/ — פתוח יותר מה-“אֶ” העברית, לא כמו “a” ב-“cup”: analyze /ˈæn.əˌlaɪz/, similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, contrast /kənˈt(ʃ)ɹæst/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
/r/ — הלשון לא נוגעת בשום מקום, לא ה-“ר” הגרונית: similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, contrast /kənˈt(ʃ)ɹæst/, summary /ˈsʌm.ə.ɹi/, relation /ɹɪˈleɪʃ(ə)n/, profession /pɹəˈfɛʃ.ən/

איך לתרגל עם הסרטון הזה

הקשיבו לכל הסרטון פעם אחת בלי לדבר, ורשמו את המילים שאתם לא מכירים.
התחילו במהירות 0.75×, תרגלו Shadowing משפט אחר משפט, וחזרו למהירות רגילה כשזה מרגיש קל.
הקליטו את עצמכם והשוו למקור, תוך תשומת לב למילים כמו solve, technique, unlock.

מהי טכניקת השאדואינג?

שאדואינג היא טכניקת למידת שפה מבוססת מדע שפותחה במקור להכשרת מתורגמנים מקצועיים ופופולרית על ידי הפוליגלוט ד"ר אלכסנדר ארגואלס. השיטה פשוטה אך עוצמתית: אתה מקשיב לאודיו באנגלית ילידית וחוזר עליו בקול רם מיד — כמו צל העוקב אחרי הדובר עם עיכוב של 1–2 שניות בלבד. בניגוד להאזנה פסיבית או תרגילי דקדוק, שאדואינג מכריח את המוח והשרירים בפה לעבד ולשחזר דפוסי דיבור אמיתיים בו זמנית. מחקרים מראים שזה משפר משמעותית את דיוק ההגייה, האינטונציה, הקצב, הדיבור המחובר, הבנת השמיעה ושטף הדיבור — מה שהופך אותו לאחת השיטות היעילות ביותר להכנה לIELTS Speaking ולתקשורת באנגלית בעולם האמיתי.

טכניקת Shadowing: קרא את המדריך המלא שלב אחר שלב →

Shadowing Practice: 6 Levels of Thinking Every Student MUST Master - Learn English Speaking with Video

בחר מצב תרגול

הורד אפליקציה

How to Remember Everything You Read

How to Build Systems to Actually Achieve Your Goals

You Can Become A Genius In 12 Months. Here's How...

How To Learn Any Skill So Fast It Feels Illegal

The Psychology of Deep Thinkers

How to Remember Everything You Read

How to Think So Clearly People Assume You’re A Genius

How to Learn Anything Once and Remember Forever

Watch This For 18 Minutes, and You’ll Outlearn 99.9% Of People

How to Learn So Fast People Assume You're Naturally Gifted

How To Learn Any New Skill So Fast It’s Unfair

The SIMPLEST Way to Become Good at Learning

How to Read Anything Faster Than Everyone Else

How to Learn ANYTHING Faster Than Everyone

The 7 Levels Of Ivy League

How To Become Dangerously Self-Educated (complete plan)

The Science of Thinking

The 7 Habits of Highly Successful Students (Part 5) 🌟

How Doctors Think (And Students Don't)

How to Work SMARTER Not HARDER in 2 Minutes

HOW TO MASTER ANY SKILL FAST

How to be a creative thinker | Carnegie Mellon University Po-Shen Loh

I failed all my exams, then I figured it out || Failed to Summa Cum Laude

School Didn’t Teach You How to Talk, So I’ll Do It For You

אוצר מילים והערות הגייה לשיעור הזה

אוצר מילים מרכזי בסרטון הזה

Phrasal verbs שתשמעו

משפטים שכדאי לחזור עליהם

דקדוק בסרטון הזה

הגייה ששווה לשים לב אליה

איך לתרגל עם הסרטון הזה

מהי טכניקת השאדואינג?