Prática de Shadowing: 6 Levels of Thinking Every Student MUST Master - Aprenda a falar inglês com vídeo
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There are six levels or types of thinking that every student or learner of any age should master.
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And each of these six levels leads to a different level of result.
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Unfortunately, most of the students I work with are stuck in these first few levels of thinking,
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and the reason that they struggle to reach top results is because they are thinking at the wrong level.
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When this happens, it causes a lot of stress, it wastes a lot of time, it can be very frustrating,
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it can feel impossible to reach top results with any degree of confidence,
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and with enough time, we can start thinking that maybe we're just not cut out for it.
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But that probably is not true.
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And for me, learning how to think deliberately at the right level is one of the main reasons
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I was able to achieve top academic results in both medical school and for my Masters of Education.
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And trust me, I'm certainly not a genius.
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I've seen similar results with thousands of students and professionals
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that I've trained over the years
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and by the end of this video you'll be able to see what level you tend to operate at
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and how you can get to the level that you need to be.
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And FYI, the level you need to be is probably higher than you think, but we'll get to that later.
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So the first level is all about memorizing things.
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This involves a lot of rereading, rewriting it is usually very repetitive.
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It can feel very tedious.
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It often makes us feel drowsy.
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And this level is called remember.
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It is the level of rote learning and repeating hundreds and thousands of flashcards.
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This is the way I and maybe you studied for like most of high school.
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And it's maybe the reason why you might have hated studying.
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And when you do this level of thinking and studying, then it unlocks level one result, which is regurgitate.
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The regurgitate level is all about listing, defining, stating facts.
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It's the kinds of questions that are less common as you go throughout university and become semi -useless in professional life.
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Confusingly, even though this first level is called remember,
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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.
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The second level of learning is about really trying to comprehend
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what you are learning rather than just like repeatedly smash it into your brain.
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This is the level that we call understand.
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Now there's a reason I've been saying these are levels of thinking
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and not different levels of studying and that's because your intentions really matter.
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You could have two people doing exactly the same technique
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and for someone looking at you it can look exactly the same and then
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when you ask them hey how are you studying they might both just say i'm just reading my textbook
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but mentally it's different for the person at level one by reading they actually mean i'm reading it again
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and again so i can try to get it stuck in my head whereas for the person in level two,
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what they mean is I'm reading it so I can understand what it's trying to say and wrap my head around it.
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And so naturally at level two thinking understand, what we unlock is level two result, which is explain.
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This allows us to answer questions that require us to explain our understanding of a concept or a process.
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These types of questions often make up the bulk of most assessments up until around later in uni.
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Now if this is sounding familiar to you so far, it's because it's described in a framework called Bloom's Revised Taxonomy,
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which was first published in 1956 and then later revised in 2001.
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And even though it is 70 years old, it is still one of the most underrated principle that most students have never heard of.
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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.
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So level three is about using what you have learned to then solve problems.
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And this is a level that we call apply.
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Now, this is where things can get a little bit confusing because a lot of people misunderstand this about Bloom's taxonomy.
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There are lots of different ways that you can apply your knowledge to solve problems.
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So, for example, you have what we, I would say, are simple problems.
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These are the types of problems where you learn something
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and then you just directly use that thing that you learned to solve a problem
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So for example in maths or physics you learn an equation
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or formula and there is a problem that you need to solve by just using that equation or formula
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Then again, there are what I might call a little bit more advanced problems
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And these are the ones where you actually have to think about the best way to tackle the problem
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There are a combination of concepts that you need to apply in a certain sequence
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and there's a lot more strategic thinking involved.
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At level three, we're mostly talking about the first one, simple.
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problem solving.
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And so we unlock that level, which is the simple problem solving result.
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We're now able to solve what I call one to one problems, where there is one concept you learn,
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and the problem requires that one concept to solve.
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And you can get to this level, level three, by just literally solving questions and solving problems.
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Lots of practice papers and quizzes have questions at the apply level.
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For something more procedural like coding it might be building a simple function with a few simple variables.
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But what about the harder and more complex questions?
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The types of problems that are advanced?
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This is where level 4 thinking comes in.
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We're entering into the territory of higher -order learning.
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People who know how to think at level 4 tend to do pretty well,
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but level four thinkers are not common and you'll see why that is soon.
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Level four thinking is all about comparing and contrasting.
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It's about looking for similarities and differences.
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We call this level analyze.
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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.
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And there are countless techniques that help with level four analyze.
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Venn diagrams, making tables, making summaries that explain the similarities and differences,
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using mind maps, solving problems and questions that forced you to compare one concept in relation to another.
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All of these things are gonna be helpful.
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Really, any technique is effective as long as it forces you to compare and contrast one thing against another thing.
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So unlocking level four accesses the level four result, which is the comparison level.
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And instead of just giving you some examples of what comparison looks like,
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I'm going to do one better and show you this great little study tip that you can use.
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Go on to something like ChatGPT or Gemini and type in this prompt.
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Give me questions at the educational stage that you want.
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So let's say second year university level for the subject.
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So let's say in this example, we'll say microbiology at Bloom's revised taxonomy level.
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In this case, it's going to be level four.
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And these are exactly the types of questions that test you at level four.
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And you'll see that every single option forces you to compare ideas against each other.
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Now, the reason that this technique is actually useful to use in your studying is
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because Bloom's revised taxonomy was not created for people like you, like a learner.
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They were created for educators and exam writers.
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And internationally, almost every single curriculum is designed around
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Bloom's taxonomy or a similar taxonomy.
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They're all pretty similar to each other.
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Which means your exam writer is thinking in this way to create the questions
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that are going to filter out the good versus the great learners.
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Which means you can now predict the types of questions they're going to ask you and even create your own practice papers.
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But here is why level 4 thinkers are not common.
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As soon as you jump from level 3 to level 4,
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you will 100 % notice that this level of thinking requires more mental effort.
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It is harder to do.
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You're thinking for longer and more deeply than the previous levels,
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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.
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And some people think that that means they're doing something wrong.
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So even though most students can think at level four, most students choose not to because it doesn't feel as easy.
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This is a phenomenon called the misinterpreted effort hypothesis and it prevents the majority of learners from ever really improving.
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And this is even more the case at level five.
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Level five thinking is for the top learners.
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If you can think at level five, you will be reaching those top results.
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It's also the level that people find the most confusing, so I'm going to make it really simple for you.
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Level five is all about judgment.
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At level four, we analyze, we compared and contrasted, we found similarities and differences.
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At level five, we're asking, so what?
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What does it matter? Who cares?
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Why is it important?
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Level five is called evaluate.
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And learning to think at this level unlocks the level 5 result which is Prioritize.
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So let's do that little AI trick again and see the difference in the types of questions we get.
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So you can see level four on the left and level five on the right.
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So notice that at level five, we are forming conclusions and now we have to justify it.
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It's not enough like at level four, just to know that there are similarities and differences.
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We then have to use that knowledge to make a decision.
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Level five thinking takes much more effort and you'll know
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that you are doing it right when you are going back and forth between the material,
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trying to answer the question in your head of why does this matter?
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How does it fit in with everything else?
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Why do I need to care?
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You're going to be jumping between your lectures and your textbook and doing a Google search.
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These are the signs that you are operating at level five.
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And it's not as easy as the previous levels, but to reach level five results, you need to go through this.
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And level four and level five are the types of questions
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and challenges you'll find in second and third year university
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and beyond and in postgrad studies most of what you're assessed at is level four
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and level five also pretty much any senior position in any profession will require you to have level four
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and level five thinking and much like before it's less about what your technique looks like
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and more about what's happening inside your brain.
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For example, for level five, mind maps, teaching, answering questions,
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creating summaries, these are all techniques that are great for level five.
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But you could also do all of those techniques
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and still not do it at level five if you're not thinking in the right way.
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For example, it's easy to make a mind map, just connecting a bunch of lines and arrows together between words,
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forming a few groups and categories here and there and just call it done.
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But that's not level five thinking.
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It's very different to, for example,
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creating a mind map where you're critically evaluating which lines and relationships are more important than other possible relationships.
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And you're thinking, what is the best way I can group these ideas together?
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Mentally, it's a very different process, even though physically it can look very similar.
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Now level six, I'll go through this one pretty quickly because funnily enough, it's actually less important for most people.
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Level six is about creating a hypothesis.
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It's about synthesizing new and novel information from what you already know.
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This level is called create.
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And when you unlock create, it unlocks the level six result, which is hypothesize.
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Now, some people think that level six create is any situation where you have to generate anything with your knowledge.
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This is not true.
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It's only level six if you are creating an answer for something
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that you don't think the answer exists in your knowledge already.
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You're identifying a gap and you're creating a potential answer that makes sense based on what you do know.
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And the reason level six is not as important as previous levels is
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because most people will not really be assessed at level six unless you are at the highest levels of education
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or your profession.
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Most people in their daily lives will be at the top
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of their game just being able to perform at level five consistently.
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But just for your knowledge, here are some examples of level six.
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And as you can see, it's pretty advanced.
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You can pause to read this a little bit more if you like,
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or you can jump onto your AI and do this for your own subject.
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Now here's the part that is going to blow your mind.
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If you want to get to level five and level six, there are actually two different methods to get there.
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The first way is to start studying and just to go through each level from bottom to top.
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First you remember it, and then you understand it, and then you apply it, and then you analyze it, so on and so forth.
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This sounds very logical, but for most people this will not work.
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The problem with starting at the bottom, mastering level one, then mastering level two,
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then mastering level three, etc. is that it is very, very time consuming.
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And most people do not have enough time to even reach level five, let alone master it.
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So in reality, most people will just do a little bit of each level kind of back and forth.
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Like for example, in lectures, they might be doing a little bit of level one and then a little bit of level two.
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And then later when doing some quizzes, they might be doing a bit of level two and a little bit of level three.
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And they're just sort of moving back and forth.
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If they do a more challenging question, they'll be doing a little bit of level four and then level five.
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And this doesn't really work very well because we will always forget things over time.
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In research, we call this phenomenon knowledge decay.
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It occurs because the memory has something called a forgetting curve.
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So basically, while you're doing level two and level three, our knowledge of level one will slowly decay away, right?
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We're going to forget it.
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And so instead of being able to actually just move up the levels,
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we're going to be spending most of our time just relearning the things that we continuously forget.
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So instead, here is the better way to reach the higher levels.
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Instead of starting at level 1 and moving up, we're going to start at level 5 and actually move down.
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Remember level 5 because level 6 is not relevant for most people.
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And the reason this works is because our brain actually processes information
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and forms memory more strongly at level five than it does at level one.
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And when we set our sights at the top,
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our brain will actually fill in and achieve the lower levels of results along the way as almost like a side effect.
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And this doesn't work the other way around.
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If we are trying to just learn so that we can regurgitate material,
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our brain is not going to then be able to automatically compare or prioritize information.
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But if we are trying to compare and prioritize, then we will gain better memory so that we can,
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if we need to regurgitate, explain and solve problems.
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Now, by the way, the science on this gets a little bit complicated.
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So if you want me to go deeper in on this, then let me know in the comments.
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Like I said, level five takes more mental effort, but it pays off big time by forgetting less.
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So this means when we start studying, don't focus on trying to remember or understand.
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Focus most of your attention on trying to evaluate, which forces you to understand and analyze it in the first place.
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Now, if you found this video useful and you want to get the key points summarized, sent straight to your inbox,
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then I've actually got a newsletter where I distill my decade of coaching people to learn more efficiently into bite -sized emails.
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Each email covers one key concept that I think every learner would benefit from with some practical takeaways.
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The learnings from this video are also in one of those newsletters too.
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If you're interested, check out the link in the description
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or go to iconstudy .com slash learning drop to sign up
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and you will get your first letter in your inbox straight away.
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As always, thank you so much for watching and I'll see you in the next one or in your inbox.
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Thank you.
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Vocabulário e dicas de fala para esta lição
Esta aula de conversação usa o vídeo “6 Levels of Thinking Every Student MUST Master”. Este vídeo tem 217 frases e 2934 palavras para praticar shadowing. A fala dura 17:11. O falante fala em ritmo natural, cerca de 171 palavras por minuto, próximo de uma conversa do dia a dia. 89% das palavras estão entre as 3.000 mais comuns do inglês, por isso o vocabulário é fácil de acompanhar.
Vocabulário principal deste vídeo
15 palavras do vídeo que vale a pena aprender, com pronúncia e significado:
| Palavra | Pronúncia | Significado |
|---|---|---|
| solve verbo | /sɒlv/ | resolver, solucionar |
| technique substantivo | /tɛkˈniːk/ | técnica |
| unlock verbo | /ʌnˈlɑk/ | destrancar |
| compare verbo | /kəmˈpɛɚ/ | comparar |
| analyze verbo | /ˈæn.əˌlaɪz/ | analisar |
| similarity substantivo | /ˌsɪm.ɪˈlæɹ.ɪ.ti/ | semelhança, similaridade |
| contrast substantivo | /kənˈt(ʃ)ɹæst/ | contraste |
| evaluate verbo | /ɪˈvaljʊeɪt/ | avaliar |
| inbox substantivo | /ˈɪnbɑks/ | caixa de entrada |
| formula substantivo | /ˈfɔː.mjʊ.lə/ | fórmula |
| summary substantivo | /ˈsʌm.ə.ɹi/ | resumo, sumário |
| relation substantivo | /ɹɪˈleɪʃ(ə)n/ | relação |
| examination substantivo | /ɪɡˌzæm.ɪˈneɪ.ʃən/ | exame |
| mentally advérbio | /ˈmɛntəli/ | mentalmente |
| lecture substantivo | /ˈlɛk.t͡ʃə/ | conferência, palestra |
Phrasal verbs que você vai ouvir
| Palavra | Pronúncia | Significado |
|---|---|---|
| check out verbo | verificar, sacar só | |
| go back verbo | voltar | |
| make up verbo | /ˌmeɪk ˈʌp/ | compensar |
| pay off verbo | compensar | |
| sign up verbo | subscrever |
Frases que vale a pena repetir
Frases curtas e completas do vídeo que você pode usar na conversa do dia a dia:
- 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.
Gramática neste vídeo
As estruturas que o falante mais usa, com as palavras exatas do vídeo:
| Estrutura | No vídeo |
|---|---|
| Voz passiva be + particípio passado — o foco está no que acontece, não em quem faz | is called · was not created · were created |
| Orações relativas who / which + oração — informação extra sobre uma pessoa ou coisa | result, which is · level, which is · People who know |
| Present perfect have/has + particípio passado — uma ação passada que ainda importa agora | I've seen · I've trained · have never heard |
Pronúncia para ficar de olho
O falante usa 53 contrações e formas reduzidas, como we're, you're, I'm. Diga-as na forma curta, do jeito que você ouve.
- Os sons de “th”: hypothesis /haɪˈpɒθɪsɪs/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thinker /ˈθɪŋ.kɚ/, hypothesize /haɪˈpɑ.θəˌsaɪz/, synthesize /ˈsɪnθəsaɪz/
- Os sons de “sh” e “zh”: contrast /kənˈt(ʃ)ɹæst/, relation /ɹɪˈleɪʃ(ə)n/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, profession /pɹəˈfɛʃ.ən/, equation /ɪˈkweɪ.ʒən/
- Palavras longas — acerte a sílaba tônica: similarity /ˌsɪm.ɪˈlæɹ.ɪ.ti/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, phenomenon /fəˈnɒm.ɪ.nən/, hypothesis /haɪˈpɒθɪsɪs/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
Sons difíceis para falantes de português:
- Consoante final — sem acrescentar um “i” depois: technique /tɛkˈniːk/, unlock /ʌnˈlɑk/, contrast /kənˈt(ʃ)ɹæst/, evaluate /ɪˈvaljʊeɪt/, textbook /ˈtɛkst.bʊk/
- /l/ final — a língua toca o céu da boca, não vira “u”: practical /ˈpɹæk.tɪ.kəl/, principle /ˈpɹɪn.sɪ.pəl/, tackle /ˈtækəl/, logical /ˈlɑd͡ʒɪkəl/, procedural /pɹəˈsiːd͡ʒ(ə)ɹəl/
- /h/ — um sopro suave, diferente do “r”: hypothesis /haɪˈpɒθɪsɪs/, helpful /ˈhɛlp.fl̩/, whereas /(h)wɛɹˈæz/, comprehend /ˌkɑmpɹɪˈhɛnd/, hypothesize /haɪˈpɑ.θəˌsaɪz/
Como praticar com este vídeo
- Ouça o vídeo inteiro uma vez sem falar e anote as palavras que você não conhece.
- Comece na velocidade 0,75×, faça shadowing frase por frase e volte à velocidade normal quando ficar fácil.
- Grave a sua voz e compare com o original, prestando atenção a palavras como solve, technique, unlock.
O que é a Técnica de Shadowing?
Shadowing é uma técnica de aprendizado de idiomas com base científica, originalmente desenvolvida para o treinamento de intérpretes profissionais. O método é simples, mas poderoso: você ouve áudio em inglês nativo e repete imediatamente em voz alta — como uma sombra seguindo o falante com 1-2 segundos de atraso. Pesquisas mostram melhora significativa na precisão da pronúncia, entonação, ritmo, sons conectados, compreensão auditiva e fluência na fala.