Continually ask/think “I wonder” questions

• Out loud or in self-talk, guide yourself with questions… “I wonder what the main points are? I wonder what this means? Where will I find the solution that I need?” How can I use this? What do I want to remember? How does this compare with what I believe? Is this true or an opinion?
• When you ask a question, you launch a process in your brain to find an answer. In other words, you increase your concentration and attention

Start with and continually follow your interests, even if it means skipping around

• If you have a hard time getting into a learning task, start with part of it that is most is more interesting to you. Even if it means starting in the middle of a book, or project. Then when your energy is more focused, go back to other tasks. You don’t have to always start at the beginning or follow given steps.

Go for flow – put yourself inside the information—become one with it...let it flow through you

• Leading with questions and following your interests can help you get into flow – a very high concentration learning state. Flow happens when you get lost in what you are doing so that time seems to stand still. Your interest and curiosity are so integrated with your learning that your controlling brain actually seems to shut down and you become one with your learning. In flow, your brain waves actually slow down from high energy beta waves of conscious, critical thinking, to daydreaming levels of alpha and theta focused on your learning. Athletes call it being in the zone!

Micro-learn; break your learning into small chunks with a beginning and end.

• Some learning you want to do may seem overwhelming. Rather than focusing on the size and challenge of the task, break your learning project or activity (like this online module) into little interim chunks, each launched with a question or goal. Create a checklist and cross the chunks off as you complete them. Each chunk you complete will create a little burst of dopamine that is a natural chemical reward … and you will be motivated to keep learning. Today, this technique of learning in smaller chunks is called “micro-learning.” As a SMART 4.0 Learner you can design it yourself.

Delegate to your unconscious

• Let your subconscious take over for a while when are stuck or feel that you are going in circles. Your subconscious often works under the radar to make connections that seem impossible in the moment. Ask your subconscious to find the answer to one or two guiding questions – like, “I wonder how…” or “what if ….,” then you do something else. Consider sleeping on it and tackling it again the next day. Often you will come back to your learning task with a fresh perspective

Make your space an ally.

• Remove visual clutter from your desk or work area. Turn off or silence your phone. Surround yourself with the soft music or the white noise, fresh air, and good lighting that will make it possible to focus. Create a Future-Card (in Tools) containing a vision of where you are heading and put it where you can see it.

Consciously transition

• When you are ready to focus on a learning project, take a few minutes to transition so that you can concentrate. Consciously stop your previous task. Tell yourself you are finished for now as a signal to your brain to shift gears. Then take some deep breaths. Close your eyes and de-stress your body. Tell yourself what you now want to do and achieve – what you now want to concentrate on. Make it clear to all parts of you that you want to focus on your learning project.

Listen to the distraction

• If your mind continues to wander, it may mean you need a short break to let your brain and body absorb what you have been focusing on. Set a timer to go off at the end of the break. Then return to your task when the timer goes off. This way you both give in to the distraction and also use it to increase your ability to focus.

Incorporate the distraction

• Maybe there is a useful or creative message in the distraction. For example, if you find yourself thinking about a river boat trip you will take next weekend, ask yourself “How is what I want to learn like the river?” Or if you are thinking about your child in daycare, wonder “how is what I’m learning like a child in daycare?” This turns the distraction into a creative signal – a metaphor that can help you discover new ways to look at what you are learning – and it absorbs the distraction into your learning project rather than pulling you away.

Imagine

• Create a picture or diagram of what you are learning – or of yourself using a skill or habit. Do this on paper with a pen or pencil to create muscle and motor memory. Also drawing creates memories in your visual cortex – which is a big part of your brain.

Express creatively

• And, if you really want to be creative, sing or dance or pantomime your insights. Okay – seems crazy, but you will certainly be focused if you do this.

Move around…

• …the room, outside – while you read or listen to something you want to learn. This also increases your oxygen and can raise those endorphins and dopamine levels that bring a more rewarding feel to you learning activity. Consider saving some of your work until tomorrow, but plan to mentally review what you want to learn or solve before you go to sleep – priming your unconscious to work on it while you rest.

Talk about it

• Talk with a friend or colleague about what you are learning. Share any challenges or confusions or questions and try to sort them out together.

Diagram it

• Create notes with pictures and drawings that diagram and connect ideas visually. Draw pictures that represent key ideas, connections, and steps.