How to Learn Effectively at Any Age?

A brain like modeling clay

The brain has the ability to change and adapt in response to our experiences. The more often we repeat behaviors and patterns and reinforce the knowledge we have acquired, the stronger the newly formed neural connections in the brain become (these are created when we do something for the first time). The more frequently we repeat a behavior, the better and more effective we become at it. This means that our brain adjusts its structure to the way we live and the stimulation we provide it with. This is the process of neuroplasticity, which is the brain's self-reorganization under the influence of our experiences. The brain therefore possesses highly advanced capabilities that facilitate learning at any age.

Why is it worth learning at any age?

As people age, they often stop believing in their ability to learn. They think they are no longer capable of effectively absorbing knowledge, which leads many to give up at the first sign of failure, while others stop trying altogether. Such behavior can act as a self-fulfilling prophecy – a 50-year-old who thinks they cannot learn German will not even attempt it. Consequently, they will not stimulate their brain's plasticity, which only reinforces their belief in their inability to learn. Meanwhile, researchers have no doubts – you can, and even should, learn new things at any age! It brings benefits by:

• strengthening self-efficacy, which is born within us when we achieve our goals,
• preventive brain health – learning new things (regardless of our age) stimulates the creation of new neural connections, which helps keep the brain in good condition,
• the ability to flexibly adapt to changes that occur in our lives.

Lifelong learning as a strong trend in education

In today's world, where change is ubiquitous and natural, a lack of adaptability can pose a serious challenge. Since learning is essentially a form of adapting to change, it has become an incredibly necessary skill in the modern world.

This idea is fully shared by the creators of the concept of lifelong learning (English: lifelong learning, viewing it as a vital skill for our times, where it is increasingly common for a person to change professions two, three, or even four times throughout their career. Such changes can be voluntary, driven by a desire for growth and curiosity, or forced by the fact that many professions are becoming obsolete or are at risk of automation. As a result, continuous learning is a daily reality, and even a necessity, imposed on us by a dynamically changing environment.

Outsmart your own brain

Now that we know learning is worthwhile, let's look at a few methods that can help with effective knowledge acquisition. On one hand, the brain has all the resources to learn effectively, but on the other... it dislikes change and loves to conserve its energy. So, how do we overcome the challenges our own mind presents? Here are a few tips from Dr. Judy Willis, a neurologist and educator who specializes in how the brain works:

1. Connect the new with the known. Whenever you acquire new knowledge, try to associate it with something you are already familiar with. Learning to make sophisticated sushi? Think back to how you roll traditional Polish crepes with sweet cheese!
2. Focus on meaning, not sound. When you are learning new definitions and find it hard to remember difficult words, try to focus more on their meaning than on memorizing their phonetic forms. For example, when learning the term "multi-individual structure," instead of trying to memorize it by rote, realize that "multi-individual" means there are "many individuals" in that structure. You can also use your imagination and visualize a "multitude of individuals" of a species, such as dogs, to make it easier to remember.
3. Engage your senses. It is worth supporting your memory by involving sight, hearing, touch, smell, or taste in the learning process. This is why many of us enjoy learning English by watching TV series, which stimulate our sight (English subtitles) and hearing (listening to dialogue).
4. Surprise yourself. Boredom can significantly hinder engagement in the learning process, so it is worth diversifying your study, looking for interesting facts on the topic, or using different methods to acquire knowledge.

Reading only? Not necessarily

To learn effectively, it is worth knowing that even reading a given text several times is very often not enoughReading is just one part of learning, as memorization is a process that requires more engagement than just scanning a text. It is therefore worth supporting yourself by:

• coming up with your own examples for the material you are reading,
• looking away from the book after reading a section and imagining you are a teacher explaining the concept you just learned to students in your own words,
• saying things out loud instead of just scanning the text with your eyes,
• breaking reading assignments into smaller parts that you engage with in other ways as well—for example, after reading a chapter on the laws of gravity, look for a podcast or video on the topic from a reliable source.

Time and focus

It is worth remembering that short, regular study sessions are far more effective than hours-long marathons with a book. It is therefore beneficial to break large tasks into smaller parts and then "sink your teeth" into the material using a variety of techniques.

A poorly prepared environment, full of distractions, is often a huge obstacle to learning new things. If you find it difficult to focus, put the following tips into practice:

1. While studying silence your phone.
2. Set yourself a specific deadline, when you can calmly dedicate yourself to acquiring a new skill and ensure that other matters aren't urgent enough to distract you from learning.
3. If you have trouble staying focused, reduce the number of distractions in the room.
4. Use your own motivation to learn or curiosity as fuel ("I'll feel so great when I can order a meal in Rome by speaking Italian to the waiter!", "What is this meditation thing all about anyway? Why do some people love it so much? I have to try it!").

Your own methods

Each of us functions a little differently and has our own preferred ways of learning and motivators that provide support in moments of doubt. The most important part of effective learning is, therefore, self-observation and drawing conclusions. Before you start learning, you can ask yourself questions that will help you go through the entire process more consciously:

• Do you prefer to learn in solitude and silence? Or is it the presence of other people that helps you learn new things?
• Does competing with others stress you out or drive you forward?
• Does listening to quiet music while studying for an exam help you or distract you?
• Do you learn better in the morning or in the evening?
• Is it easier for you to learn how to rollerblade when no one is watching you fall, or when you're with others? And if you prefer company, would you rather be with other beginners like yourself, or would you opt for lessons with an experienced instructor?
• What helps you learn, and what is your biggest obstacle?

By answering these questions, you can learn from your past experiences and, consequently, acquire new skills more easily. It is also worth remembering that while our preferred learning conditions may change over the years, there is no reason why you cannot learn effectively at any age. On the contrary, it is a fantastic workout for our brain, which not only keeps it in better shape but also helps us believe in our own agency and follow our curiosity—regardless of when we were born.

Bibliography:

[1] Draganski, B. et al., Changes in grey matter induced by training. Nature 427, 311-312, 2004. 
[2] Kruszewski Z. P., Półturzycki J., Wesołowska E. A. (eds.), Kształcenie ustawiczne - idee i doświadczenia, Wyd. Naukowe Novum, Płock, 2003.
[3] McGuire S.Y. & McGuire, S., Teach Students How to Learn: Strategies You Can Incorporate in Any Course to Improve Student Metacognition, Study Skills, and Motivation, Stylus Publishing, LLC, 2016.
[4] Mackenzie A. M., Examination preparation, anxiety and examination performance in a group of adult students. International Journal of Lifelong Education, 13(5), 373-388, 1994.
[5] Willis J., Brain-Based Teaching Strategies for Improving Students’ Memory, Learning, and Test-Taking Success, Childhood Education, 2007.