Sufficient practice is better than excessive practice

Sufficient Practice Is Better Than Excessive Practice

• I didn’t understand this simple principle before. If I could sum it up in one sentence, it might sound like this:
  • Know when enough is enough. Limit yourself and don’t overdo it.
• It’s the core of skill acquisition: deliberate practice. It’s intentional and systematic, where every action has its place and role in the whole ensemble.
  • The idea of sufficiency is the key to rapid skill acquisition.
  • But when we talk about note-taking, what is enough?
• Kaufman says that it’s the fundamentals that are practiced intelligently.
  • A person who is learning something must create a learning routine for themselves.
  • The routine, as I see it, is well-structured homework, clear and simple instructions, and a timer.
  • I am also no more than half an hour or an hour of deliberate practice of an isolated skill, which leads, when used with other skills, to an expert level of performance.
• Don’t confuse deliberate practice with learning and academic materials that you need to study before applying a skill.
  • The trick is to learn just enough to start acting and no more.
  • Practice is the best teacher, and theory is the best advisor on how to act.
  • Too much of one without another leads to indecision, doubt, and mistakes.
• Let me give a good example of this principle. I am a teacher of the English language at a school.
  • At the first lessons, my students were afraid to act, to talk, and to participate in class. This is universal.
  • They are afraid of making mistakes, but slowly they make progress and start their activity in the classroom.
  • The problem they experience when they come to me is that they are not used to practicing the language. They are good at learning it.
• Other teachers teach via books, paper, and writing. I, on the other hand, focus on constant use of the language.
  • Language acquisition and language learning are two different processes.
  • Both are important, but they serve different functions.

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Source:: Friend:: Child:: Next:: Acquisition of the skill and learning about skill

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