The Students Who Killed Their Rats
Most people are dangerously unaware of the crucial 4th Pillar of Learning.
What is the 4th Pillar of Learning?
It’s called Consolidation. That’s right, most people aren’t even familiar with the term.
They fall for the myth of cramming. Don’t make that mistake. Your life one day could depend on it.
5 minute read
Idea in Brief
[Text Module 1]: D – you should have a template for the content of the IiB sections!
In Practice [Text Module 2]
[This too should have a template. This is standard language that should also be both consistent and engaging. ]
Action Steps [Text Module 3]
[This is essentially a one-sentence summary of your QS 3 and QS 4 content. ]
Related Topics or Articles
Introduction
When you’re seeking to learn something new – really learn it – be skeptical of anyone who claims they can teach it quickly.
The next story explains why.
Putting Cramming to the Test
In 2005, a team of medical professors in Toronto, Canada wanted to find the best way to teach their young medical students basic surgery techniques, to prepare them for their upcoming practice test on live rats. The professors’ traditional method was to assemble the students together for a single day of intense training. 1You can read the 2006 study here: C-A. E. Moulton, A. Dubrowski, H. MacRae, B. Graham, E. Grober, & R. Reznick, “Teaching surgical skills: What kind of practice makes perfect?,” Annals of Surgery 244 (2006), 400–4o9.
The professors felt the single-day format would be simpler for everyone. But what about the students’ actual learning? Did they learn best using this format? The professors had a hunch the students would learn better in training spread over a longer period. So they decided to test the idea, and organized two groups. The first group of students attended the full 8 hours of training in a single day. The second group attended 4 two-hour sessions, held weekly for four weeks.
We all know what the first group did, and we have a word for it. They crammed. The format forced them to cram difficult new material into an intense 8-hour period, presumably taking up what otherwise was half their weekend.
The second group received the same instruction from the same professors, with one difference. Their learning was paced evenly over four weeks. They received two hours of training one week, then two hours the next, until they too had logged the 8 hours.
Which group did better?
[D – the above subheading stating ‘Which group did better?’ would be a way of getting the info gap question to appear in the ToC. Worth trying from time to time.] [Recap of previous Note: I generally think the first Footnote/Sidenote in the Intro/Body should come (at the earliest) at the end of the Intro. Generally, you want to keep the Introduction extremely simple and fast-paced pcmf/story.
This is Option 1 for including an Image and Text within the Body of the Article: Text Module … with the Sizing adjusted in Design to make the image smaller (e.g., 3/4 size) (Settings: Margins on L and R to 100px, Font Size: 12px). Text Module allows you to have text below the image … in the SAME Text Module.
Body, Section 2 Title [H2, black.]
This is the OPENING SENTENCE for Body Section 2. Set out in the Single Guide how even an Opening Sentence of a section must still be a great opener … intriguing … creating an info gap or other element that triggers curiosity.2THIS is where you can now start to get into more serious setting out of cites and references.
Subheading 1: What If … ____?
This now tests a Subheading sub-section where the Subheading title is a short sentence or perhaps a question. The H3 line height should be set throughout at 1.1em. The default setting of 1em makes these lines a bit too close.
Subheading 2
This would be text under the second Subheading the in Intro. Note that I generally think the first Footnote/Sidenote in the Intro/Body should come (at the earliest) at the end of the Intro. Generally, you want to keep the Introduction extremely simple and fast-paced pcmf/story.
Body, Section 3 Title [H2, black.]
This is a separate Text Module for Body Section 1. It necessarily must remain in the same ROW for the full Article Body.3THIS is where you can now start to get into more serious setting out of cites and references.
Subheading 1 [H3]
This now tests a Subheading sub-section where the Subheading title is a short sentence or perhaps a question. The H3 line height should be set throughout at 1.1em. The default setting of 1em makes these lines a bit too close.
Subheading 2 [H3]
This would be text under the second Subheading the in Intro. Note that I generally think the first Footnote/Sidenote in the Intro/Body should come (at the earliest) at the end of the Intro. Generally, you want to keep the Introduction extremely simple and fast-paced pcmf/story.
Key Takeaways | Take Action [H2, black.]
This is a separate Text Module for Body Section 1. It necessarily must remain in the same ROW for the full Article Body.4THIS is where you can now start to get into more serious setting out of cites and references.
Key Takeaway(s) [H3]
This now tests a Subheading sub-section where the Subheading title is a short sentence or perhaps a question. The H3 line height should be set throughout at 1.1em. The default setting of 1em makes these lines a bit too close.
Take Action [H3]
This would be text under the second Subheading the in Intro. Note that I generally think the first Footnote/Sidenote in the Intro/Body should come (at the earliest) at the end of the Intro. Generally, you want to keep the Introduction extremely simple and fast-paced pcmf/story.
References & Further Reading
- 1You can read the 2006 study here: C-A. E. Moulton, A. Dubrowski, H. MacRae, B. Graham, E. Grober, & R. Reznick, “Teaching surgical skills: What kind of practice makes perfect?,” Annals of Surgery 244 (2006), 400–4o9.
- 2THIS is where you can now start to get into more serious setting out of cites and references.
- 3THIS is where you can now start to get into more serious setting out of cites and references.
- 4THIS is where you can now start to get into more serious setting out of cites and references.


