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Thomas Frank Study Tips, Study Less Study Smart: A Summary of Marty Lobdell's Lecture - College Info Geek

Study Less Study Smart: A Summary of Marty Lobdell's Lecture - College Info Geek

If you've spent any time at all on YouTube looking for study advice, then you've probably

come across this video called Study Less, Study Smart.

This is a recorded lecture from Professor Dr. Marty Lobdell, who is a former psychology

professor at Pierce College, and wanted to give his thoughts on how to be an effective

student.

The video came out when I was a sophomore in college, and I wanted to watch it, but

the problem was, it was an entire hour long.

I could just never make the time.

I've seen a lot of students say the exact same thing about the video, so what I want

to do with this video is try to give you about 80-90% of the value packed within the lecture,

in about 1/10th of the time.

To do that, I first watched the lecture myself, and took detailed notes on it.

If you want those notes, I've actually included them at the end of this video.

But first, let's get into the tips.

Tip number 1 is to break your studying into chunked sessions.

The reason for this is that the average student can only really pay attention for about 25-30

minutes.

This goes across the board, from lectures, to reading, to studying.

After about 25-30 minutes, your efficiency starts to really taper off, and that's why

the advice to simply study more is not effective at all.

Instead, you want to break your study sessions into about 20-30 minute chunks, and after

those are done, take 5 minute breaks where you do something fun, or at least away from

your studies.

Also, once your study sessions are done for the entire day, you want to give yourself

a real, tangible reward for doing it.

As Dr. Lobdell says in the lecture, reinforcement of positive things builds good study habits,

and as an added benefit, you're training yourself to study.

As you keep doing this, you're going to able to study for longer and longer on each session.

Tip number 2 is to create a dedicated study area.

The reason for this is that our environment, the context that we're in, largely determines

our behavior.

Think about when you're in class.

When the professor presents a question to the entire class, you instinctively raise

your hand.

But if he asks you specifically, you're going to give a verbal response.

This is automatic.

You're conditioned to do it.

Well, your studying area is the exact same.

If you do it in a place where you're conditioned to do other things, like sleep, or play video

games, or hang out with friends, it's going to be really hard to get into your studying.

What you want to do is find an area that is specifically used for studying, so the context

of the situation makes it easy for you to get into your studies.

Dr. Lobdell's third tip is to study actively, and it's best summed up with this quote, straight

from the lecture: The more active you are in your learning, the more effective you'll

be.

The best way to do this, rather than going through rote memorization, or reading and

rereading chapters from your book, is to first ask yourself, before studying, what is it

that I'm learning?

What you're learning is going to fall into 1 of 2 categories, either facts or concepts.

A concept is something like, what does this particular bone in the human body do?

You have to understand it.

A fact is just something you need to remember.

What the name of this bone is.

Concepts are more important than facts, because once you learn a concept, once you truly understand

its inner workings, it's with you forever.

You're going to remember it.

Facts, on the other hand, can sort of drift away over time, and the good thing about that

is that we have Google.

We can look up facts very easily.

Unfortunately, in a testing situation in class, you have to remember both facts and concepts,

and you don't have access to Google, usually, but still, concepts are going to be more important

to learn first.

The best way to learn these concepts and to be sure you know them is to put them in your

own words.

Test yourself and learn actively.

There's one thing he gives as an example, which I think is one of the most important

parts from the entire lecture, and it's his example about highlighting.

Most students know not to highlight entire sections of the book, because if you do that,

you're basically highlighting nothing at all.

But if you highlight really important terms, and then you go back after your first read

and highlight session, and study them, and just simply recognize the thing you highlighted

before, and say, "Oh, I know it," then you're getting into this dangerous territory where

you don't know whether you're actually recalling something, or simply recognizing it.

The human brain is very good at recognizing things.

We can recognize people's faces, even if we haven't seen them in a long time.

But the difference between recognition and recollection is that recognition requires

an initial trigger, a cue.

If you're in a test, there is no trigger or cue.

You have to actually pull it forth from your memory.

To test and make sure that you're actually recalling something, instead of just recognizing

it, you need to quiz yourself.

You need to do active studying and active learning.

The 4th tip is to take more effective notes, and he's really brief on this one.

Basically, he says, after class, as soon as possible, and truly as soon as possible, flesh

out your notes a bit.

Add some more to them so you can actually solidify the concepts on your mind.

If you're fuzzy on something, ask another classmate who also took good notes, or go

to office hours, or wait until the next lecture and ask the professor before he starts if

he can clarify something that you don't really have a good grasp on.

The 5th tip is to summarize or teach what you learned.

He says the best way to actually learn something is to teach it.

The reason for this is two fold.

Number 1, it's a great form of active studying, because you're forcing your brain to recall

all the information so you can basically summarize it for somebody.

Number 2, you're really making sure that you fully understand the subject.

If you're explaining it to somebody who has absolutely no idea about the the topic, and

they're coming at it from a beginner's perspective, then you're really going to have an easy time

of pinpointing gaps in your own understanding.

Tip number 6 is to use your textbooks correctly.

In this part of the lecture, he goes over the SQ3R method, which stand for survey, question,

read, recite, and review.

As I talked about in my active reading video, I think overarching systems like this are

actually kind of cumbersome and time consuming.

But I do think it's important that you take individual portions of these systems and see

if they're worth it for your studying methods.

As an example, the survey portion of SQ3R, surveying the chapter before you read it,

and especially going to the end and looking at the review questions and the vocabulary,

can really prime your brain for picking out the most important information when you actually

do the reading.

Dr. Lobdell's 7th and final tip is to use mnemonics when studying facts.

Now, facts, as opposed to concepts, are a lot harder to tie actual meaning to, and as

a result, a lot of students often turn to simple rote memorization to remember them,

but a better way to go about it is to use mnemonics.

A mnemonic is really any system that facilitates recall, but he goes over 3 specific types

of mnemonics in the video.

Those 3 are acronyms, things like Roy G. Biv for remembering the color spectrum, coined

sayings, things like, in 1492 Columbus sailed the ocean blue, and the third one, which both

I and Dr. Lobdell think is the best one, image associations.

Another way to think about image associations are just interacting images, including the

thing you're trying to study, that create a ridiculous picture or story in your head.

The more emotionally evocative or weird it is, the more easily you're going to be able

to recall that piece of information.

That is my summary of Dr. Lobdell's lecture.

If you want to see the entire hour long video, I have it linked down in the description.

Otherwise, you can get my notes and other things in the end card.

Thanks for watching this video, and I will see you in the next one.

Hey guys, thanks for sticking around to the end of my video.

If you want to get even more study tips, I made a video about advanced study tips last

week, and you can see those by clicking the thumbnail.

Also, if you want to get new study tips every single week, and ways to be an awesome college

student, then just click the big, red subscribe button, right there.

As I said in this video, you can get the detailed notes on the entire lecture by clicking the

orange button to go to the companion blog post for this video.

Also, if you want to become an awesome study-er, I wrote a hundred plus page book on how to

get better grades, and you can get it for free by clicking the picture of the book.

Lastly, if you want to connect with me, or have ideas for new videos, you can either

connect with me on Twitter @Tom Frankly, or just leave a comment on this video.

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Study Less Study Smart: A Summary of Marty Lobdell's Lecture - College Info Geek |||||||마르티|로브델의|강의|대학|정보|긱 ||||||||de Lobdell|||| Weniger lernen, intelligenter lernen: Eine Zusammenfassung von Marty Lobdells Vortrag - College Info Geek Étudier moins, étudier intelligemment : Résumé de la conférence de Marty Lobdell - College Info Geek Estudar menos Estudar com inteligência: Um resumo da palestra de Marty Lobdell - College Info Geek Учитесь меньше, учитесь умнее: Краткое содержание лекции Марти Лобделла - College Info Geek Daha Az Çalışın Akıllı Çalışın: Marty Lobdell'in Konferansının Özeti - College Info Geek Вчіться менше, вчіться розумно: Короткий виклад лекції Марті Лобделла - College Info Geek

If you've spent any time at all on YouTube looking for study advice, then you've probably |||||유튜브|||||||||| إذا كنت قد قضيت أي وقت على يوتيوب باحثاً على نصائح للدراسة، فإنك قد شاهدت على الأغلب Si vous avez déjà passé du temps sur YouTube à la recherche de conseils pour étudier, alors vous avez

come across this video called Study Less, Study Smart. فيديو بعنوان، ادرس أقل، ادرس بذكاء. وهذه محاضرة مسجلة probablement déjà aperçu cette vidéo intitulée Étudiez Moins et Plus Intelligemment. C'est une conférence

This is a recorded lecture from Professor Dr. Marty Lobdell, who is a former psychology ||||||교수|||로브델||||전직의|심리학 |||||||||Lobdell|||||

professor at Pierce College, and wanted to give his thoughts on how to be an effective ||피어스|||||||||||||

student.

The video came out when I was a sophomore in college, and I wanted to watch it, but ||||||||2학년||||||||| عندما كنتُ أنا طالباً في الجامعة، ولقد أردتُ مشاهدته، لكن المشكلة كانت، بأن الفيديو كان حوالي en deuxième année à l'université, et je voulais la regarder, mais le problème était que comme

the problem was, it was an entire hour long.

I could just never make the time.

I've seen a lot of students say the exact same thing about the video, so what I want لقد رأيت الكثير من الطلاب الذين قالوا نفس الشيئ تماماً، لذا ما أردته هو Je l'ai vu beaucoup d'étudiants qui m'ont dit exactement la même chose au sujet de cette vidéo, donc j'ai voulu

to do with this video is try to give you about 80-90% of the value packed within the lecture, ||||||||||||||포함된||| عمل هذا الفيديو من أجل تقديم حوالي 80 إلى 90% من القيمة المحتواة في المحاضرة، faire une vidéo pour essayer de vous donner 80-90% de la valeur de cette conférence,

in about 1/10th of the time. في حوالي عشر الوقت. من أجل عمل هذا، لقد شاهدت المحاضرة بنفسي، وأخذت بعض dans environ 1/10ème du temps. Pour ce faire, j'ai d'abord regardé moi-même la conférence, et j'ai pris

To do that, I first watched the lecture myself, and took detailed notes on it. |||||봤습니다|||||||||

If you want those notes, I've actually included them at the end of this video. |||||||포함시켰어요|||||||

But first, let's get into the tips.

Tip number 1 is to break your studying into chunked sessions. ||||||||청크로 나눈| ||||||||divididas en partes| النصيحة رقم 1 هي أن تقوم بالدراسة على فترات. السبب لذلك هو L'astuce numéro 1 est de découper vos révisions en petites sessions. C'est parce qu'en moyenne, A dica número 1 é dividir o seu estudo em sessões por partes.

The reason for this is that the average student can only really pay attention for about 25-30

minutes.

This goes across the board, from lectures, to reading, to studying. ||전반에 걸쳐||||강의|||| المحاضرات، القراءة، وعلى الدراسة. بعد حوالي 25-30 دقيقة تبدأ فاعليتك le domaine : les cours, la lecture, les révisions. Après environ 25 à 30 minutes, votre efficacité

After about 25-30 minutes, your efficiency starts to really taper off, and that's why ||||효율||||줄어들다||||

the advice to simply study more is not effective at all.

Instead, you want to break your study sessions into about 20-30 minute chunks, and after |||||||||||조각||

those are done, take 5 minute breaks where you do something fun, or at least away from

your studies. جو الدراسة. وبعد إنتهائك من جلسات الدراسة تلك distraire de vos révisions. En outre, une fois que vous avez effectué toutes vos sessions

Also, once your study sessions are done for the entire day, you want to give yourself

a real, tangible reward for doing it. ||실질적인||||

As Dr. Lobdell says in the lecture, reinforcement of positive things builds good study habits, |||||||강화|||||||

and as an added benefit, you're training yourself to study. وكفائدة إضافية، إنك تُدرب نفسك على الدراسة. إذا قمت بالإستمرار بعمل هذا، سيمكنك et un avantage supplémentaire est que vous vous entrainez à étudier. En persévérant, vous allez

As you keep doing this, you're going to able to study for longer and longer on each session.

Tip number 2 is to create a dedicated study area. النصيحة الثانية هي أن تخصص مكان خاص للدراسة. السبب لذلك هو أن البيئة التي نكون فيها، L'astuce numéro 2 est de créer un endroit spécifique pour étudier. La raison est que notre environnement,

The reason for this is that our environment, the context that we're in, largely determines |||||||||||||주로|

our behavior.

Think about when you're in class.

When the professor presents a question to the entire class, you instinctively raise |||||||||||본능적으로| عندما يقدم البروفيسور سؤالاً إلى الفصل بأكمله، تقوم أنت بشكل غريزي برفع Lorsque le professeur pose une question à toute la classe, vous levez instinctivement

your hand. يدك. لكن، إذا قام المُدرس بسألك سؤال بشكل خاص، سوف تقوم بالاجابة بشكل شفهي. la main. Mais s'il vous demande à vous spécifiquement, vous allez lui répondre à l'oral. Ceci est

But if he asks you specifically, you're going to give a verbal response. |||||구체적으로||||||구두의|

This is automatic. هذا الشيئ ألي. أنت مُبرمج على فعل هذا، حقيقةً، مكان الدراسة الخاص بك كذلك تماماً. automatique. Vous êtes conditionnés à le faire. Eh bien, pour votre zone d'étude c'est la même chose.

You're conditioned to do it. |조건지어졌다|||

Well, your studying area is the exact same.

If you do it in a place where you're conditioned to do other things, like sleep, or play video إذا قمت بالدراسة في أماكن مُخصصة لعمل أشياء أُخرى، كالنوم، أو ألعاب Si vous étudiez dans un endroit où vous êtes conditionnés à faire d'autres choses, comme dormir,

games, or hang out with friends, it's going to be really hard to get into your studying. الفيديو، أو التسكع مع الأصدقاء، سوف يكون من الصعب جداً أن تدرس بشكل جدي. jouer à des jeux vidéos, ou passer du temps avec des amis, il va être vraiment difficile de vous mettre à étudier.

What you want to do is find an area that is specifically used for studying, so the context |||||||||||특히|||||| الذي يجب عليك فعله هو أن تجد مساحة مخصصة فقط للدراسة، كي يُملي عليك الجو Ce qu'il faut faire, c'est trouver une zone qui est spécifiquement utilisée pour l'étude, de sorte que le contexte

of the situation makes it easy for you to get into your studies. أن تُركز بدراستك. de la situation vous facilite de vous mettre en mode "révisions".

Dr. Lobdell's third tip is to study actively, and it's best summed up with this quote, straight النصيحة الثالثة للبروفيسور لوبيدل هي أن تدرس بشكل نشط (فعاّل)، وبإمكاننا تلخيصها في هذه المقولة المستخلصة مباشرةً La 3ème astuce du Dr Lobdell est d'étudier activement, l'idée étant résumée par cette citation tirée de

from the lecture: The more active you are in your learning, the more effective you'll من المحاضرة: "كلما تفاعلت أكثر مع المعلومات التي تدرسها، كلما كانت جودة الدراسة أفضل." la conférence : "Plus vous êtes actif dans votre apprentissage, plus serez efficace".

be. الطريقة الأفضل لفعل هذا، بدلاً من طريقة الحفظ التقليدية، أو قراءة La meilleure façon de le faire, plutôt que de mémoriser, lire et relire

The best way to do this, rather than going through rote memorization, or reading and

rereading chapters from your book, is to first ask yourself, before studying, what is it releer capítulos|||||||||||||| وإعادة قراءة المادة، هي أن تسأل نفسك قبل البدأ بالدراسة، ما الذي les chapitres de votre livre, est d'abord de vous demander précisément ce que vous êtes en train d'apprendre.

that I'm learning? أقوم بتعلمه؟ الذي تقوم أنت بتعلمه هو على الأغلب أحد Ce que vous apprenez va pouvoir être classé dans une de ces 2 catégories :

What you're learning is going to fall into 1 of 2 categories, either facts or concepts.

A concept is something like, what does this particular bone in the human body do?

You have to understand it.

A fact is just something you need to remember.

What the name of this bone is.

Concepts are more important than facts, because once you learn a concept, once you truly understand

its inner workings, it's with you forever.

You're going to remember it.

Facts, on the other hand, can sort of drift away over time, and the good thing about that

is that we have Google.

We can look up facts very easily.

Unfortunately, in a testing situation in class, you have to remember both facts and concepts,

and you don't have access to Google, usually, but still, concepts are going to be more important

to learn first.

The best way to learn these concepts and to be sure you know them is to put them in your

own words.

Test yourself and learn actively.

There's one thing he gives as an example, which I think is one of the most important وهناك شيئ يقوم البروفيسور بإعطاء مثال عليه، والذي، برأيي أحد أهم Un exemple qu'il donne, et je pense que c'est l'une des parties les plus importante

parts from the entire lecture, and it's his example about highlighting. الأجزاء في المحاضرة كلها، وهذا الشيئ هو مثاله عن استخدام أقلام الفوسفور للتلخيص. مُعظم الطلاب de toute sa conférence, est à propos du surlignage. La plupart des élèves savent qu'en surlignant

Most students know not to highlight entire sections of the book, because if you do that, يعرفون بأنه من الغلط وضع خطوط تحت جميع أجزاء الكتاب، لأنك إذا فعلت هذا، أنت ببساطة de nombreux passages d'un livre, cela revient à ne rien surligner au final.

you're basically highlighting nothing at all.

But if you highlight really important terms, and then you go back after your first read

and highlight session, and study them, and just simply recognize the thing you highlighted

before, and say, "Oh, I know it," then you're getting into this dangerous territory where

you don't know whether you're actually recalling something, or simply recognizing it. ||||||recordando algo|||||

The human brain is very good at recognizing things.

We can recognize people's faces, even if we haven't seen them in a long time. الأشياء. يمكننا التعرف على وجوه الأخرين، حتى لو لم نراهم منذ مدة طويلة. لكن Nous pouvons reconnaître les visages des gens, même si nous ne les avons pas vu depuis longtemps.

But the difference between recognition and recollection is that recognition requires الفرق بين التعرف على الشيئ و حفظه هو أن التعرف على الشيئ يحتاج إلى مشجع بدائي، la différence entre reconnaître et se rappeler, c'est que pour reconnaître il faut un déclencheur initial, Mas a diferença entre o reconhecimento e a recordação é que o reconhecimento requer

an initial trigger, a cue. um primeiro estímulo, uma pista.

If you're in a test, there is no trigger or cue.

You have to actually pull it forth from your memory.

To test and make sure that you're actually recalling something, instead of just recognizing

it, you need to quiz yourself.

You need to do active studying and active learning.

The 4th tip is to take more effective notes, and he's really brief on this one. النشط. النصيحة الرابعة هي أن تأخذ ملاحظات أكثر فاعلية، l'apprentissage actif. La 4ème astuce est de prendre des notes plus efficaces,

Basically, he says, after class, as soon as possible, and truly as soon as possible, flesh Basicamente, ele diz, depois da aula, assim que possível, e realmente assim que possível, carne

out your notes a bit. as suas notas um pouco. немного вычеркните свои заметки.

Add some more to them so you can actually solidify the concepts on your mind.

If you're fuzzy on something, ask another classmate who also took good notes, or go

to office hours, or wait until the next lecture and ask the professor before he starts if

he can clarify something that you don't really have a good grasp on. ||aclarar||||||||||

The 5th tip is to summarize or teach what you learned.

He says the best way to actually learn something is to teach it. ما قمت بتعلمه. يقول بأن أفضل طريقة لتعلم شيئ هي أن تقوم بشرحه لشخص أخر. vous avez appris. Il dit que la meilleure façon de réellement apprendre quelque chose est de l'enseigner.

The reason for this is two fold. السبب لذلك يتألف من شقين. الأول، إنها طريقةُ عظيمة من أجل التعلم بشكل نشط، لأنك تقوم بإجبار Deux raisons : #1, c'est une superbe forme d'étude active, car vous forcez votre cerveau

Number 1, it's a great form of active studying, because you're forcing your brain to recall

all the information so you can basically summarize it for somebody.

Number 2, you're really making sure that you fully understand the subject. الشق الثاني، أنت تقوم بالتأكد بأنك قمت فعلاً بفهم المادة. إذا كان بإمكانك شرحها #2, vous vous assurez que vous connaissez bien votre sujet. Si vous expliquez à quelqu'un qui est absolument

If you're explaining it to somebody who has absolutely no idea about the the topic, and

they're coming at it from a beginner's perspective, then you're really going to have an easy time

of pinpointing gaps in your own understanding. |identificar||||| الفجوات في فهمك الخاص للمادة. النصيحة السادسة هي أن تستخدم كتاب المادة بطريقة صحيحة. votre propre compréhension. Astuce numéro 6 : utiliser vos manuels correctement.

Tip number 6 is to use your textbooks correctly.

In this part of the lecture, he goes over the SQ3R method, which stand for survey, question, في هذا الجزء من المحاضرة، قام المحاضر بالمرور على تقنية SQ3R، والتي تعني survey (امسح)، question (اسأل) Dans cette partie de la conférence, il mentionne la méthode SIL2R : Survoler, Interroger,

read, recite, and review. ،read (اقرأ)، recite (اسرد)، review (راجع)، كما تحدثت عنها في احد فيديوهاتهي عن كيفية التعلم عن طريق القراءة النشطة، إلا أني أعتقد Lire, Réciter et Revoir. Comme je l'ai dit dans ma vidéo sur la lecture active, je pense que des systèmes globaux

As I talked about in my active reading video, I think overarching systems like this are |||||||||||sistemas generales||||

actually kind of cumbersome and time consuming. |||engorroso y lento|||

But I do think it's important that you take individual portions of these systems and see

if they're worth it for your studying methods.

As an example, the survey portion of SQ3R, surveying the chapter before you read it, |||||||||examinar||||||

and especially going to the end and looking at the review questions and the vocabulary, أن تقوم بقراءته، وخاصة الذهاب للنهاية وأخذ نظرة على ملخص الفصل وأسئلة الفصل أيضاً et spécialement aller jusqu'à la fin, lire le résumé et le vocabulaire important,

can really prime your brain for picking out the most important information when you actually

do the reading. عندما تصل إلى مرحلة القراءة. نصيحة البروفيسور لوبيدل السابعة والأخيرة هي أن تستخدم lorsque vous vous mettez à réellement lire le chapitre. 7ème et dernier conseil du Dr Lobdell :

Dr. Lobdell's 7th and final tip is to use mnemonics when studying facts.

Now, facts, as opposed to concepts, are a lot harder to tie actual meaning to, and as

a result, a lot of students often turn to simple rote memorization to remember them,

but a better way to go about it is to use mnemonics.

A mnemonic is really any system that facilitates recall, but he goes over 3 specific types فن الاستذكار هو بالحقيقة أي نظام يسهل عليك استدعاء المعلومات، لكن البروفيسور مر على 3 أنواع système qui facilite le rappel, mais il en décrit 3 spécifiques dans sa conférence :

of mnemonics in the video. من فن الاستذكار في تلك المحاضرة. هناك 3 اختصارات، أشياء كRoy G. Biv، لتذكر #1, les acronymes ou mnémonique, comme "Même Vieux Truc Mais J'en Sais Un Nouveau" pour l'ordre des

Those 3 are acronyms, things like Roy G. Biv for remembering the color spectrum, coined |||||||Biv||||||acuñado

sayings, things like, in 1492 Columbus sailed the ocean blue, and the third one, which both

I and Dr. Lobdell think is the best one, image associations. |||Lobdell|||||||

Another way to think about image associations are just interacting images, including the طريقة أخرى لفهم "الربط بالصور" هي فقط أن تقوم بتخيل بعض الصور بما فيها L'association d'images, c'est juste faire interagir des images, incluant ce que vous souhaitez apprendre,

thing you're trying to study, that create a ridiculous picture or story in your head. الأشياء التي تحاول أن تدرسها، بحيث أن تكوّن صورة أو قصة سخيفة في عقلك. en créant un tableau ou une histoire ridicule dans votre tête. Plus cette histoire est étrange ou

The more emotionally evocative or weird it is, the more easily you're going to be able |||evocador/a|||||||||||| كلما كانت تلك الصورة غريبة، ومثيرة للمشاعر، كلما كانت قابليتك على تذكر suscite d'émotions, plus ce sera facile de s'en souvenir et de retrouver l'information qu'elle contient.

to recall that piece of information. المعلومات التي قمت ربطها بالصورة بطريقة أسهل. هذا كان ملخصي عن محاضرة البروفيسور لوبيدل. Ceci est mon résumé de la conférence du Dr Lobdell.

That is my summary of Dr. Lobdell's lecture. ||||||del Dr. Lobdell|

If you want to see the entire hour long video, I have it linked down in the description. إذا كنت ترغب في مشاهدة المحاضرة كاملة، بامكانك إيجاد الرابط في الوصف. Si vous voulez voir la conférence d'une heure j'ai mis le lien dans la description

Otherwise, you can get my notes and other things in the end card. ما عدا ذلك، بإمكانك الحصول على ملاحظاتي للمحاضرة وأشياء أُخرى أيضاً عند نهاية هذا الفيديو. شكراً على مشاهدة Sinon, vous pouvez avoir mes notes et d'autres choses dans la description. Merci d'avoir regardé

Thanks for watching this video, and I will see you in the next one.

Hey guys, thanks for sticking around to the end of my video. ||||quedarse||||||| Hé les gars, merci de rester après la fin de ma vidéo. Si vous souhaitez obtenir encore plus

If you want to get even more study tips, I made a video about advanced study tips last

week, and you can see those by clicking the thumbnail. |||||||||miniatura

Also, if you want to get new study tips every single week, and ways to be an awesome college

student, then just click the big, red subscribe button, right there.

As I said in this video, you can get the detailed notes on the entire lecture by clicking the

orange button to go to the companion blog post for this video. عبر الضغط على الزر البرتقالي من أجل التوجه إلى التدوينة الخاصة بهذا الفيديو، أيضاً en cliquant sur le bouton orange pour aller sur le blog accompagnant cette vidéo. Aussi,

Also, if you want to become an awesome study-er, I wrote a hundred plus page book on how to إذا أردت أن تصبح طالب مميز، لقد قمت بتأليف كتاب يزيد على المئة صفحة عن طريقة الحصول على درجات أفضل si vous voulez devenir un super étudiant, J'ai écrit un livre de plus de 100 pages sur comment

get better grades, and you can get it for free by clicking the picture of the book. ويمكنك تحميله مجاناً عبر الضغط على صورة الكتاب. obtenir de meilleures notes, et vous pouvez l'obtenir gratuitement en cliquant sur l'image du livre.

Lastly, if you want to connect with me, or have ideas for new videos, you can either أخراً، إذا رغبت بالتواصل معي، أو كان لديك أفكار لفيديوهات جديدة، بإمكانك أن تتواصل معي عبر Enfin, si vous voulez qu'on reste connectés, ou avoir des idées pour de nouvelles vidéos, vous pouvez vous

connect with me on Twitter @Tom Frankly, or just leave a comment on this video. تويتر@Tom Frankly، أو ببساطة عبر تركك تعليق على هذا الفيديو. connecter avec moi sur Twitter @Tom Frankly, ou vous pouvez juste laisser un commenter sous cette vidéo