Yesterday I alighted upon the idea of using Oxford’s 6 categories of learning strategy as a hook for planning a 21-day sprint, to re-learn Spanish. But it is obvious that merely having those categories doesn’t get me very far. At best, Oxford’s research may prevent me giving undue weight to tactical combinations that probably won’t work.
So, what might ‘work for me’? — When I consider that, the motivational category stands head and shoulders above the rest. Not, because I want to spend much time gee-ing myself up. But merely, because the interaction between motivation and concrete activity is determining.
I wouldn’t be attempting this sprint in the first place, if I didn’t desperately want to improve my Spanish. It won’t produce any significant outcome, if the activities I undertake are not sufficiently rewarding. And no matter how much improvement I make, most of the effort will be wasted, if I don’t end the project with a greater will to push on, than I had to start.
Perhaps paradoxically, these thoughts lead me to start planning with a stark assessment of what I’m really rubbish at, what I can’t do, and what I don’t have. Because performative failure and diminished motivation are the guarranteed outcome of any attempt to do the impossible.
And anyone who truly believes that ‘nothing is impossible’ is clearly delusional. If they weren’t, none of us would have any desire to do anything, because we’d already be doing everything, to the maximum. It’s not as if no-one is trying. But the last time I checked, there were still only 24 hours in a day.
So what can’t I usually do? Well, here’s the rub — I’m really terrible at estimating the time required to carry out cognitive tasks, I have hardly ever stuck to any learning routine for more than a few days, and I’m easily discouraged by the failure to achieve over-ambitious goals.
So one design parameter is already clear — don’t set any measurable target to be reached by 9 Jan 2022. Other than those of recording some verifiable improvement in my Spanish and in my ability to stick to a learning routine. And, obviously, there’s little point in making the effort, if I don’t end the project with some sense of satisfaction. So I’ll be considering how I might assess those three things, in the coming days.
My immediate task for tomorrow, is to come up with a list of concrete tasks to populate my learning plan. And sharpen my thinking about how to organise those tasks into a daily routine.
I’ve already convinced myself that nothing gets into that plan, unless its requirements and parameters are already known and to hand — or can at least be tied-down quickly and easily within a definite amount of time.
That certainly means junking a whole bunch of ‘nice to have/do’ ideas that have been swirling around my head today.