Amazingly, most teachers receive little or no professional training in the science of learning. My feeling is that we should urgently change this state of affairs, because we now possess considerable scientific knowledge about the brain’s learning algorithms and the pedagogies that are the most efficient.

• What a modern LLM does during training is, essentially, very very quickly skim the textbook, the words just flying by , not spending much brain power on it.


• Rather, when you or I read that math textbook, we read a couple pages slowly; then have an internal monologue about the material in our heads and talk about it with a few study-buddies; read

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