the students are far behind the experts in their ability to solve qualitative problems, or problems that involve concepts but no numbers, something like, Why is it hot in summer and cold in the winter?

deliberate-practice approach: when teaching a skill, break the lesson into a series of steps that the student can master one at a time, building from one to the next to reach the ultimate objective.

So the issue of motivation inevitably comes up: Why do some people engage in this sort of practice? What keeps them going?

One caveat here is that while it is always possible to keep going and keep improving, it is not always easy.

Once Wieman and his colleagues had put together a list of what things their students should be able to do, they transformed it into a collection of specific learning objectives.

Generally speaking, in almost any area of education the most useful learning objectives will be those that help students develop effective mental representations.

Deliberate practice is for everyone who dreams.

It is better to train at 100 percent effort for less time than at 70 percent effort for a longer period. Once you find you can no longer focus effectively, end the session.

but the important thing was that the students were getting immediate responses that told them when they were doing something wrong and how to fix it.