Author: Barbara Oakley, PhD, Terrence Sejnowski, Alistair McConville

Release year: 2018

Publisher: Tarcher-Perigee

Link to my handwritten notes

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My review

I finally finished this book, and I’m kicking myself for not reading it sooner.

I first discovered “Learning How to Learn” years ago while struggling through the DevOps Handbook¹. Completely overwhelmed, I literally searched “learning how to learn” on Amazon—and there it was. Yet I hesitated, expecting it to be dry, academic, and challenging.

I couldn’t have been more wrong.

This book is written for children and teens, using playful metaphors to explain how the brain works and how to use it effectively for learning. Having recently finished writing my own book on learning anxiety, reading this in 2025 felt intimidating. Here I was, seven years after the authors published Learning How to Learn, finally discovering whether I’d brought anything new to the conversation.

The biggest lesson? I wish I’d read this much sooner. Not only did it teach me to think differently about learning (Pomodoro timers, metaphors, focus techniques), but it shattered a myth I’d created in my own mind. I’d put this book on a pedestal—exactly the opposite of what the authors intended.

So what’s my honest take? The book was fine, and I’m clearly not the target demographic anymore. That feels amazing to write! While I picked up some interesting insights, my biggest realization was that my approach to writing about learning anxiety remains fresh and unique. The closest comparison I found was Limitless, and while this might sound arrogant, I believe my book offers something different and valuable.

It’s challenging to judge this book objectively when learning is so central to my interests. My own work keeps creeping into my perspective.

Let’s use the usual questions to help me focus on what I took away from this book:

What is the book about as a whole?

The book is, quite simply, about learning how to learn.

What is being said in detail, and how?

The book teaches efficient learning concepts through creative metaphors:

• Focused vs. diffused mode → A zombie playing pinball
• Neural networks → An octopus pulling a chain from a locker
• Sleep’s role in learning → A janitor cleaning our neurons

The authors also introduce practical tools like the Pomodoro technique for beating procrastination, and the strategy of transforming facts into moving pictures for better memory retention.

Is the book true, in whole or part?

The book feels authentic and well-grounded. While the authors rely heavily on metaphors, they don’t shy away from diving into the actual neuroscience behind their recommendations.

What did I learn?

Video games aren’t the enemy I thought they were. According to the authors (p. 92), research has shown that video games can bring a sixty-year-old’s attentional abilities back to that of a person in their twenties. Action video games can actually help practice focus—something I was always told was a waste of time. There are even video games like EndeavourRx on track to be approved as “drugs” by the FDA for treating ADHD.

The power of metaphors is incredible. I was impressed by how effectively the authors used metaphors to explain complex concepts. The pinball metaphor for focused vs. diffused brain modes was particularly brilliant.

Moving images stick better. A picture is easier to remember when we can imagine it in motion. As someone who aspires to give keynote presentations, this inspires me to create visuals that convey movement for better audience retention.

Félix rating:
👍

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💡 New ideas

• Make an image memorable by integrating elements that “move”
• Video games are a form of drug (potentially healthy!)
• On p. 180, the authors suggest we rename “attentional disorders” like ADHD to “attentional advantages.” I like this idea!

⭐ Star Quotes

A note to parents and teachers

Chapter 1: The Problem with Passion

Chapter 2: Easy Does It — Why Trying Too Hard Can Sometimes Be Part of the Problem

Chapter 3: I’ll Do It Later, Honest! — Using a Tomato to Beat Procrastination

• (p. 34) The reward is the most important part of the whole Pomodoro process. When you’re looking forward to a reward, your brain helps you focus better.
• (p. 35) Don’t switch between tasks when you’re doing your Pomodoro. Pick a task and work at it until the bell rings. (Of course, if you finish a task during a Pomodoro, you can start another.)

Chapter 4: Brain-Links and Fun With Space Aliens

Chapter 5: The Other Side of the Teacher’s Desk

Chapter 6: Learning While You Sleep — How to Wake Up Smarter

Chapter 7: School Bags, Lockers, and Your Attentional Octopus

Chapter 8: Slick Tricks to Build Your Memory

• (p. 99) If you convert a fact you are trying to remember into a picture, you can remember it more easily. If the picture is unusual, it’s even easier to remember. And if the picture involves movement, that seems to make it stick even more strongly.
• (p. 101) Focus and memorization reinforce each other.

Chapter 9: Why Brain-Links Are Important — (And How Not to Back a Car Into a Ditch)

Chapter 10: Learning With Clubs and Groups, Finding Your Mission, and How Terry Nearly Burned Down the School

• (p. 130) ⭐ Learning comes to life when you do something with information. Make it active. Don’t just read it.

Chapter 11: How to Pump Up Your Brain

Chapter 12: Making Brain-Links — How Not to Learn From a Comic Book

• (p. 146) The best way to speed your learning is to avoid lazy learning. If you spend too much time on material you already know, you won’t have time to learn new material.
• (p. 147) It’s important not just to practice a given technique or item. It’s also important to practice choosing between techniques or items. This is true when you’re learning all sorts of topics.
• (p. 150) See if you can work a problem by yourself. Show your work and write your answer out with a pencil. Don’t just look at the solution and say, “Sure, I knew that.”
• (p. 150) Deliberate practice with interleaving. Focus on the hard stuff and mix it up. That’s how you become an expert.

Chapter 13: Asking Yourself Important Questions

• (p. 161) ⭐ Research has shown that one thing you can do to help you fall asleep faster is to make a task list for what you plan to do the next day. This takes the items out of your working memory and helps you relax and sleep better.
• (p. 164) ⭐ Whenever you’re learning anything, try to take advantage of all your senses. Don’t think of yourself as having a preferred learning style. Think of yourself as an “all-inclusive” learner. Multisensory learning is the most effective kind of learning for everyone.
• (p. 166) Don’t make the mistake of thinking that a series of naps during the day makes up for a good long sleep each evening. It doesn’t.
• (p. 166) Although people differ, in general you should have at least eight hours a night reserved for “sleep opportunity time” — that is, time to both fall asleep and be asleep.
• (p. 167) If you are tired and find yourself falling asleep during the day, you definitely are not getting enough sleep.

Chapter 14: Learning Surprises — Pssst… Your Worst Traits Can Be Your Best Traits

• (p. 175) Action video games are great for focusing. While you’re having fun, you’re also learning to concentrate.

Chapter 15: How to Do Well On Tests

• (p. 190) When you get nervous, you tend to breathe from the top of your chest. This “shallow” breathing doesn’t give you enough oxygen. You begin to feel panic that has nothing to do with the test. You just aren’t getting enough oxygen! Deep breathing can help.

Chapter 17: Going From “Have To” to “Get To”