Do light skims and reviews of everything involved in procedure. (Repetition: Priming and Review)
Create brief summaries in your own words that describe each major topics in the procedure. (Summarization. Meaning Making. Chunking)
A goal is to create one word titles for each major part of the procedure. When you re-visit that one-word you should be able to re-call more details about that topic.
Order, Compare and Contrast all of the major topics in the procedure. (Critical Thought).
Go through each major topic in more detail – in-order and at random – each time making sure to not only understand the particulars of the new details but to also understand and simulate how these new details fit in with all of the other major topics. (Repetition: Rote work, Review, and Revising. Critical Thought. Meaning Making. Trial & Error. Chunking. Quantity Control)
Break up the details in each major topic and skip around – don’t do entire topic at once.
The idea is that you get the benefit of learning and experience the entire procedure each time you learn new details about a particular topic and permanently experiencing the full significance of each detail. You create many neural connections throughout the entire learning process, and each connection is strong.
If you did a single part in-order in its entirety, you’d forget the important details of each topic as you progress and also not benefit the full significance of that detail and how it fits in with the rest of the procedure topics.
You also get the benefit of being able to be effective and knowledgable in a practical way from essentially the very beginning of the learning process.
Sources:
*Teaching with the Brain in Mind by Eric Jensen