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The First 20 Hours - How to Learn Anything: Josh Kaufman at TEDxCSU

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    Hi everyone.
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    Two year ago, my life changed forever.
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    My wife Kelsey and I
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    welcomed our daughter Lela
    into the world.
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    Now, becoming a parent
    is an amazing experience.
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    Your whole world changes over night.
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    And all of your priorities
    change immediately.
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    So fast that it makes it really difficult
    to process sometimes.
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    Now, you also have to learn
    a tremendous amount about being a parent
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    like, for example,
    how to dress your child.
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    (Laughter)
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    This was new to me.
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    This is an actual outfit,
    I thought this was a good idea.
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    And even Lela knows
    that it's not a good idea. (Laughter)
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    So there is so much to learn and
    so much craziness all at once.
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    And to add to the craziness,
    Kelsey and I both work from home,
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    we're entrepreneurs,
    we run our own businesses.
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    So, Kelsey develops courses
    online for yoga teachers.
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    I'm an author.
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    And so, I'm working from home,
    Kelsey's working from home.
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    We have an infant
    and we're trying to make sure
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    that everything gets done
    that needs done.
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    And life is really, really busy.
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    And a couple of weeks
    into this amazing experience,
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    when the sleep deprivation
    really kicked in,
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    like around week eight,
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    I had this thought,
    and it was the same thought
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    that parents across the ages,
    internationally,
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    everybody has had this thought,
    which is:
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    I am never going to have
    free time ever again.
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    (Laughter)
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    Somebody said it's true.
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    It's not exactly true,
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    but it feels really, really true
    in that moment.
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    And this was really
    disconcerning to me,
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    because one of the things that I enjoy
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    more than anything else
    is learning new things.
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    Getting curious about something
    and diving in
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    and fiddling around and
    learning through trial and error.
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    And eventually becoming pretty good
    at something.
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    And without this free time,
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    I didn't know how I was ever
    going to do that ever again.
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    And so, I'm a big geek,
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    I want to keep learning things,
    I want to keep growing.
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    And so what I've decided to do was,
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    go to the library,
    and go to the bookstore,
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    and look at what research says about
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    how we learn and how we learn quickly.
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    And I read a bunch of books,
    I read a bunch of websites.
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    And tried to answer this question,
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    how long does it take
    to acquire a new skill?
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    You know what I found?
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    10,000 hours!
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    Anybody ever heard this?
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    It takes 10,000 hours.
    If you want to learn something new,
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    if you want to be good at it,
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    it's going to take 10,000 hours
    to get there.
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    And I read this in book after book,
    in website after website.
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    And my mental experience
    of reading all of this stuff was like:
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    No!!
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    I don't have time!
    I don't have 10,000 hours.
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    I am never going to be able
    to learn anything new.
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    Ever again.
    (Laughter)
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    But that's not true.
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    So, 10,000 hours, just to give you
    a rough order of magnitude,
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    10,000 hours is a full-time job
    for five years.
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    That's a long time.
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    And we've all had the experience
    of learning something new,
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    and it didn't take us anywhere
    close to that amount of time, right?
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    So, what's up? There's something
    kinda funky going on here.
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    What the research says and what we expect,
    and have experiences,
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    they don't match up.
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    And what I found, here's the wrinkle:
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    The 10,000 hour rule came out of studies
    of expert-level performance.
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    There's a professor
    at Florida State University,
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    his name is K. Anders Ericsson.
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    He is the originator
    of the 10,00 hour rule.
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    And where that came from is,
    he studied professional athletes,
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    world class musicians,
    chess grand masters.
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    All of this ultra competitive folks
    in ultra-high performing fields.
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    And he tried to figure out
    how long does it take
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    to get to the top
    of those kinds of fields.
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    And what he found is,
    the more deliberate practice,
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    the more time
    that those individuals spend
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    practicing the elements
    of whatever it is that they do,
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    the more time you spend,
    the better you get.
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    And the folks at the tippy top
    of their fields
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    put in around 10,000 hours of practice.
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    Now, we were talking about the game
    of telephone a little bit earlier.
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    Here's what happened:
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    an author by the name
    of Malcolm Gladwell
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    wrote a book in 2007 called
    "Outliers: The Story of Success",
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    and the central piece of that book
    was the 10,000 hour rule.
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    Practice a lot, practice well,
    and you will do extremely well,
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    you will reach the top of your field.
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    So, the message,
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    what Dr. Ericsson was actually saying is,
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    it takes 10,000 hours to get
    at the top of an ultra competitive field
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    in a very narrow subject,
    that's what that means.
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    But here's what happened:
    ever since Outliers came out,
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    immediately came out,
    reached the top of best seller lists,
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    stayed there for three solid months.
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    All of a sudden the 10,000 hour rule
    was everywhere.
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    And a society-wide game of telephone
    started to be played.
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    So this message, it takes 10,000 hours
    to reach the top of an ultra competitive field,
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    became, it takes 10,000 hours
    to become an expert at something,
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    which became,
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    it takes 10,000 hours to become
    good at something,
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    which became,
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    it takes 10,000 hours
    to learn something.
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    But that last statement,
    it takes 10,000 hours to learn something,
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    is not true.
    It's not true.
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    So, what the research actually says --
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    I spent a lot of time here
    at the CSU library
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    in the cognitive psychology stacks
    'cause I'm a geek.
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    And when you actually look
    at the studies of skill acquisition,
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    you see over and over
    a graph like this.
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    Now, researchers,
    whether they're studying a motor skill,
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    something you do physically
    or a mental skill,
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    they like to study things
    that they can time.
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    'Cause you can quantify that, right?
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    So, they'll give research participants
    a little task,
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    something that requires
    physical arrangement,
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    or something that requires
    learning a little mental trick,
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    and they'll time how long a participant
    takes to complete the skill.
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    And here's what this graph says,
    when you start --
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    so when researchers gave participants
    a task, it took them a really long time,
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    'cause it was new
    and they were horrible.
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    With a little bit of practice,
    they get better and better and better.
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    And that early part of practice
    is really, really efficient.
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    People get good at things
    with just a little bit of practice.
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    Now, what's interesting to note is that,
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    for skills that we want to learn
    for ourselves,
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    we don't care so much about time,
    right?
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    We just care about how good we are,
    whatever good happens to mean.
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    So if we relabel performance time
    to how good you are,
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    the graph flips, and you get
    his famous and widely known,
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    this is the learning curve.
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    And the story of the learning curve
    is when you start,
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    you're grossly incompetent
    and you know it, right?
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    (Laughter)
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    With a little bit of practice,
    you get really good, really quick.
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    So that early level of improvement
    is really fast.
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    And then at a certain point
    you reach a plateau,
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    and the subsequent games
    become much harder to get,
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    they take more time to get.
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    Now, my question is,
    I want that, right?
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    How long does it take
    from starting something
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    and being grossly incompetent
    and knowing it
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    to being reasonably good?
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    In hopefully, as short a period of time
    as possible.
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    So, how long does that take?
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    Here's what my research says: 20 hours.
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    That's it.
    You can go from knowing nothing
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    about any skill that you can think of.
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    Want to learn a language?
    Want to learn how to draw?
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    Want to learn how to juggle
    flaming chainsaws?
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    (Laughter)
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    If you put 20 hours of focused
    deliberate practice into that thing,
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    you will be astounded.
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    Astounded at how good you are.
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    20 hours is doable,
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    that's about 45 minutes a day
    for about a month.
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    Even skipping a couple days,
    here and there.
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    20 hours isn't that hard to accumulate.
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    Now, there's a method to doing this.
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    Because it's not like you can just start
    fiddling around for about 20 hours
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    and expect these massive improvements.
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    There's a way to practice intelligently.
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    There's a way to practice efficiently,
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    that will make sure that you invest
    those 20 hours
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    in the most effective way
    that you possibly can.
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    And here's the method,
    it applies to anything:
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    The first is to deconstruct the skill.
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    Decide exactly what you want
    to be able to do when you're done,
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    and then look into the skill
    and break it down into smaller pieces.
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    Most of the things
    that we think of as skills
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    are actually big bundles of skills
    that require all sorts of different things.
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    The more you can break apart the skill,
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    the more you're able to decide,
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    what are the parts of this skill
    that would actually help me
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    get to what I want?
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    And then you can practice those first.
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    And if you practice
    the most important things first,
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    you'll be able to improve
    your performance
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    in the least amount of time possible.
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    The second is, learn enough
    to self correct.
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    So, get three to five resources
    about what it is you're trying to learn.
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    Could be book, could be DVDs,
    could be courses, could be anything.
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    But don't use those as a way
    to procrastinate on practice.
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    I know I do this, right?
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    Get like 20 books about the topic,
    like,
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    "I'm going to start learning
    how to program a computer
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    when I complete these 20 books".
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    No. That's procrastination.
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    What you want to do
    is learn just enough
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    that you can actually practice
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    and self correct or self edit
    as you practice.
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    So the learning becomes
    a way of getting better
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    at noticing
    when you're making a mistake
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    and then doing something
    a little different.
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    The third is to remove barriers
    to practice.
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    Distractions, television, internet.
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    All of these things
    that get in the way
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    of you actually sitting down
    and doing the work.
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    And the more you're able to use
    just a little bit of willpower
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    to remove the distractions that
    are keeping you from practicing,
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    the more likely you are to actually
    sit down and practice, right?
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    And the fourth is to practice
    for at least 20 hours.
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    Now, most skills have what I call
    a frustration barrier.
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    You know, the grossly-incompetent-
    and-knowing-it part?
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    That's really, really frustrating.
    We don't like to feel stupid.
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    And feeling stupid is a barrier to us
    actually sitting down and doing the work.
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    So, by pre-committing to practicing
    whatever it is that you want to do
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    for at least 20 hours,
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    you will be able to overcome
    that initial frustration barrier
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    and stick with the practice long enough
    to actually reap the rewards.
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    That's it! It's not rocket science.
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    Four very simple steps that
    you can use to learn anything.
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    Now, this is easy to talk
    about in theory,
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    but it's more fun to talk about
    in practice.
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    So one of the things that I've wanted
    to learn how to do for a long time
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    is play the ukulele.
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    Has anybody seen
    Jake Shimabukuro's TEDTalk
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    where he plays the ukulele
    and makes it sound like --
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    he's like a ukulele god.
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    It's amazing.
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    I saw it, I was like,
    "That is so cool!"
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    It's such a neat instrument.
    I would really like to learn how to play.
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    And so I decided
    that to test this theory
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    I wanted to put 20 hours
    into practicing ukulele
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    and see where it got.
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    And so the first thing
    about playing the ukulele is,
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    in order to practice,
    you have to have one, right?
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    So, I got an ukulele and
    -- My lovely assistant?
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    (Laughter)
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    Thank you sir.
    I think I need the chord here.
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    It's not just an ukulele,
    it's an electric ukulele. (Laughter)
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    Yeah.
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    So, the first couple hours are just
    like the first couple hours of anything.
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    You have to get the tools
    that you are using to practice.
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    You have to make sure
    they're available.
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    My ukulele didn't come
    with strings attached.
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    I had to figure out
    how to put those on.
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    Like, that's kind of important, right?
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    And learning how to tune,
    learning how to make sure
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    that all of the things
    that need to be done
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    in order to start practicing
    get done, right?
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    Now, one of the things when I was
    ready to actually start practicing
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    was I looked in online databases
    and songbooks for how to play songs.
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    And they say, okay, ukuleles, you can
    play more than one string at a time,
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    so you can play chords, that's cool,
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    you are accompanying yourself,
    yay you. (Laughter)
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    And when I started looking at songs,
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    I had an ukulele chord book
    that had like hundreds of chords.
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    Looking at this and
    "Wow, that's intimidating".
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    But when you look at the actual songs,
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    you see the same chords
    over and over, right?
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    As it turns out, playing the ukulele
    is kind of like doing anything,
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    There's a very small set of things
    that are really important
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    and techniques that you'll use
    all the time.
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    And in most songs
    you'll use four, maybe five chords,
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    and that's it, that's the song.
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    You don't have to know hundreds,
    as long as you know the four or the five.
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    So, while I was doing my research,
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    I found a wonderful little medley
    of pop songs
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    by a band called Axis of Awesome.
    (Whistles)
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    -- Somebody knows it. --
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    And what Axis of Awesome says
    is that you can learn,
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    or you can play pretty much
    any pop song of the past five decades,
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    if you know four chords,
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    and those chords are G, D, Em and C.
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    Four chords pump out
    every pop song ever, right?
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    So I thought, this is cool!
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    I would like to play
    every pop song ever. (Laughter)
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    So, that was the first song
    I decided to learn,
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    and I would like to actually
    share it with you. Ready?
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    (Applause)
    Alright.
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    (Music)
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    (Singing)
    Just a small town girl,
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    living in a lonely world,
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    she took the midnight train
    going anywhere.
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    I heard that you settled down,
    (Laughter)
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    that you found a girl,
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    that you're married now.
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    Every night in my dreams
    (Laughter)
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    I see you, I feel you,
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    that is how I know you go on.
    (Laughter)
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    I won't hesitate no more, no more.
    It cannot wait, I'm yours.
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    'Cause you were amazing,
    we did amazing things.
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    If I could, then I would,
    I'd go wherever you will --
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    Can you feel the love tonight.
    (Laughter)
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    I can't live with or without you.
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    When I find myself --
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    When I find myself in times of trouble,
    mother Mary comes to me,
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    Sometimes I feel like I don't have partner.
    No woman, no cry.
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    Yeah mama, this surely is a dream.
  • 17:14 - 17:16
    I come from a land down under.
    (Laughter)
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    Once a jolly swagman
    camped by a billabong.
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    Hey, I just met you, and this is crazy,
    (Laughter)
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    but here's my number, so call me
  • 17:26 - 17:30
    Hey sexy lady, op, op, op, op,
    oppan gangnam style. (Laughter)
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    It's time to say goodbye.
  • 17:36 - 17:46
    Closing time, every new beginning
    comes from some other beginning's end.
  • 17:46 - 17:50
    (Singing and music ends)
    (Applause)
  • 17:57 - 18:01
    Thank you, thank you.
  • 18:03 - 18:07
    I love that song.
    (Laughter)
  • 18:07 - 18:10
    And I have a secret to share with you.
  • 18:10 - 18:14
    So, by playing that song for you,
  • 18:14 - 18:19
    I just hit my twentieth hour
    of practicing the ukulele.
  • 18:19 - 18:23
    (Applause)
    Thank you.
  • 18:25 - 18:29
    And so it's amazing, pretty much
    anything that you can think of,
  • 18:29 - 18:31
    what do you want to do.
  • 18:31 - 18:35
    The major barrier to learn
    something new is not intellectual,
  • 18:35 - 18:41
    it's not the process of you learning
    a bunch of little tips or tricks or things.
  • 18:41 - 18:45
    The major barrier's emotional.
    We're scared.
  • 18:45 - 18:47
    Feeling stupid doesn't feel good,
  • 18:47 - 18:49
    in the beginning of learning
    anything new
  • 18:49 - 18:52
    you feel really stupid.
  • 18:52 - 18:56
    So the major barrier's not intellectual,
    it's emotional.
  • 18:56 - 18:59
    But put 20 hours into anything.
  • 18:59 - 19:01
    It doesn't matter.
    What do you want to learn?
  • 19:01 - 19:05
    Do you want to learn a language?
    Want to learn how to cook?
  • 19:05 - 19:07
    Want to learn how to draw?
  • 19:07 - 19:11
    What turns you on?
    What lights you up?
  • 19:11 - 19:15
    Go out and do that thing.
    It only takes 20 hours.
  • 19:15 - 19:16
    Have fun.
  • 19:16 - 19:19
    (Applause)
Title:
The First 20 Hours - How to Learn Anything: Josh Kaufman at TEDxCSU
Description:

In his talk, Josh Kaufman shares how having his first child inspired him to approach learning in a whole new way.

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Video Language:
English
Team:
closed TED
Project:
TEDxTalks
Duration:
19:27
  • Overall, a good transcript. Please don't forget to edit the description of the talk:it should contain 1-2 sentences describing the talk, and info about the speaker should be left out. Some of the lines were too long, please break them using shift+enter and the character counter in the new editor. Sentences should end in linguistic wholes, do not end them with "and", "of", "to"... Use this guide: http://translations.ted.org/wiki/How_to_break_lines

  • I got it. Thanks for reminding!

  • Overall, a good transcript. Please don't forget to edit the description of the talk:it should contain 1-2 sentences describing the talk, and info about the speaker should be left out. Some of the lines were too long, please break them using shift+enter and the character counter in the new editor. Sentences should end in linguistic wholes, do not end them with "and", "of", "to"... Use this guide: http://translations.ted.org/wiki/How_to_break_lines

  • (noticed while translating to other language)
    Line 13:24.526 - it should be "cord" instead of "chord" - the speaker needs to plug the electric ukulele in.

  • Overall, a good transcript. Please don't forget to edit the description of the talk:it should contain 1-2 sentences describing the talk, and info about the speaker should be left out. Some of the lines were too long, please break them using shift+enter and the character counter in the new editor. Sentences should end in linguistic wholes, do not end them with "and", "of", "to"... Use this guide: http://translations.ted.org/wiki/How_to_break_lines

  • Overall, a good transcript. Please don't forget to edit the description of the talk:it should contain 1-2 sentences describing the talk, and info about the speaker should be left out. Some of the lines were too long, please break them using shift+enter and the character counter in the new editor. Sentences should end in linguistic wholes, do not end them with "and", "of", "to"... Use this guide: http://translations.ted.org/wiki/How_to_break_lines

English subtitles

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