The Feynman Technique: check whether you really understand
Four steps that reveal gaps in your understanding faster than rereading your notes yet again - with an example from math.
· 2 min read
You can know a definition by heart and still not understand it. This technique, named after physicist Richard Feynman, who was famous for explaining hard things in plain language, helps you quickly tell the two apart.
Step 1: Pick one concept
Write it at the top of a blank page. Just one, and a specific one: “derivative,” “photosynthesis,” or “demand” - not “all of calculus.”
Step 2: Explain it as simply as you can
Write as if someone outside your class or major were reading it. No jargon, and no copying the definition from the textbook. If you have to use a difficult word, explain that word too.
Step 3: Find the gaps
The spots where you get stuck, skip ahead with “and then it somehow works out,” or fall back on the textbook wording are exactly what you don’t understand yet. Go back to your materials for those parts only - then write the explanation again from scratch.
Step 4: Simplify and add an example
Shorten your sentences, add an analogy and one concrete example. If you can explain the concept with an example that wasn’t in your notes, that’s a good sign you really understand it.
Example: the derivative
First version: “A derivative is the limit of the difference quotient.” Correct, but it doesn’t explain anything.
After a few rewrites: “A derivative tells you how fast a function is changing at a given point. Think of a car’s speedometer: distance is a function of time, and your speed at any moment is its derivative. On a graph, it’s the slope of the tangent line - the steeper it is, the faster the change.”
The second explanation shows that you know why the definition exists. If you want to work through this topic step by step, check out the Derivatives from scratch course.
Sources
We checked the facts on this page against these sources. All of them may be reused freely: they carry an open licence or are not covered by copyright.
- Meyers, Gretton, Budge, Fugelsang & Koehler (2023) - Broad effects of shallow understanding: Explaining an unrelated phenomenon exposes the illusion of explanatory depth (Judgment and Decision Making; trying to explain makes the gaps in your knowledge visible) · CC BY 4.0
- Kobayashi (2019) - Interactivity: A Potential Determinant of Learning by Preparing to Teach and Teaching (Frontiers in Psychology; explaining material to someone else can deepen your own learning) · CC BY 4.0
- Beriwal et al. (2023) - 3DCRT special debate on fundamental physics in the radiation oncology curriculum (Journal of Applied Clinical Medical Physics, PMC; the Feynman Technique: learning through simplicity instead of jargon) · CC BY 4.0
- Gaviria & Corredor (2024) - Understanding, fast and shallow: Individual differences in memory performance associated with cognitive load predict the illusion of explanatory depth (Memory & Cognition; people overrate how well they can explain things) · CC BY 4.0
- Boelkins - Active Calculus, 1.1 How do we measure velocity? (a car's speedometer shows its velocity at a given instant) · CC BY-SA 4.0
- Boelkins - Active Calculus, 1.3 The derivative of a function at a point (the derivative as a limit of average rates of change, how fast a function changes, velocity, slope of the tangent line) · CC BY-SA 4.0
- Wikipedia - Learning by teaching (the Feynman technique, named after Richard Feynman) · CC BY-SA 4.0
- Wikipedia - Richard Feynman (physicist and popularizer of physics through books and lectures) · CC BY-SA 4.0