[Efficient knowledge can be accessed quickly and applied to recurring contexts, but it can impede seeing all possibilities when prior knowledge no longer applies.]

[Encourage cultivating adaptive knowledge by: 1) minimizing consequences for sub-optimal performance, 2) creating sufficient variation in each situation, 3) encourage understanding and experimenting over short-term performance.]

[Rather than separate courses for efficient knowledge and adaptive thinking, integrate or alternate between the two approaches in the same process of learning, preferably starting with discovery and innovation as a way to set the stage for existing efficient solutions.]

[Innovation activities can let learners: explore structure and variation in the domain; understand problems that need solving and why; participate in an error-tolerant, playful, low-risk environment; learn to hold hypotheses lightly and seek feedback; develop can-do attitudes that encourage adapting and innovating.]

[Later learning, even a few minutes after, can emphasize efficient knowledge: learning about optimized solutions; understanding why something works; practicing towards increased efficiency; re-engaging with slight variations while understanding why the principle stays the same; seeking feedback to refine execution; feeling the reward of being able to do something well.]