Stop Learning, by Jacob Barnett. This is an 18 minute video, and I think there's a lot to be said for getting the material in the order given.
However, if you'd rather have text, here it is in rot13. Wnpbo Oneargg pbzrf bss nf naablvat. Ybhq, ohzcgvbhf, naq ynhtuf ng zbfg bs uvf bja wbxrf. Ur'f nyfb n zngu cebqvtl, naq unf nhgvfz. Ur gnyxf nobhg ubj ur jnf qvntabfrq nf orvat hanoyr gb yrnea gb gnyx, ohg orpnhfr ur unq gvzr gb guvax, ur fgnegrq rkcybevat zngu. Vg'f abg fb onq gb snvy svatre-cnvagvat. Ur gnyxf nobhg Arjgba naq Rvafgrva nf univat orra oybpxrq bss sebz yrneavat sbe n juvyr (cynthr dhnenagvar naq cngrag bssvpr erfcrpgviryl), fb gung gurl unq gvzr gb guvax. Ur erpbzzraqf gnxvat gvzr gb guvax nobhg jung lbh pner nobhg.
Would anyone happen to remember the alternate history story where the plague doesn't come to England, so Newton has professorial duties and never discovers anything?
I liked this.
Inventing theories, learning theories, and applying theories are all 3 different activities. When you're in school, you spend a lot of time learning theories, you spend hardly any time inventing theories, and you spend some time applying theories (ex.: applying algebra in calculus class).
One way to get practice inventing theories: When a motivating example comes up in a textbook, shut the textbook and try to figure out how to solve the example on your own without reading further. (Or try to do the problems at the end of the chapter before reading it, etc. Credit for this idea goes to my 10th grade math teacher.)