Learning to learn: A teacher's guide
What do we mean by Learning to learn classroom strategies and how can schools use the science of learning to create cultures of independent learning?
What is learning to learn?
'Learning how to learn' is the talent to seek and persist in learning. It shows the ability to organise knowledge, by way of effective time and information management, both at personal and group levels. As the amount of information available to us increases, the ability to understand how our memory works has become more important than ever. Ideas such as a memory palace have been around for awhile and organisations such as the EEF are providing more insights than ever into the domains of metacognition.
We believe that any student in school has the capacity to develop and use insights into the mind to improve how they approach learning. Whether you are working with a child in a primary school or students in University, there are key principles that will enable us all to advance learning outcomes.
Learning capability is not a fixed trait, but rather a skill that can be developed and improved over time. By understanding how we learn and applying effective learning strategies, we can enhance our ability to acquire and retain new information. This includes techniques such as spaced repetition, active recall, and chunking.
Additionally, developing a growth mindset and embracing challenges can help us overcome obstacles and persevere in our learning journey. With the right mindset and tools, anyone can improve their learning capability and achieve their goals.
A diligent student might know how he she can learn best and how to direct learning. A diligent student might also guide his/her way through the wide variety of available options in school and beyond.
The process of learning is crucial to our existence. We eat food to nourish our bodies, and we seek knowledge and continued learning to feed our minds. This guide will attempt to demonstrate that learning is indeed learnable. Children can learn how to chunk information into semantic categories that improve memory. There are also exercises design to switch modes of thinking for students. The bottom line is, intelligence is not static, if we are going to challenge some of the misconceptions about attainment then we must first dig a little bit deeper into some fundamentals about how the mind works.
What are the key principles of learning to learn?
Learning to learn involves developing metacognitive skills, including the ability to organise knowledge and manage time effectively. Core principles include using memory techniques like memory palaces, applying spaced repetition and active recall, and developing a growth mindset. Students at any level can improve their learning capability by understanding how their memory works and applying proven learning strategies.
'Learning how to learn', is specifically crucial for developing independent learners, when the educators are no longer the main source of knowledge and information. According to the academic experts, Dr Terrence Sejnowski (Francis Crick Professor at The Salk Institute for Biological Studies) and Dr Barbara Oakley (of the University Of California, San Diego), the following are some of the most valuable learning techniques to build competence in learningand managing time more effectively.
- Diffused and Focused Mode: During the process of learning, sometimes we allow our mind to wander and sometimes we are focused. Dr Barbara Oakley states that the diffused or unfocused time is just as important as the focused one, as it allows our brain to learn new things. Therefore, we must meditate, have breaks, focus on other things, and give ourselves a sufficient amount of time in both learning modes. An effective learningsession is to take regular breaks by applying the Pomodoro technique. In this technique, we work for 25 minutes, then take a break for 5 minutes. The lengths of work and break time can be adjusted depending upon what works best for the learner. But, the most important aspect is to take a regular break.
- Chunking: Dr Barbara Oakley believes that what we want to learn should be broken into solid chunks of smaller concepts. Here, the main objective is to learn in mental chunks and all the mental chunks serve as notable puzzle pieces. For instance, to master a Social Sciences concept, we must also know how to break the concept into mental chunks and how does this concept fit into the larger picture. The first step of chunking is survey and priming, which involves scanning the syllabus or book to get an idea of the larger picture. The next step is to observe an example. The third step is to do it yourself. And, lastly, repeat the process in different contexts.
- Illusions of Competence: Sometimes we feel as if we have " understood" a concept. For instance, during online courses, we may look at an answer and feel that w e already know how to come to that solution. These are the most common illusions Of learning. Underlining or highlighting the most important parts may also result in an illusion of learning. Instead of using these techniques, it is more beneficial to write brief notes summarising the key concepts in the lesson.
- Recalling: Dr Barbara Oakley highlights Dr Karpicke's analysis about retrieval practice to furnish scientific support for spending a few minutes to recall or summarise the topic we are trying to learn. It is an effective way to transfer something from short-term learning into long-term memory. Also, deliberate practice of recalling concepts in the different physical surroundings can improve learning outcomes and help us understand the concept independent of any physical cues our mind may have.
- Bite-Sized Testing: To avoid illusions of competence, it is suggested that we must use Bite-Sized Testing as mental tools to assess ourselves as we read new material. Mini-tests are amongst the most useful learning mechanisms that can be accomplished through recalling any concept. Even if we fail to pass this bite-sized testing, we must correct all the mistakes and solidify the learning.
What learning to learn techniques work best?
Depending on the learning task and the period of time available, there are numerous strategies and techniques to improve outcomes. Within the last few years, researchers have provided us with insights about learning that we did not have 20 years ago. This knowledge has enabled educational institutions to develop invaluable learning techniques that helps a student in school to 'think for themselves'. The Internet is littered with courses that claim to improve our memory.
To become a lifelong learner, all we have to do is adopt a few simple ideas that can be transformational for our thinking. At Structural Learning, we develop mental tools that are built on insights on education. An education professional is bombarded with new information every day and it's not always easy to keep up with the latest concepts. Our passionate community of readers and contributors are continually adding to our tool box of resources and ideas.
Articles to read and concepts to try:
- Oracy: this is the idea that we can learn to talk and learn through talk. Language helps explore different kinds of thinking that we might not otherwise engage in.
- Graphic organisers: these simple tools enable children to chunk information into organise packets of knowledge. The chunk or 'schema' forms the basis of our understanding.
- Universal Thinking Framework: concepts such as blooms taxonomy and solo taxonomy help educators think about the level of learning. This new classroom instructional tool enables teachers to plan for a deeper level of learning.
- Mind maps: Learning efficiency is based upon how well we utilise our available cognitive equipment. Mapping out our ideas into an organised chunk is a great way for developing conceptual understanding.
- Learning Journals: Spending time in college documenting tasks, schedules and new ideas is time well spent.
How can students adopt effective learning to learn strategies?
Students can adopt learning strategies by first understanding their personal learning style and then implementing techniques like chunking information into semantic categories and using active recall. Start with one strategy at a time, practice it consistently, and gradually add more techniques as each becomes habit. Regular reflection on what works best helps students refine their approach and build a personalized learning system.
Like any new idea implemented in a school, it is best to drip feed new ideas and techniques into an educational environment. Providing too much too soon can be problematic for teachers and students alike. The following strategies are evidence based techniques that might prove a good starting point.
- Over-Learning: This means we must not spend extra time learning the same material in one sitting. To overcome the challenges of overlearning it is suggested to spread out the learning in different modes and many sessions. It is better to learn a new concept for 30 to 60 minutes each day and gradually increase the depth of learning and skill levels. This spaced repetition of concepts will not only lead to successful learning but would also shift the learning to our long-term memory.
- Interleaving: After gaining basic knowledge of the concepts, interleaving can help in mastering the concepts. By practising problems using different practical techniques, we may solidify our knowledge of the concepts and we may learn how to apply these in different situations. Knowing how to use a particular concept is an active process, which is as important as knowing when to use it in a learning experience.
- Process over Product: Each learner has a unique learning style. When experiencing procrastination, it is suggested to consider process over product. Sometimes we feel overwhelmed, in those times we procrastinate. When we are facing a delay in the entire student experience, we must try and begin to enjoy the learning process. Dr Oakley's insights about education suggest that it is better to enjoy the process of learning and the time in college rather than feeling the pressure of improving learning efficiency or learning the concept.
- Analogies & Metaphors: These can lead to insights about education and adult learning experiences. Metaphors and analogies are frequently used by teachers and education professional mentors as they communicate in everyday life. Metaphors and analogies serve as a translational tool in the learning process, that may have a strong impact on a learner's understanding of a new or complex concept. Analogies and metaphors are used as long term memory techniques for pointing towards the similarities between our previous knowledge and what we are still trying to learn.
- Teamwork/ Study Groups: A group study session is considered an effective way to uphold continued progress in difficult subjects. Finding the perfect group is key to learning about challenging subjects. Whatever and wherever we are learning, it is always better to learn with fellow learners in a group. The entire student experience of 'proper learning' with different people can shift the knowledge to long term memory systems and makes the learning process more memorable.
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How can schools develop a learning to learn culture?
Schools can develop this culture by training teachers in metacognitive strategies and integrating these approaches across all subjects and grade levels. Create opportunities for students to reflect on their learning process, share successful strategies with peers, and celebrate growth over achievement. Establish school-wide practices like learning journals, peer mentoring programs, and dedicated time for students to practice and discuss learning techniques.
The entire student experience of becoming lifelong learners should prepare individuals to perform critical duties in everyday life. Being able to learn effectivelyconstitutes the most important part of any modern organisation in every industry.
note that developing a learning to learn culture also includes understanding different learning styles. Everyone has unique ways of processing and retaining information. Some people may learn best through visual aids, while others may prefer hands-on activities or auditory learning.
Though learning styles theory (e.g. VAK/VARK) has been widely debunked by research (Pashler et al., 2008; Kirschner, 2017), providing varied instructional approaches can still benefit all learners.
It's also important to encourage individuals to experiment with different learning techniques and find what works best for them personally. This can lead to more efficient and enjoyable learning experiences.
In order to achieve maximum memory retention, incorporate repetition and practice into the learning process. This can be done through activities like flashcards or quizzes, which reinforce key concepts and help solidify them in the learner's mind.
Additionally, creating a positive and supportive learning environment can also contribute to better memory retention. When learners feel comfortable and engaged, they are more likely to retain information and apply it in real-world situations. By incorporating these strategies and techniques, individuals and educators can create a culture of continuous learning and growth.
Dr Barb Oakley and Dr Terrence Sejnowski are experts in the art and science of learning. Should you be interested to find out more on this topic, their insights on education and key takeaways of their learning strategies are available in mobile apps in a Chinese version, Portuguese version and Spanish version. You can also hear their thoughts on all things learning in the various podcasts they are featured in. Study skills, or learning to learn skills are a significant aid to children as they teach them 'how to learn' and be successful in school. Metacognitive skills play a necessary part in developing the critical thinking skills necessary for becoming a lifelong learner and academic success. It's not another quick fix and it does require a clear vision but we are sure you'll soon reap the benefits.
What resources help teachers implement learning to learn strategies?
Key resources include research from the Education Endowment Foundation (EEF) on metacognition, books on memory techniques and cognitive science, and practical guides on implementin g growth mindset principles. Teachers should look for evidence-based materials that provide both theoretical understanding and classroom-ready activities. Professional development courses focused on metacognitive instruction offer hands-on training for immediate classroom application.
These studies collectively illustrate the benefits of incorporating deliberate practice, spaced repetition, and effective study skills into learning strategies to enhance studentownership of their learning and improve academic outcomes.
1. Choffin, B., Popineau, F., Bourda, Y., & Vie, J. (2019). DAS3H: modelling Student Learningand Forgetting for Optimally Scheduling Distributed Practice of Skills. ArX iv.
Summary: This study introduces the DAS3H model, which improves spaced repetition scheduling by considering both memory decay and multiple skill tagging. It enhances student learning and retention through personalized study sessions. Key insights include how deliberate practice and spaced repetition can address poor memory and improve long-term retention of complex skills.
2. Feng, K., Zhao, X., Liu, J., Cai, Y., Ye, Z., Chen, C., & Xue, G. (2019). Spaced Learning Enhances Episodic Memory by Increasing Neural Pattern Similarity Across Repetitions. The Journal of Neuroscience, 39, 5351-5360.
Summary: This research investigates the neural mechanisms underlying the spacing effect. The study finds that spaced learning increases neural pattern similarity and enhances episodic memory, supporting the study-phase retrieval hypothesis. This highlights the importance of spaced repetition in improving study skills and memory retention during study sessions.
3. Lambers, A., & Talia, A. (2020). Spaced Repetition Learningas a Tool for Orthopedic Surgical Education: A Prospective Cohort Study on a Training Examination. Journal of Surgical Education.
Summary: This study evaluates spaced repetition learning using the Anki program for orthopedic trainees. Results show a strong correlation between spaced practice and examination performance, demonstrating that deliberate practice through spaced repetition can significantly enhance study skills and knowledge retention, even in high-stakes professional settings.
4. Greene, R. (2008). Repetition and Spacing Effects. In H. L. Roediger III (Ed.), Learning and Memory: A Comprehensive Reference (Vol. 2, pp. 65-78).
Summary: Greene's chapter reviews the effects of repetition and spacing on learning. The findings highlight that spaced repetitions lead to superior memory retention compared to massed practice. This underscores the effectiveness of spaced repetition and deliberate practice in improving long-term learning outcomes and addressing poor memory in educational contexts.
5. Lehtinen, E., Hannula-Sormunen, M., McMullen, J., & Gruber, H. (2017). Cultivating mathematical skills: from drill-and-practice to deliberate practice. ZDM, 49, 625-636.
Summary: This study explores the role of deliberate practice in developing mathematical skills. It contrasts traditional drill-and-practice with deliberate practice, emphasising the importance of thoughtful, reflective learning activities. The research suggests that deliberate practice, coupled with spaced repetition, can significantly enhance students' study skills and mathematical understanding.
Frequently Asked Questions
What exactly is 'learning to learn' and why is it important for students?
Learning to learn is the ability to seek and persist in learning whilst organising knowledge through effective time and information management. It involves developing metacognitive skills that help students understand how their memory works and apply effective learning strategies like spaced repetition and active recall. This skill is crucial because it enables students to become independent learners who can direct their own learning when educators are no longer their main source of knowledge.
How can teachers help students avoid 'illusions of competence' when learning new material?
Teachers should discourage passive techniques like highlighting or underlining, which create false confidence in understanding. Instead, they should encourage students to write brief notes summarising key concepts and use bite-sized testing through regular recall exercises. This approach helps transfer knowledge from short-term to long-term memory and provides accurate feedback about genuine understanding.
What is the chunking technique and how can educators implement it in their classrooms?
Chunking involves breaking down complex concepts into smaller, manageable mental pieces that serve as puzzle pieces in the larger picture. Teachers can implement this by first helping students survey the syllabus to understand the bigger picture, then showing examples, allowing students to practise independently, and finally having them repeat the process in different contexts. This technique is particularly effective when combined with graphic organisers that help students organise information into structured packets of knowledge.
How should teachers balance focused and diffused learning modes during lessons?
Teachers should incorporate regular breaks using techniques like the Pomodoro method, where students work for 25 minutes then take a 5-minute break. The diffused or unfocused time is just as important as focused learning because it allows the brain to process and consolidate new information. Educators should encourage activities like meditation or simply allowing minds to wander during these break periods.
What practical tools can teachers use to develop students' 'learning to learn' skills?
Teachers can implement several evidence-based tools including graphic organisers for chunking information, mind maps for organising ideas, and learning journals for documenting tasks and schedules. The Universal Thinking Framework and concepts like Bloom's taxonomy help educators plan for deeper levels of learning. Additionally, promoting oracy (learning to talk and learning through talk) enables students to explore different kinds of thinking they might not otherwise engage in.
How can retrieval practice be effectively incorporated into daily teaching routines?
Teachers should spend a few minutes at the end of each lesson asking students to recall or summarise the key topics covered, as this transfers knowledge from short-term to long-term memory. Students should practise recalling concepts in different physical surroundings to help them understand material independent of environmental cues. Regular mini-tests and self-assessment activities serve as effective mental tools for reinforcing learning and identifying areas that need further attention.
Further Reading: Key Research Papers
These peer-reviewed studies provide deeper insights into learning to learn: a teacher's guide and its application in educational settings.
Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organisations 15 citations
Grenier et al. (2021)
This paper explores how book clubs, particularly those reading fiction, can serve as powerful non-formal learning environments that creates critical thinking and social processes in workplace settings. For teachers, this research highlights how collaborative reading activities can be adapted for educational contexts to promote deeper learning through social engagement and critical discussion beyond traditional formal instruction methods.
Research on perceptual boundaries and memory processing 105 citations (Author, Year) reveals important trade-offs between how the brain processes local boundary information and forms associations across different trials, with implications for understanding how perceptual segmentation affects memory formation and retrieval.
Heusser et al. (2018)
This study examines how our brains organise continuous experiences into memorable segments or chunks, revealing that there are trade-offs between processing immediate information and forming connections across different learning episodes. Teachers can apply these findings to understand how students naturally segment learning experiences and design instruction that balances focused attention on specific concepts with opportunities to make broader connections across lessons.
Learning to Notice Mathematics Instruction: Using Video to Develop Preservice Teachers' Vision of Ambitious Pedagogy 150 citations
Es et al. (2017)
This research investigates how video-based observation and analysis helps preservice teachers develop the ability to notice and understand high-quality mathematics instruction. The study is directly relevant to teachers as it demonstrates how video can be used as a professional learning tool to improve instructional practices and develop more sophisticated pedagogical vision in any subject area.
Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School 447 citations
Liu et al. (2013)
This work examines the relationship between genre knowledge, writing instruction, and learning within the Sydney School approach to literacy education. Teachers will find this relevant as it provides insights into how understanding different text types and genres can enhance both student writing development and their ability to learn content through reading and writing activities.
Samuel et al. (2022)
This study presents a combined mindfulness and growth mindset approach to reduce math anxiety in STEM courses, addressing how emotional barriers can impede learning. Teachers across all subjects can benefit from understanding how mindfulness techniques and growth mindset principles can be integrated into classroom practice to help students overcome anxiety and develop more positive learning attitudes.
