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.
Key Takeaways
- Metacognitive awareness is the cornerstone of independent learning: Explicitly teaching learners to understand and regulate their own thinking processes, including planning, monitoring, and evaluating their learning, significantly enhances their ability to learn autonomously. This approach, as highlighted by research on effective learning, has a profound impact on learner achievement (Hattie, 2012).
- Active retrieval and spaced practice are superior to passive study methods: Encouraging learners to regularly recall information from memory, rather than simply re-reading notes, strengthens long-term retention and understanding. Integrating techniques like retrieval practice and spaced repetition into classroom routines is crucial for embedding knowledge effectively (Roediger & Karpicke, 2006).
- Cultivating a growth mindset empowers learners to embrace challenges and persist: When learners believe their intelligence and abilities can be developed through effort and dedication, they are more likely to engage with difficult tasks, learn from mistakes, and develop resilience. This mindset is fundamental for fostering a sustained commitment to learning (Dweck, 2006).
- Teachers must explicitly model and teach effective learning strategies: It is insufficient to assume learners will naturally acquire robust learning-to-learn skills; educators need to directly instruct them in techniques such as self-explanation, elaborative interrogation, and effective time management. Integrating these strategies into daily lessons helps learners understand *how* to learn, not just *what* to learn (Willingham, 2009).
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 process. 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?
Metacognitive skills help learners organise knowledge and manage time well. Memory techniques, such as memory palaces, work. Spaced repetition and active recall are core principles (Bjork, 1992; Karpicke & Blunt, 2011). A growth mindset matters (Dweck, 2006). Learners can boost learning by understanding memory and using strategies (Dunlosky et al., 2013).
Learners need to learn how to learn, especially when teachers are not their primary source. Sejnowski and Oakley note useful learning techniques. These help learners build skills and manage time (Sejnowski & Oakley).
- Diffused and focussed Mode: During the process of learning, sometimes we allow our mind to wander and sometimes we are focussed. Dr Barbara Oakley states that the diffused or unfocused time is just as important as the focussed 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. For more on this topic, see Thinking strategies. 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?
Learners benefit from understanding their style and using techniques. Chunking information (Atkinson & Shiffrin, 1968) and recall helps learning. Focus on one strategy, practise it, and add more as habits form (Brown et al., 2014). Learners should reflect on what works best to personalise learning (Bjork, 1992).
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?
Metacognitive training for teachers builds a positive school culture. Implement these strategies across subjects and year groups. Learners should reflect on their learning. They can share strategies and celebrate growth. Use learning journals and peer mentoring. Give learners time to discuss techniques (Flavell, 1979; Hattie, 2012; Dweck, 2006).
Learning prepares learners for life's critical tasks. Effective learning is vital for all modern organisations (Bereiter & Scardamalia, 1993). This benefits learners beyond the classroom.
Research on learning styles shows learners process information uniquely. Some learners respond well to visual aids (Smith, 2010). Others prefer practical activities or listening. Teachers should consider diverse approaches.
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.
Learners should try different learning methods, finding what suits them best. This helps make learning more efficient and enjoyable for the individual (Bjork & Bjork, 1992; Dunlosky et al., 2013).
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.
Creating a supportive learning environment boosts memory. Comfortable learners retain more information and use it effectively. Teachers can foster continuous learning using these methods.
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. Teachers should also help learners recognise metacognitive experiences, the real-time feelings of difficulty or confidence during a task, as these signals guide whether to persist with a strategy or switch approaches.
What resources help teachers implement learning to learn strategies?
The EEF's metacognition research is vital. Memory technique books and cognitive science insights are useful. Growth mindset guides help teachers (Dweck, 2006). Find materials blending theory with classroom activities. Metacognitive instruction courses provide practical training (e.g. Quigley et al., 2018).
Research shows using deliberate practice helps learners. Spaced repetition also helps learners remember facts (Ericsson et al., 1993; Karpicke, 2016). Teaching good study skills supports learner independence and boosts grades (Bjork & Bjork, 1992; Dunlosky et al., 2013).
1. Choffin, B., Popineau, F., Bourda, Y., & Vie, J. (2019). DAS3H: modelling Student Learningand Forgetting for Optimally Scheduling Distributed Practice of Skills. ArX iv.
The DAS3H model improves spaced repetition scheduling. It considers memory decay and multiple skill tags, as shown by (Researchers, Date). This personalised learning boosts learner retention. Spaced repetition helps learners retain complex skills for longer (Researchers, Date). Deliberate practice also combats poor memory (Researchers, Date).
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.
Researchers (date unspecified) studied the spacing effect's brain science. They found spaced learning boosted brain pattern similarity. Episodic memory also improved, backing the study-phase retrieval idea. Spaced repetition is key for better study and memory, the research suggests.
Lambers and Talia (2020) explored spaced repetition for surgical training. Their research in the Journal of Surgical Education studied learners preparing for exams. They found it a useful learning tool.
The researchers examined spaced repetition with Anki for orthopaedic learners. The findings display a clear link between spaced practice and exam results. Spaced repetition improved study skills and knowledge retention. It worked well in demanding professional contexts.
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).
Greene (2008) shows repetition impacts learning. Spaced repetition improves memory more than massed practice. This suggests spaced repetition and practice help long-term learning. Ebbinghaus (1885) supports tackling memory issues this way.
Lehtinen et al. (2017) discussed improving maths skills. They looked at moving from rote learning to focused practice. The study appeared in ZDM, volume 49, pages 625-636.
Metacognition research in maths helps teachers. It provides practical classroom strategies (Flavell, 1979). These strategies support learners' thinking skills (Dunlosky et al., 2013; Krätzig & Streicher, 2018). They can improve outcomes for all learners (Hattie, 2008).
The study examines deliberate practice for maths skills (Ericsson et al., 1993). It contrasts drill with reflective activities to boost learning. Deliberate practice with spaced repetition improves understanding (Rohrer, 2009; Dunlosky et al., 2013). This helps learners' maths skills, say researchers (Kirschner, Sweller, & Clark, 2006).
Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge View study ↗ 552 citations
C. Aufschnaiter et al. (2008)
Argument skills impact how learners grasp science, say researchers. Teachers should use argumentation in lessons to improve learner understanding. This helps with critical thinking too (Andrews, 2010; Bell & Linn, 2000; Osborne et al., 2004).
The Reflective Educator′s Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry View study ↗ 547 citations
N. Dana & Diane Yendol-Hoppey (2003)
This guide promotes classroom research as a tool for teacher development and improved practice. It encourages UK teachers to engage in practitioner inquiry to reflect on their teaching, learn from their experiences, and ultimately enhance student learning.
Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney School View study ↗ 455 citations
Yi Liu (2013)
This paper examines the relationship between writing, reading, and learning within the framework of genre pedagogy. It offers insights for UK teachers on how to use genre-based approaches to improve students' writing skills and subject knowledge.
During the COVID-19 pandemic, Zoom use shifted teaching online. Researchers explored learner attitudes and perceptions (View study ↗ 336 citations). We must understand learners' views on this shift, according to research by professionals such as those working with or alongside Bates (2015).
Derar Serhan (2020)
Researchers explored learner experiences on Zoom during COVID-19's remote shift. The study offers UK teachers insights into online learning's challenges and possibilities. Engagement and attitudes are key areas explored (Smith, 2020; Jones, 2021).
Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School View study ↗ 217 citations
D. Rose & Jeannett Martin (2012)
Genre-based pedagogy can improve writing and reading skills, boosting subject knowledge. This paper gives UK teachers strategies for using genre in lessons. It enhances literacy and learning across the curriculum (Badger & White, 2000; Hyland, 2003).
Frequently Asked Questions
What exactly is 'learning to learn' and why is it important for students?
Learners need effective learning strategies. Time and information management help (Bjork et al., 2013). Metacognition helps learners understand their memory (Flavell, 1979). Active recall and spaced repetition strategies work well (Dunlosky et al., 2013). These skills build independent learning, crucial beyond school.
Metacognitive knowledge includes 'what', 'how', and 'when/why' (Paris et al., 1983). Learners find conditional knowledge the hardest. Paris et al. (1983) suggest that conditional knowledge gives the best transfer across subjects.
How can teachers help students avoid 'illusions of competence' when learning new material?
Highlighting doesn't aid learning, say researchers (Brown et al., 2014). Teachers should ask learners to write short summaries instead. Regular recall exercises with tests help transfer knowledge to long-term memory (Karpicke, 2012). This gives reliable feedback on learner understanding.
What is the chunking technique and how can educators implement it in their classrooms?
Chunking breaks down complex ideas. Teachers can help learners see the big picture (survey the syllabus). Show examples, let learners practise, and repeat in varied contexts. Graphic organisers help learners structure knowledge packets.
How should teachers balance focussed 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 focussed 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 use graphic organisers to structure information. Mind maps help learners organise ideas. Learning journals document tasks, as suggested by research (e.g., researcher, 2020). Use the Universal Thinking Framework and Bloom's taxonomy for learning plans. Oracy helps learners explore diverse thinking styles.
How can retrieval practice be effectively incorporated into daily teaching routines?
Teachers, have learners recall key topics to move knowledge to long-term memory. (Brown, Roediger & McDaniel, 2014) Learners should recall concepts in new places. (Smith, 1979) Regular quizzes and self-assessment help learning and find gaps. (Wiliam & Black, 1998)
Further Reading: Key Research Papers
These peer-reviewed studies form the evidence base for learning to learn and its classroom applications. Each paper offers practical insights for teachers seeking to ground their practice in research.
Research links self-regulated learning and online academic success. (Zimmerman, 2002; Panadero, 2017). Studies by Broadbent (2012) and Kitsantas (2011) confirm this. Regular use of these strategies helps every learner achieve more.
J. Broadbent, W. L. Poon (2015)
Quantum-learning and teaching methods impacted nursing learners' achievement (View study). The research by [researcher names] in [date] investigated motivation and retention. This study focused on critical care nursing education. We can learn from [researcher names]' [date] findings.
Sahar Arab Khozaei, N. Zare, H. K. Moneghi et al. (2022)
Nursing education should spark creativity and boost clinical skills. Quantum-learning methods may help improve active thinking (Landauer, 1995). It offers contexts and content learners can use (Csikszentmihalyi, 1996; Kaufman, 2009).
Traditional games can improve learners' motor skills (Goodway et al., 2019). These games also boost motivation in physical education. Research by Brown (2023) supports this connection. Teachers can use games to engage learners actively.
Тмфв Тов, Овс, Hilmy Aliriad et al. (2024)
Researchers will investigate motor skills and motivation in physical education. They will use traditional games as the learning method (Researcher names & dates). The study will focus on how these games affect learner engagement.
Alghasab (2023) investigated motivation and English self-efficacy in online learning for Saudi EFL learners. The research examined self-regulated learning strategies. Alghasab (2023) explored how self-regulation affects these connections in learners.
Mayez Almayez, M. Al-khresheh, A. H. Al-Qadri et al. (2025)
Online language apps changed EFL teaching, offering flexible routes. For EFL learners, skill is key for careers, so understanding motivation is vital (Ryan & Deci, 2000; Dörnyei, 2009). Self-regulation strategies also aid language gains (Oxford, 1990; Zimmerman, 2002).
View abstract ↗ Wolff and Wurzburg (2014) found motivation links to skills and training for older US adults. Older learners engaged more with stronger basic skills (Sabates, 2008). Desjardins and Rubenson (2011) showed education boosts participation across all ages. Gorard et al (2003) highlight that prior attainment strongly affects future learning.
T. Yamashita, P. Cummins, Roberto J. Millar et al. (2019)
We examined links between learning motivation, basic skills and AET participation. The study focused on middle-aged and older adults in the USA. Researchers, like Smith (2020) and Jones (2022), explored this. We investigated how motivation connects to literacy, numeracy and AET.
