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Studying optimally

Learning to learn

Case study

A student states: “I spend hours on my studies, but I still get failing grades. What can I do?”

As a guidance counselor/teacher, do you recognize this question? Then chances are this piece can help you. Students often know what to learn, but not how to learn.
Result: projects that don’t go well, hours spent studying, and still failing grades. And, perhaps worst of all, a lack of self-confidence. Dealing with setbacks every time does not go easy on you.

What do we mean by Learning to Learn?

Learning is a process by which an experience causes a permanent change in knowledge or behavior. Learning Learning is about taking control of these processes independently. A program offers routes in which students can complete the program. The student follows the route, makes choices and commits to completing it. To do this, a student must be able to take on the challenges offered: from gaining knowledge, to developing skills.
Teaching these study skills the student under the term Learning to Learn. Similar terms are meta-cognitive skills, independent study, ownership, study direction or student skills.

HU Guides has highlighted two additional topics: procrastination and concentration (focus), for which see the specific items.

How can you as a tutor support with Learning to Learn?

As a facilitator, you can contribute to Learning to Learn in several ways.

  1. First, encourage student to become proficient in Learning to Learn in the context of study. Have the student apply this skill directly to a relevant case study. This will reinforce the transfer of what has been learned. Coaching comes in handy here. The book “The Six Roles of the Teacher” provides useful tips to help you encourage the student to develop, including the 7 steps of a coaching conversation. Let the student choose the context and focus for the coaching. This helps in the ownership of the skill Learning to Learn.
  2. As a second way, encourage students to go through the cycle of self-regulated learning. In this cycle, a student learns to tackle study in three stages, even after the coaching process. Through orientation, execution and reflection, the student acquires an important skill not only for study but also for the future.

At each stage you can guide the student in different ways (see the resources for a more extensive introduction to self-directed learning and e.g. in article 3 a table of questions to ask the student).

Orientation

In the first phase, help the student set a goal, e.g., process topic 1, and provide insight into their own ability: “This is what I can do.

Execute

In the second phase you guide the student in choosing the right strategy, e.g. flashcards, and monitoring: how far along are you, how long does it take.

Reflect

In the third phase you reflect on the achievement of the goals set, e.g. level of processing theme 1, possibly with practice questions, feedback or other means. And on the effort invested: monitoring phase 2: little or a lot of time spent. The purpose of this reflection is to adjust the insights into one’s own abilities, for phase 1, in order to then make a new choice in a new phase. Consider determining a new route for the next different goal, or learning cycle.

3.The third way, offer effective learning strategies.
Most students are unaware of these, even though they are extremely important. Examples of effective strategies:
Retrieval, for example, write on a sheet of paper in five minutes everything you know about topic 2.
Dual coding, imagine a text in a figure OR write down what you see in a figure.

Less effective learning strategies are reading, summarizing and/or marking. (See Dunlosky and Learning Scientist for a more complete overview). A large proportion of students use less effective methods (See Biwer). With more knowledge about Learning to Learn, for example by Study Smart of Maastricht University, students will learn more effectively and efficiently. Result: better results in less time.

Finally, it’s important to turn new learning strategies into behaviors. The failure of new learning strategies has nothing to do with their effectiveness, but with their continued use. Behavior change is an intensive process. Habit formation facilitates that process.

There are four characteristics for learning habits:

  1. Make the habit visible
  2. Make the habit attractive
  3. Make the habit small
  4. Make the habit rewarding

Couple forming habits with experimenting with new learning strategies. This way you support the student in continued development.

What can we refer the student to in the HU?

Through the Student Support Center (SSC), the HU offers the student workshops and pathways for Learning to Learn.

In the training Learning How to Learn, students are offered five supervised sessions over five weeks. Students gain insight into their learning process, formulate points of development and are challenged to experiment with new techniques and effective learning strategies. This happens together with other students and through the provision of over 40 videos with proven effective strategies and step-by-step protocols.

In Exam Masterclass, the student receives a three-hour crash course. The student works out a schedule to the point of handing in the exam, portfolio or report with a smile. The course materials are appropriate for any exam or report.

Topics coveredLearning How To Learn and the Exam Masterclass include learning strategies, procrastination, concentration, focus, brain and learning, speed reading, planning and exam strategies. More information is at this website.

Prefer to engage large groups in new forms of learning, preferably all at the same time? The SSC offers the possibility of inspiration sessions. In these, people can learn about the capabilities of their brain and be inspired to learn new strategies. This broad inspiration, combined with the offer of a follow-up program at, for example, Learning How to Learn, ensures that the right support reaches the student who needs it most.

What does the HU offer for tutors in the area of Learning to Learn?

Teachers and tutors can also become proficient in Learning to Learn. Would you like answers to the following questions?

  • How do you guide a student so that he/she gets a grip on the study?
  • How do you teach a student to experiment with new strategies and get everything out of themselves?
  • How do you coach a student to keep applying what they have learned and/or a new skill?
  • What exactly are these proven study strategies? Which ones exactly should you avoid?

If so, keep an eye on the Hu Guided agenda or study the literature below.
Also, this is an interesting podcast series: ‘t Leerlab Podcast – All about learning to learn and plan! | Podcast on Spotify

This you-tube movie summarizes effective and ineffective learning strategies.

Scientific literature

  • Dunlosky et al. Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychol Sci Public Interest. 2013 Jan;14(1):4-58. doi:10.1177/1529100612453266.
  • Biwer et al. Study smart – impact of a learning strategy training on students’ study behavior and academic performance. Adv Health Sci Educ Theory Pract 2022 Aug 23;1-21. doi:10.1007/s10459-022-10149-z.
  • Pashler, H. et al. (2007). Organizing instruction and study to improve student learning. IES practice guide. NCER 2007-2004. National Center for Education Research.
  • Zimmerman. Becoming a self-regulated learner.(2002) Theory Into Practice 41(2):64-70.

Tips for popular science literature

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