Video Link:

Selected Strategies for use in Student Groups:

  1. Discuss with students that effective study strategies are more effortful, but that effort is an indication that students are challenging themselves and learning more deeply.
  2. Model the thinking process involved in solving problems successfully. Encourage students to tell you or the group (if applicable) when they are confused.
  3. Explain that “multitasking,” or task-switching, has been shown to impair learning. Address the use of phones and computers during class and while studying. To make the most efficient use of study time, make it clear that phones and other technology should be put away.
  4. Make students aware of available support resources. Encourage students to visit faculty and TA office hours, and to seek help when they need it.
  5. Help students identify problem areas and select specific strategies for improvement.
  6. Point out that people learn better by writing their ideas down on paper and discussing reasons for how they reached their answer. Encourage students to write down what they found challenging during assignments or problems.
  7. Help students set goals for studying. They should set long term goals, in terms of how often they will study, what they will study, and at what times. Short term goals for study sessions are also useful, including what the student plans to accomplish during a particular session.




Recommended References:

  1. Miyatsu, T., Nguyen, K., & McDaniel, M. A. (2018). Five popular study strategies: Their pitfalls and optimal implementations. Perspectives on Psychological Science, 13, 390-407. doi: 10.1177/1745691617710510


Video References:

  1. Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775. doi: 10.1126/science.1199327
  2. Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77, 1121-1134.
  3. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory Into Practice, 41, 219-225. doi: 10.1207/s15430421tip4104_3
  4. Stanton, J. D., Neider, X. N., Gallegos, I. J., & Clark, N. C. (2015). Differences in metacognitive regulation in introductory biology students: When prompts are not enough. CBE-Life Sciences Education, 14, 1-12. doi: 10.1187/cbe.14-08-0135
  5. Tanner, K. D. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11, 113-120. doi: 10.1187/cbe.12-03-0033