Do Schools Teach Students How to Learn?

This morning I spent an hour researching education podcasts. I was looking for podcasts on which I could be a guest, to get the word out about my study skills training for academic coaches, tutors and school-based educators. 

As I researched, I was fascinated to note the kinds of topics that are being discussed in education today: neurodiversity, executive functions, technology and artificial intelligence, social-emotional learning, equity and educational justice, mental health, homeschooling, innovations, and student-centered learning. 

These are important topics and I’m glad so many public-facing educators are talking about them.  But there is one that feels crucial for educators to be thinking about that was entirely missing from the discussions -- What is that topic?!

Study skills and learning-how-to-learn strategies!

It is especially striking to me that the topic of study skills is non-existent in the podcast-sphere (and also on the conference circuit, I should add) because it is the topic that students on social media talk about the most. Search for “study hacks” on YouTube shorts, and you’ll see so many videos made by students for students about how to learn efficiently and effectively. 

Doesn’t it seem suspect that a topic that students crave is rarely discussed in fancy schmancy educator circles, like podcasts? 

Whenever I talk to teachers and other school-based educators about “study skills,” I often see them look a little bored. Or they reassure me, “I teach my students how to study!!” But when I question them further, I discover that they don’t actually teach students the science of learning and what strategies work best for which learning moments.

Instead, they teach their pet strategy that works for some students to study their content area. Stand-alone study strategies are a helpful thing to teach. But it’s different than teaching students how to be effective, efficient, and curious learners across all their classes, and for the rest of their lives. 

An Example of the Problem from a Real School

Recently I was having an informal chat with my friend, colleague, and Anti-Boring Certified Coach Susannah Cole. She happens also to be the author of the book Flexible Mindsets and a Student Success Consultant and Trainer for faculties. Susannah knows her stuff about learning!!

She was telling me about a desperate call she’d gotten from a teacher at an International Baccalaureate (IB) program. Students were at risk of not graduating from high school. Why? Because they weren’t prepared for their final exams, which are only two weeks away. If they failed the exams, they wouldn’t be allowed to graduate. 

To me this story is fairly run of the mill, though I wish it weren’t. Many students get to final exams totally unprepared. However, there was one additional detail that changed everything for me: 

Starting in middle school and continuing through grade twelve, IB students are exposed to a program called “Approaches to Learning” that teaches a combination of self-management and learning-management theory and strategies. You would think that students who’ve been through six years of “Approaches to Learning” would be pros at creating effective study plans, scheduling their learning, managing big projects, and so much more. Right? 

However, these particular students had theoretical knowledge about how learning happens generally, but they did not seem to have the skills to apply that knowledge to their own learning. 

This points to an observation that I’ve been making over the years, which is -- schools think they are teaching students to learn, but many (if not most) schools don’t seem to do as good a job as they might think. 

Why Is There Such a Disconnect?

As Susannah continued to air her frustrations about these students’ lack of study and executive function skills, I realized that her reflections, and my follow-up questions, would likely be very useful for other educators to eavesdrop on. 

“Stop talking!!” I interrupted. “I think we should record this conversation!”  And voila:

Take a listen to the full 15-minute conversation as we unpacked why there is such a disconnect between the learning-to-learn strategies students need and what schools actually teach instead. 

If you don’t have time to listen to the full conversation, check out this (much shorter) summary courtesy of Chat GPT. It’s surprisingly accurate (I edited it a little myself), though the only way to fully get the heart of the matter is to watch the video, so I hope you do.

Gretchen: There's a significant challenge in education regarding teaching students how to learn. Teachers often assume they know how to teach this skill, but do they really? 

Today, I'm joined by Susannah Cole, co-author of Flexible Mindsets and a Student Success Consultant and Trainer. Hi, Susannah.

Susannah: Hi, everyone.

Gretchen: So, we were discussing a scenario where there's a mismatch between what teachers believe they're teaching about learning and what students are actually learning. Could you share more about that?

Susannah: Sure. Recently, I was called in to help high school seniors with their study plans before their intense exams. Despite being taught about learning strategies throughout their schooling, these students were stressed and lacked effective study plans. It was concerning.

Gretchen: How many students were in this class?

Susannah: Just 13. And the stakes were high; some might not graduate, given the rigor of the program. These students had been exposed to learning strategies throughout their schooling, but they weren't applying them effectively.

Gretchen: So, they've been taught about learning strategies, right?

Susannah: Yes, they've been part of programs focused on learning how to learn. Starting in middle school, teachers intentionally weave Approaches to Learning instruction alongside their intense IB curriculum. Over six years, students learned about thinking skills, social skills, communication skills, research skills, and self-management skills. However, this instruction wasn't translating into practical skills for exam preparation. The students still struggled with study planning and time management.

Gretchen: Why do you think that is?

Susannah: It's multifaceted. Firstly, teachers may think they're teaching these skills, but the execution falls short. They might introduce concepts but lack follow-through and integration into practice. Secondly, many teachers lack understanding of the science of learning themselves, making it challenging to impart these skills effectively. Lastly, the culture around testing creates anxiety rather than a conducive environment for retrieval practice.

Gretchen: So, there's a disconnect between theory and practice?

Susannah: Exactly. Teachers may not fully integrate these skills into their own lives, making it hard to model effectively. Vulnerability is crucial; teachers need to show they're learners, too.

Gretchen: It sounds like a complex issue. How do we address it?

Susannah: Reflection is key. Educators need to evaluate their own learning practices and model effective strategies. Creating a supportive environment where students feel empowered to engage in active learning is crucial.

Gretchen: Definitely. It's a continuous process of improvement. Sounds like it’d be a good idea for all educators to reflect on the question:

“How well are we all modeling the true vulnerability of learning, as well as how to use specific study and executive function strategies to meet that vulnerability? How well are grownups practicing those strategies in their own lives, and then visibly modeling them in front of students?” 

If anyone has insights or experiences to share, please do. And for those interested in learning more about effective study strategies, check out my free Unlock Student Learning mini-course. 

Susannah: And for educators interested in fostering flexible mindsets in their schools, visit flexiblemindsets.com.

Gretchen: Thanks for the insightful discussion, Susannah.

Susannah: Thank you for having me.

Beware The Illusion of Teaching

In my Anti-Boring Learning Lab for educators (teachers, tutors, academic coaches, you name it!) I teach a micro-credential called The Surprising Science of Studying. I teach about a concept in cognitive science called “the illusion of knowing.” This phrase refers to the idea that right after students listen to a lecture, engage in an activity, or read a book, they think they have learned the material. It feels like they know what they were just taught -- so they must know it, right?! 

The truth is that we don’t deeply know information or skills until we can prove that we know it through a process called retrieval practice. If you want to understand retrieval practice better, I recommend you work through this free course available in the Learning Library.

There is an equal but opposite concept called “the illusion of teaching.” As you might imagine, this refers to the idea that we educators don’t actually know what we’ve taught until we ask students to practice and apply their learning to practical scenarios -- in their own life, in the classroom, wherever. 

I’ll be doing more writing here on the blog about how my anti-boring Pedagogy addresses both the “Illusion of knowing” and the “illusion of teaching.” 

But for now, I’ll leave you with some reflection questions:

• What do you think you are teaching students in your classroom and tutoring/coaching sessions? What are they actually learning? How do you know?
   

• To what extent do you overtly teach students learning-to-learn strategies -- study skills, time management, organization, planning, self-regulation, and more? If you do teach those strategies, to what extent do you ensure that students learn these practically as well as theoretically? If you don’t teach these strategies, why not?
  

• How intentional of a learner are you? Are you in touch with how vulnerable learning new things can be? Do you have strategies that you use to motivate yourself to learn in the face of the inevitable vulnerability and discomfort that comes alongside the learning process? Do you model your learning in front of students? 

I’d be happy to hear some of your reflections in the comments below. As you reflect, if you realize there is a hole in your skillset, I’d be happy to welcome you into the Anti-Boring Learning Lab. Throughout our courses and community, we obsess about the science-backed study skills and executive function strategies that students need to thrive. Find out more about it here.