Have you ever wondered why some students seem to learn effortlessly while others struggle despite putting in long hours? The secret might lie in metacognition – a fancy term for something surprisingly simple: thinking about your own thinking (Flavell, 1976). Employing metacognition allows students to view themselves as problem solvers, allowing the student to actively look for solutions. Psychologist John H. Flavell (1976) introduced metacognition as a way to describe how we monitor and control our thought processes. Think of it as being both the driver and the navigator of your learning journey. When students embrace metacognition, they transform from passive learners into active problem-solvers.
The Study Cycle is a comprehensive learning framework that integrates studying seamlessly into your daily routine. Originally developed as the PLRS system by Frank Christ, it was later refined by the LSU Center for Academic Success. The study cycle utilizes metacognitive strategies to help students learn how to study (Mcguire, 2023). While the individual steps might appear straightforward, their true power lies in how they work together. Many students make the mistake of skipping steps or rushing through them, missing out on the cumulative benefits of this interconnected process. What makes the Study Cycle particularly effective is its emphasis on distributed learning throughout the semester, rather than relying on last-minute cramming before exams.
Let’s explore how the Study Cycle can revolutionize your learning approach through metacognitive strategies. The study cycle contains five steps:
Table of Contents
Step 1 – Preview
The student will preview the reading which lays the foundation for the classroom/learning experience. This step allows the brain to see the whole picture and understand how the concepts the student is going to learn will fit together.
Step 2 – Attend Class
The next step is to “attend” class. For online courses, this could mean to log in daily to look at assignments, instructor notes, and discussion boards. Being present in the course allows the student to ask crucial questions and keep pace with the course.
Step 3 – Review
Review notes after readings and learning sessions. Reviewing helps students determine areas of overlap in lectured material, textbook information and to revisit concepts covered in the course. Reviewing allows the student to establish whether further assistance in learning is needed and to plan accordingly.
Step 4 – Intense Study Sessions
The study will use the framework of intense study sessions that enable students to break up their work into manageable chunks. Intense study sessions can be as short as 15-20 minutes or as long as 75-90, with 50-60 being the typical duration. There are four parts to an intense study session:- Set specific goals
- Do active learning tasks
- Take a break/Have a reward
- Review
After completing the study session, students should take a 10-15 minute break. Breaks are crucial for restoring energy and motivation and for allowing the information to be absorbed. When students come back refreshed, they should take five minutes to review what they just studied. According to Howard, 2006, there are two benefits to breaks. Newly formed neuronal connections must have time to establish themselves before the brain has to deal with new stimuli. 2. If learners are too tired, they are more likely to make mistakes.
Step 5 – Assess
Students assess how well they have learned by engaging in self-evaluation. The student determines if they need to tweak their learning strategies and adjust them accordingly. For example, maybe flash cards were not effective so the student might want to consider concept mapping.
Remember: The Study Cycle isn’t just about studying more – it’s about studying smarter. By incorporating these metacognitive strategies, you’re not just memorizing information; you’re learning how to learn.
References
Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L.B. Resnick (Ed.), The nature of intelligence (pp.231-236). Erlbaum.
Howard, P. J. (2006). The owner’s manual for the brain (3rd ed.). Bard Press.
Louisiana State University, Center for Academic Success. (2010) Study cycle. Used with permission.
McGuire, S. Y. ( 2023). Teach students how to learn: strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Routledge.
