Teachers, parents, and students are always looking for ways to optimize the time spent studying for and performance on assessments. ThisQuartz article uses the findings from two field experiments showing that metacognition, or thinking about how we think, may be an instrumental part of the studying process that teachers and students are overlooking. “All too often, students just jump mindlessly into studying before they have even strategized what to use, without understanding why they are using each resource, and without planning out how they would use the resource to learn effectively,” says Patricia Chen, a postdoctoral researcher at Stanford. “I find this very unfortunate because it undermines their own potential to learn well and perform well.” The article includes useful links and strategies teachers and students can use to enhance their performance in school and learning in general.

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