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10 sessions · free of charge

✅ Checklist: the key points of this course

Ten sessions, one resolution per lesson, to check off. This is the ideal approach; you will find the reasons and evidence in each session.

Session 1 · Self-Regulated Learning: Plan, Monitor, Adjust

☐ I plan with a success criterion, check at the halfway point, and evaluate with exactly one change.
☐ Before I put my materials away, I take five minutes for three questions: the result as a number, the circumstances, one change.
☐ I do not rely on the feeling of how easy the material seems to me today.
☐ I judge where I stand only after a retrieval attempt and not on the same day.
☐ I evaluate at three levels: the study session, the week, and the exam period.

Session 2 · Interleaved Practice

☐ I practice in mixed order, even if it feels worse while practicing.
☐ I deliberately practice recognizing which method a problem calls for.
☐ I first work one or two problems per method in a row and then mix.
☐ I combine both: gaps between sessions and mixed problems within a session.
☐ I build mixed practice sets for myself: drawing problem numbers, shuffling problem cards, or working through past exams.

Session 3 · Elaborative Interrogation: Asking Why About the Material

☐ While studying, I ask “Why is that so?” and answer from my prior knowledge, not from the text.
☐ I also ask “Why not some other way?” and “In what case does this not apply?”
☐ I ask two to three why-questions per page and write them in the question column of my notes.
☐ I check my own reasoning and correct it right away.
☐ I question individual statements; I explain processes to myself.

Session 4 · Self-Explanation and the Explain-It Test

☐ I explain every step of a worked example to myself instead of just following it.
☐ At every step, I ask: What is happening here, why is it allowed, what would the alternative be, where are we in the process?
☐ I do the explain-it test: sheet closed, explain, mark the sticking points, reread only those, explain again right away without notes.
☐ I explain without notes and close the gaps. I take “so that a child can understand it” only as a rule of thumb.
☐ I explain the material to someone who does not know the subject and explicitly ask for follow-up questions.

Session 5 · Priorities Under Pressure

☐ I enter tasks that are important but not urgent in my calendar myself as appointments.
☐ I bring important tasks that are still far off closer with an if-then plan that names a place and a time.
☐ I check every task: Does it count toward the result, can it only be done now, does its effect last beyond the semester?
☐ When someone else’s urgency is involved, I ask: Who is this urgent for, and by when really? Then I answer with “later,” a partial yes, or a no with a reason.
☐ If everything is urgent, I decide what only needs to be good enough, do what cannot be fixed later first, and ask early.

Session 6 · Test Anxiety: What Helps, What Doesn’t

☐ I take my test anxiety seriously without interpreting it as a sign that I am not suited to my studies.
☐ Before the exam, I measure my confidence by a performance without notes, not by a feeling.
☐ I prepare in a way I can check and record where I stand as a number.
☐ On exam day, I rely on my preparation. Short exercises against worry do not replace it.
☐ If the anxiety lasts for weeks or makes me avoid exams, I go to my university’s counseling service.

Session 7 · Learning from Grades and Mistakes

☐ After a grade, I look for an explanation that leads to a next step.
☐ I try an answer myself first and only then look at the correct one.
☐ In the exam review, I note the type, the correct solution, and the reason for each error. The type of error that cost the most points determines my one change.
☐ When I get feedback, I ask about the task, not about me as a person.
☐ After every exam, I set one concrete next step in my approach.

Session 8 · Study Groups That Work

☐ I study in a group with divided tasks and a fixed routine, not just side by side.
☐ We make each contribution visible individually and collect ideas separately first, then together.
☐ We make sure the five conditions are in place, especially individual accountability.
☐ We explain the material to each other without notes.
☐ We agree on: three to four people, a fixed meeting time, assigned topics, read beforehand, explained and quizzed at the meeting.

Session 9 · Giving and Receiving Feedback

☐ My feedback answers three questions: Where am I going, how am I going, where to next?
☐ I aim my feedback at the task, the process, and self-regulation, not at the person.
☐ I give feedback in three parts: observation, effect, suggestion.
☐ I organize peer review with three criteria, a three-step pattern per criterion, and no grades.
☐ I leave a day between hearing feedback and making my decision.

Session 10 · AI for Learning: Self-Testing, Explaining, Limits

☐ I use a language model as a conversation partner, not as a source.
☐ I do not let the language model take over my own retrieval attempt.
☐ I have it quiz me instead of explaining: one question, wait, feedback afterward, material from my lecture notes.
☐ I do the explaining myself and use the model as a listener who asks follow-up questions. I do not hand over the work that will be assessed later.
☐ I follow the exam regulations and the course announcements, enter no third-party or personal data, and do not adopt any reference without checking it.

Steering your own learning. Interleaved practice, elaborative interrogation, self-explanation. Priorities under pressure, test anxiety, learning from grades and mistakes, study groups, feedback—and AI for learning.

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