Students often enter physics courses at higher education with a background experience of "spoon fed" learning yet academic staff expect students to engage in self-directed learning. The Revise, Do, Learn method presented here provides a first intermediary step between "spoon fed" and independent learning. A small to moderate positive effect (d = 0.38) was found between subsequent cohorts that, when considered with the minimal time and effort required to implement the method, provides an easy win for improving student learning.