Helping Students Maximize the Efficacy of Studying--Lessons from Cognitive Sciences

RESOURCES for Helping  Students Get the Most Out of Studying

A Video Series  http://www.samford.edu/how-to-study/default. aspx

Video 1: Beliefs That Make You Fail...Or Succeed

Video 2: What Students Should Understand About How People Learn

Video 3: Cognitive Principles for Optimizing Learning.

Video 4: Putting the Principles for Optimizing Learning into Practice

Video 5: I Blew the Exam, Now What?

Video Series Background~~~~~~~~~~~~~~~~~~~~~~~

"As a cognitive psychologist and teacher, I [Stephen L. Chew] have long conducted research on cognitive basis of effective teaching and learning. My goal has been to help teachers improve instruction and to help students learn more effectively. In 2006, Dana Basinger, then Director of Freshman, asked me to make a presentation to the entire freshman class on how to study effectively. The presentation was a big hit with both students and faculty. I've given the presentation every fall since then. In 2008, Heather Mitchell asked me to do a more hands-on follow up workshop for students who wanted extra help. I've done that workshop every year since then.   ....

The videos represent both the latest in cognitive research on how people learn and my many years of experience teaching undergraduates. My approach is different from the popular collections of tips, gimmicks and folk wisdom one sees in most books and videos on studying. I present basic principles of how people learn and I try to correct counterproductive misconceptions so that students can improve their learning by devising their own effective study strategies. These videos should help students identify effective and ineffective study strategies so they understand that, although there is no magic bullet, they can learn to get maximal learning out of their study time."

The videos basically talk about the principles of deep processing of the material, and strategies to achieve deep vs. shallow processing. Summary of key points made:

Deep processing focuses on subjective meaning: relating new information to prior knowledge of making that information personally meaningful.

Principles of Deep Processing:

Elaboration: How does this concept relate to other concepts?

Distinctiveness: How is this concept different from other concepts?

Personal: How can I relate this concept t my personal experience?

Appropriate to Retrieval and Application: How am I expected to use or apply this concept?

Strategies for Achieving Deep Processing:

Question Generation

Concept Map

Practice Retrieving Information in Way Teacher Expects

Practice reading without referring to notes

Practice using the information

Videos also talk about applying deep processing strategies in note-taking, reading textbooks, and study groups. Some helpful tips are provided for students who don’t do well on their first exam. Videos are definitely worth watching and showing to your students!

Strategies from Lead Academic Mentors

Strategy from Bob:
Write out the problem, work, and solution. Tell the student that it may or may not be correct. The goal isn't to find a mistake, but to ask as many specific questions as possible.

Then, after the student is used to that, have them look through their notes. They can use this strategy when reviewing example problems done by the professor and TA. Model this in the session as well. Then, the student will be comfortable going to office hours and bringing up those questions because they know what to ask.

Strategy from Sara: 

Predict test topics/questions. Have a student list the major topics they think are on the exam. Write down each topic as a heading on a whiteboard or piece of paper. Then, list things that are important about that topic under the heading (rules to remember, vocab, equations, etc.). Next, if it is possible, give your student apractice problem pertaining to that subject that could potentially be similar to an exam question. After they complete the practice problem, ask them to predict another question that could be on the exam related to that topic (giving your own problem first helps the student to come up with an idea of how a question could look and gives them something to model theirs after, but is not entirely necessary). They must predict the question, and also come up with the solution to the problem. If you are working with pairs, you can have the other student attempt the predicted question.

This is good the session before an exam because you can review a large amount of material. Make sure the student brings their notes and books!

 

Strategy from Libbi: 

Planning what topic to work on at the next session.  It makes students be more on top of their syllabus and helps them try to figure out links between material covered.  It also gives students a sense of responsibility for the session and may motivate them to attend because they got to have a say in what they're covering.




Strategy from Ryan:
Be the Expert. I assign each student part of a topic we are discussing to teach the group. I firmly believe that the best way to learn is through teaching something to someone else. This strategy is really the essence of peer learning. Although the students may need some help along the way, this type of activity really allows them to learn from one another. This strategy can be implemented in advance (i.e. prepare this topic for next time) or during the session (take 5 minutes to gather your ideas before teaching the group about this topic).
*This strategy can also be used in one-on-one and paired academic mentoring sessions, but instead of teaching the whole group, your students would teach you or the other student (if it's a paired assignment).

Strategy from Rachel:
My favorite strategy is to make a list of similar vocab (e.g., classical conditioning vs. operant conditioning, accommodation vs. assimilation) and have the student explain similarities/differences between the two.