"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place."
-- Margaret Mead
"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place."
-- Margaret Mead
"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place."
-- Margaret Mead
"If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse gift will find a fitting place."
-- Margaret Mead
By Teachers for Teachers
Sharing the wisdom of practice
Student Study Strategies
In this asynchronous lesson, you will explore the following essential questions:
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What are the most effective study strategies that students can and should use?
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How can we as teachers intentionally incorporate the most effective study strategies into our lessons and classes?
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How can we encourage students to use more effective study strategies?
Upon successful completion of this module, you will be able to:
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identify high and low utility learning strategies that students can use when studying
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incorporate pedagogies that utilize effective study strategies into your classroom
Getting started (10 minutes)
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Complete the following retrieval practice quiz covering the Learning and the Brain session from Saturday.
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Complete the following survey of the study strategies that you used in high school and college.
Categorization of Study Strategies (20 minutes)
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Open this document that lists the most commonly used student study strategies. Sort the study strategies as being either "HIGH" , "MODERATE", or "LOW" in their utility using the criteria described on the document.
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Once you have assigned each of the study strategies to one of the three utility levels, post your list on the Study Strategies Discussion Board. Include a brief rationale for one item that is in the "HIGH" category and one that is in the "LOW" category.
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Post a response to at least one of the lists from another NENTS participant on the discussion board, extending the conversation. "Have you considered.....?" or "I wonder about..." are good ways to start a response post.
Video mini lesson on Retrieval Practice, Distributed Practice, and Interleaving (20 minutes)
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Watch the following mini lesson on HIGH utility study strategies.
Reflective Writing (10 minutes)
Write out your response to one of the following prompts. The responses to these prompts will be the basis of discussion in cohort meetings or with your Instructional Coach.
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What most surprised you about the various study strategies? What was the most interesting thing you learned about the various study strategies?
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Why do you think that students are less likely to use the most effective study strategies? How can we help students to use more effective strategies?
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How specifically do you imagine that you can incorporate the more effective strategies into your lessons if you are teaching online?
Additional Resources
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Original research paper by John Dunlosky et. al. (2013) Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.
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Strengthening the Student Toolbox by John Dunlosky. This article based on the original research appeared in the American Educator journal. Not nearly as technical and targeted to an audience of educators.
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Scott's notes on the utility of the learning techniques. You will be forced to make a copy in your Google Drive but you can then edit or reuse the file as you wish.