Students can learn from and with each other—that’s supported by multitudes of research and maybe in your own experience as well. The learning doesn’t happen automatically, and the group study doesn’t rule out the necessity of individual study. But study groups can improve exam scores
We know a lot about study strategies—how they can be used to improve exam performance and promote a deeper understanding of the material. We also know that many students are attempting to learn course content without particularly strong study skills. They procrastinate and have short
No, this isn’t the usual plea urging you to study more. This is about getting you to think about what you do when you study. Based on lots of evidence, researchers can tell you which approaches are the most likely to improve exam scores. Do
How much do your students know about effective study strategies? Most students think they know what works, but their knowledge is anecdotal and experience based. Much research has been conducted on study strategies, with some strategies proven more effective than others. Wouldn’t students benefit from
Consider this scenario: Two sections of an art history course taught by two different instructors. Both professors show slides of paintings—six paintings each by 12 different painters, a total of 72 paintings. Professor A shows all six paintings by the artist, one after the other.
There’s plenty of good research on study strategies that promote learning. It’s also well-documented that students don’t always use them. As most of us are well aware, procrastination gets in the way of learning. Cramming ends up being mostly a shoveling exercise—digging up details and
Maybe we should be making a stronger pitch for student-led study groups. There’s all sorts of research documenting how students can learn from each other. But, as regularly noted here and elsewhere, that learning doesn’t happen automatically, and some of us worry that it’s not
Here’s a description that will resonate with many faculty: “Whole-class discussion often fell flat, so I shifted to heavier reliance on small-group discussion as a warm-up for talk in the larger group. This change got students talking, but not necessarily reading, and the talk frequently
An article in a recent issue of the International Journal of STEM Education has got me thinking about study habits and how little we know about how students study.
The article is open-access, and I encourage you to read it whether you
When an exam approaches, virtually all students agree they need to study and most will, albeit with varying intensity. Most will study the same way they always have—using the strategies they think work. The question students won’t ask is: How should I study for this
