Having the right study strategy means students can efficiently maximise their knowledge and understanding of a subject. With studying, what works for one student may be different from the next, but fortunately there are a few proven methods your students can try out.
Explicitly teaching these study methods, and as the exam approaches, exam strategies, can help students achieve to their highest potential. Below are some study methods that students can employ in the lead up to externals.
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The SQ3R method can be used by students when reviewing textbook or written material. SQ3R stands for the five steps of reading comprehension, which are:
Recall is the most important step for learning and involves remembering important information at later times.
This could look like:
Studying over an extended period improves information recall. Spaced out studying reinforces neural pathways and connections that allow students to easily retrieve knowledge.
Students can follow this schedule:
This method requires students to create a study schedule and effectively manage their time. Teachers might wish to hold a scheduling session for their students. This might look like printing students a calendar to plan their study sessions or hosting a time for students to input study plans into digital calendars or physical planners.
In this exercise, students break down a concept into parts and explain it as if they were teaching the concept to someone else.
Students can review their notes, then put them away and try explaining the concept out loud or on paper. They can then review this explanation to identify gaps.
This technique involves timing study sessions interspersed with breaks. It can improve study focus and utilises the reward pathway. Students can alter the timings to suit their needs.
One common timing breakdown is:
This method is useful for memorising large quantities of material when needed.
The student first creates flashcards. One side is a question or a cue, and the other side is the answer.
Make boxes for the flashcards, organising them by difficulty. E.g: easy, medium, hard.
Review flashcards. If the student answers a card correctly, the card moves down a difficulty. If they answer incorrectly, the card moves up one difficulty.
The student should gradually increase the difficulty of the cards they review. Once they can answer everything in the “easiest” box correctly, they should move onto the next.
Repeat. The student should review the cards in the “easy” boxes less often as they progress.
This is a method of “spaced progression” that improves retention. Students can also find apps that employ the Leitner System, such as Anki.
This is a format of note taking that can help students keep track of ideas. This method is particularly useful if students are reviewing video content or recorded classes, and senior students can bring this method into future study at university.
These are just a few common study methods students can try. There are countless other strategies available on the internet, and students can find something that works for them on a given topic.
With these strategies, students can feel confident they are effectively retaining the required information ahead of exams. Kia kaha e te whānau!
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