Teach students How to study for Exams
Effectively!
WATCH TEST SCORES SKY-ROCKET!
Addressing the REAL issue when it comes to preparing students for a test.
The REAL issue with studying for exams
How to teach the art of studying for exams
The truth is…Teachers need to help students learn the art of studying for exams effectively! Although students HATE taking tests— they hate studying for exams even more. Students need to succeed at this task, yet teachers focus very little attention on helping them with this errand. It is a necessary burden. We teachers like to believe that we are adequately preparing our students for success, during the lessons, and that should translate into good test scores. However, students perform below expectations more often than not and teachers are frequently disappointed and usually explain it away with a myriad of excuses.
I was a 7th grader once, and at one point my grades were NOT doing well, which was discouraging, as elementary was a breeze for me. A sweet lady from church sat me down and helped me write some goals. She challenged me to bring my Social Studies grade up to a B. (It was probably a D). I had so little confidence in myself, but I was a cooperative and obedient child, so I agreed to take the challenge. Then she said…”How will you do it?” I shrugged my shoulders once again, because I simply DID NOT KNOW. Not knowing was due to the fact that I had never been in junior high before.
Interesting FACT- Your middle school students have NEVER been to middle school before now, so they
have likely NOT been taught important skills for success.
Reda, Science Funnel
I had never had this type of academic rigor on my shoulders before, and I was at a complete loss! She then suggested that I “STUDY” my notes. I wasn’t exactly sure what this meant, but I had a bit of an idea. I took my notebook home, and enlisted help from my mother. She questioned me on my notes while she made dinner. She questioned me from my notebook in the car at stoplights while she ran errands. I didn’t put the notebook down until after the next test. Ultimately, I earned my “B.” *Sidenote…I wonder why I didn’t go for the “A?” (confidence?) I would NEVER have made the goal to do better if I didn’t have GUIDANCE. I had to answer to this sweet little lady from church, and that was slightly intimidating. BUT IT WORKED. And from that experience and forever more, I know studying helps! More importantly, I KNOW how to tackle this thing called “studying!”
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The Struggle that Led to My Discovery…
I was beginning final preparations for giving my 7th graders a unit test, I suddenly realized I was also on the heels of an upcoming semester final exam. I glanced at the 4-page study guide that another teacher created and used for well over a decade.
Upon inspection, I realized it was a 4-page fill-in-the-blank packet, with answer banks above each section! In other words, it made it super easy for students to “plug” in the right answers and guessing would be the main skillset utilized! It basically spoon-fed the students the correct answers. I faced a hard truth that this was NOT training a student to create the proper channels for growth while retrieving newly learned material, and I simultaneously began brainstorming a NEW way.
I decided right then and there that THIS was NOT going to prepare MY students for a proper assessment. They may get good a good grade on the test, but it wouldn’t be adequately representing their knowledge and abilities. Sure, they would be able to regurgitate the answers IF they reviewed the material presented on these easy worksheets enough times. But my mind went back to the previous year, when several blank guides were littered all around the classroom, mindlessly abandoned by students who had no interest in, or intention on using them.
How to Make a Good Study Guide
For ALL types and levels of students
That’s right- a big chunk of students would blatantly NOT intend to use the guide to prepare for the big test -which had to mean that there was another big chunk of students, probably BIGGER, that would not study at all! They just had the decency to keep the document tucked away. And I imagined a few would look at the document haphazardly and call it studying. Although, one small group would no-doubt scour the document in preparation, this group is the group that is always ahead of their peers: The advanced class. BUT even then, I can’t believe that memorizing the terms that were being filled into the “blanks” were adequately assessing the students’ knowledge and abilities.
Rather than throw in the towel, I resorted to a “What COULD I do?” mentality. I believed THEY ALL WANTED TO SUCCEED. THEY ALL WANTED TO ACHIEVE. But they are all different, and how in the heck was I supposed to help each one study according to their differences? Was it possible to help each one with studying for the exam?
While students are commonly grouped by their differences in levels of abilities, It’s also important to recognize some differences as levels of investment. Some kids are more invested in the process than others regardless of their abilities. I believed while solving this “study-guide” problem, addressing those levels of investment would be my best bet.
The 5 Levels of Invested Learners
1. The dismissive & disengaged- The students in this group are in survival mode and are barely making it to school each day — It is a huge achievement to be physically present and manage to exist in an educational setting. ANY work and especially extra work suggested to them is not heeded and many times not even HEARD! These are the students who disregard the fill-in-the-blank guides, abandoning them on the spot. Their strength is their honesty. They know they won’t be studying so they don’t even pretend they will. BUT—Deep down they want to succeed.
2. The oblivious optimist– These students care and want to follow the guidance of their teachers. They want good grades, but have not developed the necessary habits, or the skillset to follow through independently. They require the close-to-constant guidance of a teacher or parent. If there is no parent available for reinforcement, they may be a delight in the classroom, but that is where it starts and that is also where it ends. But- Deep down they want to succeed.
3. The able & adequate. Students here are capable and competent. What they lack is consistency. Some get distracted easily by their social lives, while others are still trying to figure out where academics line up on their priority list. For a variety of reasons, they don’t always follow through, and/or need a push to rise to a challenge. But- Deep down they want to succeed.
4. The over-achiever. These already-accomplished adolescents will mandate a study guide and devour it as soon as it is handed out. They will make a sport of memorizing everything on it. They may or may not realize that this is NOT the best way to demonstrate their abilities but excelling in “the system” is their main goal, and this study guide is a piece of that system, so conquer it they will. And- Deep Down and on the surface, they want to succeed.
5. The “Hit & Miss” Students. Some of these students could fit into a variety of the above 4 categories, depending on the day. Some students are hit and miss by nature. These students will pay attention to the right motivation, and in middle school, peer pressure is your best bet. Once they see others doing something, they are likely to get on board. Deep down, these kiddos want success!
As you can see, there is a Common Denominator! —DESIRE TO SUCCEED!
All 5 levels of invested learners can SUCCEED—Even when it comes to studying for exams!
an image of pencils and notebooks, top notebook displays an A+ on a test
How to Prepare ALL for Tests Effectively!
How can I help EACH student invest in EXACTLY what they NEED to study—and then actually STUDY…???
I’m here to tell you that after reviewing the study guide and the daunting task of preparing my students for their upcoming tests, I knew a completely different strategy was needed. How is it even possible to address all the individual issues of EACH student and expect success-from all 5 types of learners? I thought deeply with a strong sense of urgency. I felt like melting down…but I am a problem solver, so I found my phone booth and—put on my cape.
Inspiration hit, and I developed a plan. I developed it with cautious optimism and presented it to my class the next day.
The next day here is what I remember happening: (Actually- I will NEVER forget it)
First period Life Science students came in and sit down preparing to complete bell work.
Teacher (ME): Who would like to NOT have to take the upcoming test?
EVERY. SINGLE. STUDENT. Raised their hands vigorously and many exuberant proclamations were being voiced audibly!
First Class to try my newly discovered Test Prep program
“ME!!!
“Whoa! Wait! REALLY??”
“ARE YOU SERIOUS?”
These words and questions and more like them were falling out of their mouths.
-Me
Fast Forward to the End of the Year…
With the help of a teacher’s aide, we collected the data from the test scores from 1st and 2nd semester. GUESS WHAT? EVERY CLASS had higher test scores when using this system!
Additionally, students from EACH of the 5 “Invested learners” groups tested out- and did NOT have to take the test. BEST MOTIVATION EVER! I witnessed 100% of students ACTIVELY engaged in the process of studying!
I flipped a switch in ALL 5 groups simultaneously. Suddenly, they ALL wanted in on this! It was simple reverse psychology really. They all believed they wouldn’t have to take a test, while they were vigorously working on test material.-AKA Science Curriculum!
The benefits are so numerous and I will list just a few here, but students will:
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- 1. Demonstrate their comprehensive knowledge from a unit of study.
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- 2. Students who don’t have it all down are now STUDYING (maybe learning or re-learning material) for the test.
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- 3. Begin developing good habits and skillsets. This helps all 5 groups, but especially, 1, 2, and 3.
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- …And the list goes on… Thankfully, this idea has research-backed merit. Check out why information retrieval practice is helpful here https://www.retrievalpractice.org/why-it-works
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- There really is an “Art” to teaching your students to study for exams effectively