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In
order to learn most effectively, pupils should develop skills in studying.
This will help them learn and understand coursework, it will help them
prepare for exams/assessments and it will help them prepare for life-long
learning. This area is closely linked with other Toolkit topics, such as
Learning Styles and
Learning to Learn (qv).
Points
Arising From Research
Study
skills advice draws on much research about how we learn and how the brain
works.
For
example, research indicates that review is important in aiding recall:
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Without review, 80%
of a lesson can not be recalled 24 hours later |
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The most effective
time for the first review is 10 minutes after initial learning |
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Minimum subsequent
reviews: 24 hours later, then a week later and then a month |
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Review should deal
with key points, rather than wholescale re-reading |
Other
research points are often implicit in the advice given below.
Key
Elements of Study Skills
Because
advice on study skills is essentially advice to pupils, this document
will summarise key aspects for that group. Teachers can then consider how
these might be delivered and impact on organisation of coursework, homework
and revision.
Study
environment
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Should be free from distractions
which would make work more difficult |
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Suitable furniture should be
available |
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Effective lighting should be
used |
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Research suggests that recall of
information is enhanced if the study environment is similar to that
of the final assessment, since learning is related to context |
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Perhaps an area of the school is
more likely to meet these requirements than the home, but the school
should advise parents about study environment |
Personal
well-being and attitudes
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Physical exercise and fitness improve studying capacity |
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Sleeping well improves studying |
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Good diet is important - sugary foods should be avoided just before
studying |
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Starchy foods eaten about an hour before can set the body up for
study |
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Pupils’ attitudes are important: they need to engage with a topic
before it can be effectively studied. Learning should be linked to
long-term goals. |
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They should be aware of their own learning styles and preferred
learning strategies |
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They should be encouraged to take a positive attitude to their
potential |
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In preparing for an exam, they need to know the format of the
paper(s) and have had sufficient practice to familiarise them with
requirements and to build confidence |
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Relaxation techniques can be taught for relieving stress during
study |
Time
management
( Pupils
need to be able to cope both with normal week-to-week study and with the
greater freedom of Study Leave - and, indeed, study situations later in
life )
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Pupils should carry out an audit of what has to be
done and the time available |
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Study time should be planned - but realistically, so
that there is plenty leisure time |
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A list of things “to do” should be drawn up
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Specific targets for individual study sessions should
be set |
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Deadlines (whether teacher-imposed or self-imposed)
should be met |
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Projects should be started in good time
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Blocks of study time should not be very long
(research suggests about ½ hour at a time) |
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Research suggests that if a part time job takes up
more than 6 hours per week, then it is likely to interfere with
learning. |
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Some research suggests doing memory work and review
just before going to bed is effective |
Handling
information
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Big tasks should be broken down into chunks |
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Information should be prioritised |
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Difficult tasks should be identified and tackled first |
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The SQ3R process is effective:- |
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Pupils make a preliminary
Survey of the information
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Pupils make up their own
Questions on the topic
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They then
Read the material
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They then
Recite key points and speak out loud answers to their questions
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Finally they
Review the main points
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Highlighting, underlining, using colour, noting key words etc are
all useful techniques |
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Information can be elaborated, with the pupil supplying personal
examples |
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Information can be linked to something already known |
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From a topic heading, pupils can brainstorm their own questions and
then try to answer them |
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Information can be grouped or placed in a pattern/matrix (eg
mind-maps/flow charts) |
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Working with a friend or group is valuable |
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Experimenting with different strategies |
Reading,
Writing, Talking and Listening
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Strategies for effective reading can be employed (speed reading, for
example) |
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Study material can be turned into notes, especially revision notes
for exams |
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Note-writing skills are important:- |
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bullet points and indented sections - certain points marked
specially?
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separate notes on separate lines
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wide margin and “white space” (blank space) left on the page for
clarity and later additions
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abbreviations, symbols and codes (including ones devised by the
pupil)
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acronyms (including ones devised by the pupil)
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Flash cards can help - colour coding can be used |
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Varied mnemonic strategies can help (See Toolkit section on
Learning to Learn) |
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Talking over study material with someone aids understanding and
recall |
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When a study session involves listening, those having difficulty can
adopt certain strategies:- |
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making up questions about the topic and trying to focus on finding answer
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focusing on a
reason for learning the material
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sitting near the front of the classworking
in a group
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identifying specific information on which to focus
Reflection and Discussion
Many
schools have Study Skills courses. Does yours and, if so, to what extent
does it influence your pupils in the work they do with you? What is the
best means of delivering Study Skills to pupils? To what extent is this the
province of PSE in secondary schools? To what extent should subject
departments be involved in building these skills?
Could you
build some of the above strategies into your curricular and revision work?
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Some Activities Relating To
the Issue of Study Skills |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Study Environment
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Perhaps an area of the school is more likely to meet these requirements
than the home
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It might be possible
to carry out (by anonymous questionnaire?) a survey of facilities which
pupils have access to for study. Do they make use of a homework club or
similar opportunity? If so, is there scope for developing study skills
in the curricular context here? If not, how does the homework set match
their opportunities to do it? |
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Personal well-being
and attitudes |
They
need to engage with a topic before it can be effectively studied |
Ask pupils why they
are studying a topic. Can you do anything to make the work seem more
relevant? What connections can they make with prior knowledge, with
other interests and with future careers? |
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Time Management
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Specific targets for
individual study sessions should be set |
Evaluate your course and consider how effectively pupils would be able
to break study into “chunks”. Can you make it any easier for them to
study in this way? |
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Handling Information |
SQ3R |
Have
the pupils try the technique of brainstorming questions on a study
block, and then have them work on answers. |
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REVIEW
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Consider the occasions on which you encourage pupils to review. Do you
structure lessons so that the first review can take place before the end
of the lesson? Do you build in opportunities at intervals thereafter? Can you exploit this technique more? |
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R, W, T and L |
Note-writing skills
are important |
Without teacher intervention, have pupils convert a block of course
information into notes. Is it worth devoting more time to this skill? Consult with colleagues (English teachers in 2ndary?) on pupils’
note-writing experience. |
Selected References
Further Reading
There are various Study Skills books available in bookshops. There are even
academic courses in Study Skills. However, there is much excellent material
available on the internet. Amongst it is direct advice to college students,
much of which is applicable to school pupils. Indeed, pupils can make
direct use of some of these sites themselves if they are looking for advice.
Websites
www.ucc.vt.edu/stdysk/stdyhlp.html
Includes online, interactive self-assessment. Describes specific
strategies. Includes specific advice on reading strategies.
www.studygs.net/lrnstudy.htm
Offers many practical suggestions, such as tips for memorising, and
includes specific advice for those with ADHD.
www.support4learning.org.uk/education/revision_and_study_skills_.cfm
Provides various links to study skills
www.brunel.ac.uk/~mastmmg/ssguide/sshome.htm
This site gives step-by-step advice on “Study Skills for High School”
http://caps.unc.edu/TenTraps.html
Offers suggestions in response to ten typical problems experienced by
students.
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