How to study? Whether you are a student, parent or teacher, this is a question that comes up now and again. Mostly studying is a combination of understanding and memorising stuff. In the linear world of conformity where all students gets tested against a rigid standard, there ends up students who do well and otherwise. There are also students who study fervently but don’t do well and students who seem to just breeze through exams with little prep. When it comes to answering the question “How to study?”, the best we can do is share our experience of what worked and didn’t work for us. Otherwise we resort to stumpers like study smart don’t study hard, study effectively, just concentrate on what you are doing. If instead you would like to learn about study techniques here is a book I found useful.
53 Interesting Ways of Helping Your Students to Study was written by experienced teachers. It is not some PLR hash of generic advice but consists of specific methods that student can employ. Its 9 chapters take you through each stage that any academic study entails: 1. Beginning, 2. Planning, 3. Reading, 4. Taking Notes, 5. Writing, 6. Learning with Others, 7. Using Resources, 8. Revising right, revising wrong, 9. Exams.
Here are some excerpts lifted from the book.
Intro: Effective learning has more to do with awareness and understanding of the purpose and process of learning than with techniques or mechanical skills…..Students do not casually abandon their existing learning methods, which are often deep-rooted habits. Development consists of a gradual evolution of methods based on an understanding of past and present experience…..In these exercises, therefore, there is no attempt to tell students how to study and very little direct advice of any kind. Decision- making is left to students. The purpose of the exercises is to help students to become more reflective, more autonomous and thus more effective learners.
1. Beginning: If you ask students to identify the problems which they are meet- ing or expect to meet on their course, you will find that only some of these difficulties can be solved by the acquisition of study skills: other problems, such as lack of confidence, divided attention or family hostility, require different treatment.
2. Planning: The organisation of study time is a key skill for students to ac- quire: there is plenty of evidence that organised students do better than disorganised students. This exercise increases students’ awareness of how they are spending their time at present and provides them with a rational basis for planning changes in how they set their priorities and allocate their time.
4. Taking Notes: A common mistake which students make when taking notes from books is that they attempt to write down everything, if not in full at least in summary form. This exercise encourages them to be selective in their note-taking in the hope that they will have the confidence to leave out irrelevancies in the future.
8. Revising Right, Revising Wrong: There is no one correct way to revise; different methods suit different individuals. You can help your students not by telling them how to revise but by encouraging them to make their own selection from a range of suggestions. And the more these suggestions are based on hard won experience rather than theory, the more likely students are to want to try them out.
9. Exams: When acting in their role as examiners, tutors have a special language which students need to learn in order to be able to under- stand the questions on their exam papers. For example, the instruction to discuss is asking students to do something quite different from the instruction to describe. If students don’t appreciate this difference, they will answer the question inappropriately.