Steve Volk, November 20, 2017
Let’s stay with the theme of helping students learn how to learn for another week. Two weeks ago, I offered some ways to support student metacognition; last week, the “Article of the Week” explored six ways for faculty to reflect on their own teaching.
This week, I want to focus on helping students develop strategies to prepare for their upcoming exams. Yes, the season is upon us. But a word of warning and remorse: some of the methods I’ll suggest have the best chance of succeeding if implemented earlier in the semester – before the midterm at least. But don’t touch that dial – there are suggestions for everyone and you can also mark the article for retrieval at the start of next semester. Still, keep in mind that strategies to help students become more knowledgeable about how they prepare for exams can take time to sink in. So, let’s dive in.
For students, preparing for exams involves a considerable number of variables, not just the amount of time spent studying. In fact, the literature suggests that there’s a fairly tenuous relationship between how well students do on exams and the time they spend studying. This can be a revelation for many students – I know it was for me. During my undergraduate years, I was sure that there was a direct relationship between studying for more hours and getting a better grade, and the fact that the empirical evidence in my own case didn’t bear this out never dissuaded me from this way of thinking.
To talk about adopting more strategic approaches to studying for exams in order to get better results (and I will stipulate from the start that getting better grades is not an automatic marker for learning more) is to move from the area of metacognition to one which has been called “Self-Regulated Learning” or “Strategic Resource Use for Learning.” I’m going to look at these approaches, particularly as they are discussed in two papers. The first, “How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology,” was written by Amanda J. Sebesta and Elena Bray Speth, both of the biology department at Saint Louis University. The second paper was co-authored by a team including Patricia Chen (psychology), Omar Chavez (statistics), Desmond C. Ong (computer science), and Brenda Gunderson (statistics), “Strategic Resource Use for Learning: A Self-Administered Intervention That Guides Self-Reflection on Effective Resource Use Enhances Academic Performance,” Psychological Science (2017). Continue reading
Steve Volk, November 13, 2017
Last week, the “Article of the Week” focused on ways to help students be more aware of how they think – to engage in metacognitive practices – in order to develop self-aware approaches that help them transfer what they learn from one course to the next, from one discipline to another, and from school to life. This week I’ll focus on six ways that we, as teachers, can reflect on our own practice so as to improve our teaching and student learning outcomes.
All images from “The Comical Hotch Potch, or The Alphabet turn’d Posture-Master” (1782)
t the start of the semester I surveyed Oberlin’s faculty on a variety of teaching issues, asking questions such as what aspects they derived the most pleasure from or what gave them the greatest heartburn. Among the questions I asked was one concerning what faculty considered “the best way/s to get help or feedback that could address the issues you face in the classroom?” Of the many possibilities, ranging from attending workshops to talking to deans or department chairs, the winner was “on-the-fly” conversations, those quickie chats squeezed in after you’ve discussed the plot lines that will emerge in Season 3 of “Stranger Things.” These most often unfold in the hallway, parking lot, around the copier, or when walking to or from a faculty meeting. “On-the-fly conversations” was almost always listed among respondents’ top three preferences. Continue reading
Steve Volk, November 6, 2017
Hands up those of you who have had students come to your office hours anguishing over the poor grades they received on an exam. I’m not talking about the student who thinks his grade should be higher, rather the student who can’t figure out why she got such a low grade since she worked really hard preparing for the exam:
I studied all Saturday night and Sunday; I re-read all the assigned textbook readings and went over my notes. I even took the time to memorize all the words bolded in the text. I worked really hard, but still got a C-. I don’t know what to do!
So, what’s your advice, dear reader? Tell the student: “It looks like you’re not studying hard enough. You need to work harder; you need to figure out how to apply yourself better”?
Or what about the student who has done well on all the quizzes and exams you have given but seems to struggle when asked in class to explain the reasoning behind her proofs or the concept from which the equation is drawn?
Or what about the student who took the entry-level physics class, and did very well, but doesn’t appear to have carried over what he learned in that class to the next level? Continue reading