I know we are all breathing a sigh of relief to finally get finished with the school year and into the blissful mood of summer ease and relaxation.
It’s so satisfying and empowering to accomplish some small academic goal by September. Just 10-20 minutes of studying every day (or at least four days per week) can mount up to noticeable results by fall.
Students, teachers and parents are all feeling the end-of-year time crunch; between sports, proms, plays, high stakes exams and piled-on schoolwork, it can be hard to imagine where to find those blocks of study time.
It’s time to resort to what I call Sneaky Studying. The key is to stop waiting and hoping for those big chunks of uninterrupted study time, because they ain’t gonna happen!
The next SAT is just around the corner, on Saturday, May 3!
So, in case you’ve got a student who needs to do some last-minute review, I’ve complied this collection of my favorite easy-to-use, free online tools, perfect for using this weekend and through next week.
I was delighted to arrive home from my spring break and find good SAT results from my students who had taken the test for the second time in March. In every case, their consistent hard work between the two testings had produced significant gains of 50, 100 or more points!
Students are always exhilarated to see their efforts pay off, and I am also always thrilled, because it drives home to them this critically important life lesson: Hard work is what makes improvement happen.
Here in the US, we arguably don’t teach this lesson very well. Our culture is very talent-focused;
I get a kick out of the recent Volkswagen commercial in which two guys pile into their Passat for a road trip, and then the passenger is appalled when his driver pal announces that instead of listening to music they’re going to learn a language.
Thirteen hours later, the buddies climb out of the car at a rest stop; the friend is still highly annoyed, and he rants and fumes at his companion…in fluent Spanish:
My own kids passed a good chunk of their childhoods in the car; I’ve always been an eager and ambitious traveler, so we spent virtually every school break driving somewhere. And we made those hours pass by listening to books on tape.
I’ve so often wondered why so many students haaaate writing down their math steps, insisting instead on trying to do the work in their heads or on their calculators. Perhaps they feel as if writing is slowing them down, or maybe they dislike the scratchy feel of pencil on paper. (Whenever I’ve asked, kids invariably say “I don’t know).
Meanwhile, kids who don’t write out their math steps, skip copying down formulas and refuse to draw and label diagrams, make a lot more mistakes and also tend to be way more confused. They’ll stare at a problem and then give up, without ever making a mark on paper.
One day, I was reviewing with a high school student for a final exam in history. It was rough going; the material was detailed and complex and this young man’s grasp of both the facts and the concepts was poor.
We plowed on for two solid hours, and then he turned to me and floored me with this question: “OK, now, do you think I know this stuff?”
Truly, isn’t that a remarkable thing to ask? This young man couldn’t tell for himself whether or not the hard mental work he had just done had resulted in “knowing.”
But what, indeed, does “knowing” feel like? How do any of us know whether or not we know?
It seems like every year my students use their textbooks less and less.
Teachers still hand out textbooks in September but then so many (I’m tempted to say MOST) teachers rarely assign readings or homework from them, instead supplying students with hand-outs, worksheets and powerpoints.
Commonly, students claim that their texts are “up in my bedroom somewhere,” never to be opened!
Yet textbooks can be wonderful tools for learning and for exam review.
Here in my school district, mid-year exams are on the horizon, but still far enough in the distance so that there’s plenty of time for students to prepare thoroughly and well.
This is a golden opportunity for kids to learn how to make an action plan so that daily review happens.
I always start by asking students to come up with a list of what they’ll need to do in order to be well-prepared for their exams, and most kids are pretty good at this part. Here’s a real-life, anonymous sample:
For chemistry I’m going to make flash cards based on the test study guides and my notes/worksheets. For history I will review my hand-outs and practicing writing some essays. For English I’ll have to refresh my knowledge on the books we read and their themes. In math I’m going to look over any old tests and quizzes as well as do the activities my teacher has on his website. For Spanish I’ll look at old quizzes and review the vocabulary and conjugations.
I hope you will agree that this student clearly knows what he’s got to do, and is off to a great start.
But now here comes the hard part: Notice how vague and unspecified this list is? It’s full of phrases like “review,” and “look over,” (what, exactly, does he have in mind to do? What, for example, does he mean by “look over”?) and it doesn’t specify WHEN he will do these …