A prevalent assumption among educators is that students automatically grasp effective study methods. However, after nearly two decades in high school education, I've discovered that this is often not the case.

Students who depend on ineffective study habits like highlighting and rewriting notes may begin to view studying as a fruitless endeavor. When they arrive in my class, it's crucial to debunk these misconceptions before they can adopt more fruitful approaches. This is the reason I deliberately teach my students proven study techniques, regardless of their grade level—be it sophomores, juniors, or seniors.

At the start of each academic year, I allocate a significant part of my AP Biology course to discussing unconventional study skills. As a seasoned educator, I can't help but feel a sense of unease about how my students will fare on their initial unit test; their performance can greatly affect my credibility within the class.

If students follow my guidance but fail to achieve the expected results, there's a risk of losing their confidence. On the flip side, success can be a pivotal moment—they are then more inclined to adopt these strategies across all their subjects. The exam is a pivotal moment that influences the amount of effort I'll need to expend to gain everyone's trust in the learning process for the entire year.

Strategies for Successful Studying

For many of my students, AP Biology is their first course that demands extensive preparation and study. To assist them in meeting this challenge, I instruct them in study strategies backed by cognitive science. The methods I emphasize are derived from the Learning Scientists, a collective of cognitive scientists committed to applying their research in educational contexts. Here are their top six high-impact study strategies:

Retrieval practice: intentionally recalling information from long-term memory to short-term memory.

Spaced practice: engaging in shorter, more frequent study sessions rather than extended cramming sessions.

Dual coding: combining both verbal and visual components.

Elaboration: asking and answering questions with increasing complexity.

Interleaving: switching between different but related topics or problems.

Concrete examples: collecting a variety of examples to foster a more profound understanding, especially for abstract concepts.

On the first day, I assign the video "How to Study Effectively for School or College" by the Learning Scientists. This video introduces the six study strategies mentioned above. The following day, I initiate with a Pear Deck activity that encourages students to apply these strategies.

In subsequent lessons, as I introduce biology content, I integrate dual coding, retrieval practice, spaced practice, and elaboration into the class activities. Each time we utilize one of the six strategies, I ensure to highlight it. For example, I employ a strategy inspired by Mark Enser based on the BBC Radio 4 show "Just a Minute." In pairs, students discuss a topic for one minute without pause, repetition, or deviation. This activity effectively incorporates spaced practice, retrieval, and elaboration.

Daniel T. Willingham's book "Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy" has been crucial in shaping my approach to dispelling study misconceptions with students. I demonstrate how to read a college-level textbook, stressing that learning from reading differs from reading for pleasure. Learning from reading necessitates a higher level of focus and engagement with the material, employing strategies like elaboration and concrete examples during note-taking.

To enhance students' reading as a learning experience, I advise against highlighting or rewriting the textbook or their notes. This practice can create a false sense of mastery, leading to overconfidence in their understanding of the material, a phenomenon known as the familiarity bias.

I frequently address "the familiarity trap" throughout the year as it's a common mistake students make when studying for exams. When conferencing with students who are struggling, I often find that this is what's hindering them from reaching their full potential.

As we approach the end of our first content unit, I teach a mini-lesson on reorganizing notes and revisit the idea of not confusing familiarity with true knowledge. Reorganizing notes involves consolidating notes from various sources, readings, and lectures