A widespread belief among educators is that students automatically grasp effective study techniques. However, my nearly two decades in high school teaching have shown me that this is often not the case.

Students who depend on inefficient study methods like highlighting and rewriting notes may become disillusioned with the study process. When they join my class, it's crucial to debunk these misconceptions before they can adopt more fruitful study habits. That's why I make a point to instruct students in evidence-based study methods, irrespective of their grade level.

At the commencement of each academic year, I allocate a significant part of my AP Biology course to exploring unconventional study techniques. As a seasoned educator, I feel a sense of apprehension about my students' performance on their initial unit exam; their results can greatly affect my credibility within the class.

Should a student follow my guidance without achieving the expected results, there's a risk of losing their confidence. On the other hand, success can be a pivotal moment—they are then more inclined to apply these strategies across all their subjects. The exam is a pivotal moment that influences the level of effort I must exert to gain the trust of all students in the learning process for the entire year.

Strategies for Successful Learning

For many students, AP Biology marks their first encounter with extensive preparation and study demands. To assist them in meeting this challenge, I teach study strategies backed by cognitive science. The strategies I emphasize are derived from the Learning Scientists, a collective of cognitive scientists committed to implementing their findings in educational contexts. Here are their top six impactful study strategies:

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

Spaced practice: engaging in shorter, more frequent study sessions instead of extended cramming sessions.

Dual coding: combining 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 enhance understanding, particularly 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 biological content, I integrate dual coding, retrieval practice, spaced practice, and elaboration into the class activities. Each time we employ one of the six strategies, I highlight it. For example, I use an activity inspired by Mark Enser based on the BBC Radio 4 show "Just a Minute." 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 pivotal in shaping my approach to addressing study misconceptions with students. I demonstrate how to read a college-level textbook, emphasizing that learning from reading is distinct from reading for pleasure. Learning from reading necessitates a higher level of focus and engagement with the material, using 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 preventing 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 synthesizing notes from various sources, readings, and lectures. As they reorganize, students identify gaps and generate questions. This can help them make connections between topics they might have initially overlooked.