This site was created to help moms, teachers, and parents discuss raising a family and concerns in the public school educational system. Feel free to ask for advice regarding issues that arise in your child's school and/or education, and we will find the best possible solution or suggestion.
Saturday, June 20, 2015
How to Study for a Test w/ Concept Diagrams
There are many ways to study for tests, and although we tell our students to study, sometime we forget to explain how to study or don't provide many ideas for students of various learning styles. Below are some different methods of studying for a test that came from Stowell Learning Center that I like. And most students have no clue abouteffective studying.
In fact, most students use one of these strategies:
Read the chapter over and over, hoping it will sink in
Ask parents to read the material and quiz them
Hope (not really a strategy but it is what they do!)
Have you ever felt your student knew the right answers but then failed the test?
Typically that can happen when students work hard to memorize their study guides or practice questions word for word.
They think they know the material, but when it appears on the test,
stated in a different way, they don't recognize it as being what they
studied and end up being disappointed in their grade.
Below you'll find a strategy for studying for content type tests. When you need to know the material, this will work well.
Concept Diagramming Makes Studying More Fun and
Test Grades Better
This strategy takes a little bit of time up front, but helps students really understand the material and makes studying much more interesting. Test grades improve because students are really thinking about the information instead of just trying to "ingest" it by rote.
It's called Concept Diagramming and is great for use with
content areas such as history or science. It is a good tool to use when
studying in groups or with a partner (or parent).
What to do The student should:
Put important events, dates, vocabulary, and names on 3x5 cards.
Organize the cards in some logical way, and then orally explain why it makes sense to group the cards in that way.
mix the cards up and group them in a different (still logical) way.
Again, orally explain the new organization / connections.
This process may
show students that they don't really know the material. Memorizing a
date is not the same thing as understanding a date and why it's
important. If the student really does understand the material, it will
be fun to come up with multiple ways to organize/group the cards.
After each test, save all of the cards, labeling them by chapter or section so that they can be used again to study for unit tests and finals.