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Final copy

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You should spread that out over the week. Suppose you decide to study Sunday through Thursday evenings, taking Fridays and Saturdays off (from studying, that is). Dividing that 25 hours by those 5 days gives you 5 hours of studying per night.

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College of Education | University of South Florida

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The University of South Florida College of Education values high-quality education and excellence in research, teaching, and learning. The USF College of Education is accredited by the Council for Accreditation of Educator Preparation (CAEP) and is fully approved by the Florida Department of Education.

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Article #9:Using one particular website to study (Course Hero)

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Article #9:Using one particular website to study (Course Hero)

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TECHi - The latest tech news from around the Web

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The latest tech news from around the Web - Techi.com. http://www.techi.com

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Another website to help students study online:

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Another website to help students study online:

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Spanish Flash Cards - Spanish Flashcards

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Free on-line Spanish flashcards (flash cards) with sound for learning basic vocabulary for beginners to advanced. Learn Spanish Vocabulary, listen to Spanish audio, practice Spanish grammar, read Spanish and more.

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A website that help students study Spanish:

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A website that help students study Spanish:

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An example that my students used to help get them ready for the midterm

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Spanish 1 Midterm - 8th (Ceravolo & Ambroziak)

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Start studying Spanish 1 Midterm - 8th (Ceravolo & Ambroziak). Learn vocabulary, terms, and more with flashcards, games, and other study tools.

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Article #8: Technology effecting studying

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Article #8: Technology effecting studying

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Technology causes a distraction to studying, and does not help

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Faculty Focus | Higher Ed Teaching & Learning

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In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.

But despite the prevalence of technology on campuses, a new study indicates that computers alone can't keep students from falling into their same weak study habits from their ink-and-paper days.

"Our study showed that achievement really takes off when students are prompted to use more powerful strategies when studying computer materials," said the University of Nebraska-Lincoln's Ken Kiewra, an expert in study methods and one of the authors of the study.

The research, published this month in The Journal of Educational Psychology, found that students tend to study on computers as they would with traditional texts: They mindlessly over-copy long passages verbatim, take incomplete or linear notes, build lengthy outlines that make it difficult to connect related information, and rely on memory drills like re-reading text or recopying notes.

Meanwhile, undergraduates in the study scored 29 to 63 percentage points higher on tests when they used study techniques like recording complete notes, creating comparative charts, building associations, and crafting practice questions on their screens.

The SOAR method of studying
Kiewra (pronounced kee-ra), a professor of educational psychology, calls the method SOAR: Selecting key lesson ideas, organizing information with comparative charts and illustrations, associating ideas to create meaningful connections, and regulating learning through practice. It complements how the brain processes information, he said.

"Learning occurs best when important information is selected from less important ideas, when selected information is organized graphically, when associations are built among ideas and when understanding is regulated through self-testing," Kiewra said.

The study was built upon two experiments. In the first, undergraduates were questioned about how they study computer-based materials. In the second, they read an online text and then were asked to create on their computers some study materials that reflected their preferred (and likely weak) way to study. Or, they were prompted to use all or parts of SOAR study methods.

The latter group of studiers scored higher on tests measuring fact and relationship learning than the first group.

Kiewra is the author of Teaching How to Learn: The Teacher's Guide to Student Learning (2009, Corwyn Press). He authored the new study with former UNL graduate student Dharmananda Jairam, at Penn State University, and said the study shows that as undergraduates spend more and more study time on computers, it will be vital for them to learn better ways of processing and then making use of information.

Teachers and designers of instructional software may want to take note of the study's findings, as well.

"Teachers need to help students dispel crippling studying myths such as highlighting, outlining and rehearsal, and instead teach them strategies that help them succeed," Kiewra said.
Steve Smith, University of Nebraska-Lincoln, Office of University Communications.

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Technology Hasn't Helped Students' Study Skills, Research Finds - Faculty Focus | Higher Ed Teaching & Learning

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In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads. But despite the prevalence of technology on campuses, a new study indicates that computers alone can't keep students from falling into their same weak study habits from their ink-and-paper days.

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Article #7: Using Skype in Spanish Classes

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Article #7: Using Skype in Spanish Classes

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This helps reinforce the verbal studying that needs to take place inside a Spanish classroom.

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The Daily Nonpareil - Council Bluffs, Iowa

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Advances in technology are helping Spanish class students at St. Albert High School steadily immerse themselves in Latino culture and improve language fluency.

Juniors and seniors used Skype - a video-conferencing program - as part of a three-week project to speak with those who live in Spanish-speaking countries such as Spain, Argentina, El Salvador and Mexico. Students were paired with an individual and discussed Christmas traditions, which are typically a two-week celebration in those countries, said Gwen Fisher, a Spanish teacher at St. Albert.

"The purpose of the project was to learn how Christmas is celebrated in other Spanish-speaking countries," she said. "They would later compare it to their own."

In addition to Skype, students asked questions via email. They also wrote thank-you letters to their project partners.

Fisher said the technology changes the way students learn a foreign language because it allows them to practice their speaking skills in a practical manner.

"They are very eager and enthusiastic learners," she said. "And by speaking Spanish in class, it makes them even more excited."

Programs such as Skype, Fisher said, turn learning into "a different ballgame."

"It's the opportunity for them to learn firsthand," she said. "It's more than looking at the text book or me speaking Spanish."

Fisher said talking to a native-speaker allowed students to better understand the culture.

"They can learn the culture and the traditions firsthand," she said. "Then they can ask the questions. It makes it all the more personal to them, and they can relate to it better."

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Technology helps St. Albert students learn Spanish

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Advances in technology are helping Spanish class students at St. Albert High School steadily immerse themselves in Latino culture and improve language fluency. Juniors and seniors used Skype - a video-conferencing program - as part of a three-week project to speak with those who live in Spanish-speaking countries such as Spain, Argentina, El Salvador and Mexico.

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Although this is a different subject matter, the findings are relevant and can be used.

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Similarly, 41 percent of students eligible for free and reduced lunches said they used computers for math drills, compared with 29 percent of students whose families earn too much for them to qualify for the lunches.

In high school science classrooms, the use of technology evidently has not advanced much past the 1980s. According to the report, 73 percent of students who took the 12th-grade National Assessment science exam said they regularly watched a movie or video in class.

Such data, Mr. Boser said, suggested that technology "doesn't seem to have dramatically changed the nature of schooling."

Experts who study the effectiveness of instructional technology say there is potential for some digital programs to improve teaching. John Pane, a senior scientist at the RAND Corporation, said good technology allowed students to work at their own pace and independently while teachers worked with smaller groups.

Mr. Pane conducted a study, financed by the federal Department of Education, of an algebra software program created by Carnegie Learning, a math curriculum developer. He found that high school students who used the program, which was designed to accompany a teacher-led curriculum, showed gains on their state-standardized math tests that were nearly double the gains of a typical year's worth of growth using a more traditional high school math curriculum.

Whether those gains came from the use of technology or changes in the curriculum, he said, was hard to say. But Steve Ritter, chief scientist at Carnegie Learning, said one of the benefits of the technology was that it used the principles of cognitive science to help students gain a deeper understanding of concepts rather than simply drill math problems.

"We're not just seeing whether they got the answer right or wrong," Mr. Ritter said, "but why they got it right or wrong."

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national assessment of educational progress

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Study Gauges Value of Technology in Schools

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Similarly, 41 percent of students eligible for free and reduced lunches said they used computers for math drills, compared with 29 percent of students whose families earn too much for them to qualify for the lunches. In high school science classrooms, the use of technology evidently has not advanced much past the 1980s.

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(Articles #6-10

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Article #4: (with a more advanced suggestions for older students)

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Article #4: (with a more advanced suggestions for older students)

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The Best Study Skills - Five Strategies Every Student Should Know

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Advice on the best study skills can be found in many books and across the web. However, these sources often gloss over certain memory-related habits that can help you remember the material much better. On this page I describe five proven study strategies every student should know and use to maximize their retention of the material.

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Some of the most popular strategies used by students, including highlighting and rereading, don't show much promise for improving learning or grades, according to new research.

"Schools and parents spend a great deal of money on technology and programs to improve student achievement, even though evidence often isn't available to firmly establish that they work," said John Dunlosky, Ph.D., a researcher at Kent State University, who led a team of psychological scientists in a review of the 10 most common learning techniques used by students.

"We wanted to take a comprehensive look at promising strategies now, in order to direct teachers, students and parents to the strategies that are effective, yet underused."

While the 10 techniques vary widely in effectiveness, two strategies - practice testing and distributed practice - made the grade, receiving the highest overall utility rating, according to the researchers.

Practice testing involves using flash cards or answering questions at the end of a chapter.

Distributed practice involves spreading out studying over time and having students quiz themselves on material before a big test.

According to the researchers, both techniques have been shown to boost students' performance across many different kinds of tests, and their effectiveness has been repeatedly demonstrated for students of all ages.

In contrast, five of the techniques received a low rating from the researchers. Interestingly, these techniques are some of the most common learning strategies used by students. Such ineffective strategies include: summarization, highlighting and underlining, and rereading.

"I was shocked that some strategies that students use a lot - such as rereading and highlighting - seem to provide minimal benefits to their learning and performance," Dunlosky said. "By just replacing rereading with delayed retrieval practice, students would benefit."

So why don't students and teachers use the strategies that have been shown to be the most effective and inexpensive?

Dunlosky and his colleagues speculate that the answer may have to do with how future teachers are taught.

"These strategies are largely overlooked in the educational psychology textbooks that beginning teachers read, so they don't get a good introduction to them or how to use them while teaching," Dunlosky said.

To help address this, the researchers organized their report in modules, so that teachers can decide which technique could potentially benefit their students.

"The learning techniques described in this monograph will not be a panacea for improving achievement for all students, and perhaps, obviously, they will benefit only students who are motivated and capable of using them," Dunlosky noted. "Nevertheless, when used properly, we suspect that they will produce meaningful gains in performance in the classroom, on achievement tests, and on many tasks encountered across the life span."

The report was published in Psychological Science in the Public Interest.

Source: Association for Psychological Science

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Some of the most popular strategies used by students, including highlighting and rereading, don't show much promise for improving learning or grades, according to new research.

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Articles on traditional means of studying :

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Articles on traditional means of studying :

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(Articles #1-5)

-Paper and pencil

-Progressively studying over time

-Quizzing one another

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Students

Student proficiency level starting out

Type of studying

Resources at home

Parental support

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1. Is parental consent needed?

2. Confidentiality? Making sure that other students do not concern themselves with what others are doing.

3. Would it be unethical to have students study only one way for each assessment, then another for a different assessment? This would allow me to see which techniques work for each student. That said, students would most likely have to take the assessment twice, using a different study tool each time to really get unbiased results. If I were to give different assessment, depending on the subject matter of each assessment, students could naturally perform better on one because the topic comes easier to them.

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I can take the data and incorporate the

study techniques and share my findings with

my colleagues. As a staff, we can focus on the tools that

students find the most helpful when studying.

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-Students will be surveyed after varying assessments to see which studying techniques they used?

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-Students

-Teachers of all subject areas

-Parents

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1. Is the letter grade of the test a motivation factor to improve studying for the next assessment?

2. Do students utilize different study techniques depending upon the assessment format or material being covered?

(For example: multiple choice vs. essay vs. short answer)

3. Which students would benefit most from taking part in this project? Students from various proficiency levels.

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-Reviewing notes

-Quizzing a partner

-Paper and pencil/Flash cards

-Quizlet/Online Resources

-Youtube videos for reinforcement

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What studying techniques prove

to be the best for students?

Therefore, we have to ask how students are studying.

Assuming that students know the proper

ways in which they should be studying, what

techniques do they find most beneficial when

studying for an upcoming assessment?

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The Impact of Differing Study Habits