Best ways to study

Study at one time a day as a routine and do it small spurts.

Flash cards are great for a memory tool. You can use them any where and for 4th grade we made multiplication study cards, but you could also do it with reading standards. Example what is the theme of blank story?

Have a specific goal for each study session.

Practice tests - We use this in 4th grade, we are currently practicing taking online tests, so that when SBAC rolls around the kids are ready.

Have a study area with tools

No music in the background music and no phone.

and recalling information – is much more effective than re-reading, taking notes, or listening to lectures". I also found the direct connection to better metacognitive practices interesting. I can, and already do, implement these practices with Warm Ups, Exit Tickets, and White board review. This article helped me think differently about these strategies that I already use.

It’s precisely this “struggle” or challenge that improves our memory and learning – by trying to recall information, we exercise or strengthen our memory, and we can also identify gaps in our learning." I want to use this quote to encourage my students to embrace the struggle because that is where all the learning is. I've seen it in action where students struggle and want to give up but if you sit with them and give them the time and space and encourage them, most times they can recall and find that bit of information. The struggle makes it all worthwhile. It reminds me of running. I dread those long runs every Saturday but on race day I am so thankful I put in the practice. The brain is our largest muscle and we need to exercise it!

Third grade ELA

Most of what students need to retain is short term. Students struggle with spelling. I play a game called "Sparkle" to help them.

Students form a circle. I say the first spelling word. One student says the first letter, then the next student says the second letter. If a student misses the letters or does not know the word, they are out and have to sit down. At the end of the word, I say "Sparkle" and that student is out. I move onto the next spelling word.

This spelling game keeps students focused. Whoever wins the game, is in charge of the next game. I have noticed that students are doing better on their spelling tests.

Games are a good way to keep students engaged. They have fun and learn!

While I introduce the vocabulary (power) words that go with our story I encourage the students to try connecting the words to predict what the story could be about. They love coming up with silly ideas.

The second concept is from Why Students Forget and What To Do About It. When Sara mentioned that her students struggled with transferring their knowledge of writing to other classes, it made me think about the lack of knowledge transfer many of our 3rd graders have. They can perform within our homerooms, but the knowledge doesn't transfer easily in other settings. I think using the "spacing effect" would be a valuable tool because it allows for periodic review of learned skills.

Instead of relying on highlighting or massed practice, we can boost memory through low-stakes quizzing, retrieval practice, and interleaving skills. For example, short daily quizzes (including both recent and older material), spaced-out practice instead of cramming, and mixing problem types all strengthen long-term learning. Struggle is part of the process—when students say something feels hard, it may actually mean deeper learning is happening. To increase buy-in, we should be transparent with students about why we’re using these methods. These small shifts—daily retrieval, spaced practice, and varied tasks—make learning stickier and more durable in any classroom.

I use the strategy “explain it to your brain” in my class when I teach math.

Just as the example mentioned, I go through the steps aloud and I model how a student would do so. By self-explaining they are able to process the information and monitor their knowledge, checking themselves as they go. I find this tool very useful and use it often in my teaching. I also add choral response to get everyone engaged.

Students can succeed by using effective study techniques and resources, such as active learning, managing their time, and setting goals. They should also adopt a growth mindset and use campus support services. Essential habits for success include taking care of your well-being, regularly reviewing notes, asking for feedback, and communicating with instructors when you need assistance. To help students understand the connection between their individual learning goals and the overall goals of the unit, you should clearly demonstrate how their personal aims contribute to the broader objectives and standards set for the course just like setting smart goals, and IEP goals.

I especially liked the idea of assessing in more "low-stakes" way rather than always pulling kids to my table to assess. In Kindergarten, using a "ticket IN the door" for a letter sound/name as the "secret password" could make learning this otherwise rote information in a new and fun way. Utilizing those good 'ol strategies like "find your match", etc. makes learning more fun and with less pressure while still allowing for real time assessment information for the teacher.

12th grade

I chose "Smart Strategies for Student Success" as a resource to use with my students. I teach seniors, and many of them will be starting college or some kind of training/job/career in a year. I would like to share with them the five strategies presented to help them be successful, self evaluate and to make adjustments to their habits when necessary. The five strategies are Explain It to Your Brain, Take Brain Breaks While Learning, Self-Test for Success, Make Schedules and Pace Your Practice, and Teach It to a Friend.

The purpose of the resource is to increase our understanding of learning (retention and recall) though frequent and brief mini-quizzes embedded throughout our lessons and daily classroom routines.

I will definitely bookmark this one and use more low-stakes quizzes more often, along with increasing the difficulty of formative assessments to achieve those important breakthroughs toward mastery.

Purpose
To provide focus and motivation while increasing retention. The games grab students’ attention, spark curiosity, and set a clear purpose for learning. They promote active processing, metacognition, and frequent recall, helping students strengthen their long-term memory and apply concepts in new contexts.

How I Would Use It in My Classroom
In PE I’d weave these games into warm-ups, skill practice, and review: Icebreakers & Team Building – Use Snowball Fight or Stand Up–Hand Up–Pair Up at the start of a unit to build community and activate prior knowledge.

• Skill & Concept Reinforcement – Adapt Draw It! or Jot Thoughts with fitness terms, game rules, or muscle groups so students recall and apply vocabulary while moving.

• Review & Assessment – End a unit with Team Tournaments, Boggle, or Content BINGO using health, fitness, or sport-specific questions to check understanding and keep energy high.

K-5 PE

How to Teach Imaging

I could incorporate imaging to help students with memory in PE class by having them imagine each step of a skill. (Turn your body, your arm goes back...)

Using visual cues when describing movements (leap like you're hopping over puddles). Or at the end of an activity, students can close their eyes and visualize themselves doing the movement they just performed, then describe it to someone.

4th Grade

Learning and Motivating Through Games is a great resource to use in the classroom. I always try to find different ways to try to review content vocabulary and skills. Games always get students' attention and motivates them to learn. Some of the games like, Jot Thoughts, Stand Up, Hand Up, Pair Up and Snowball Fight, I am familiar with and have tried it before. ABC Preview/Review and Commercial Breaks seem interesting. I think my students will enjoy learning through those games. I will try to incorporate them in my classroom.

I also like the idea of explaining a concept to themselves. I typically have them explain something to their partner, but yesterday I had students explain paragraphs of their reading to themselves by annotating.

A strategy I will try is to have students make flash cards on questions that they think will be on the test. This is called, "Self Test for Success". I have never heard of this before so I/m excited to use it.

I chose to read this article because I struggle with remembering the little things. I found it interesting that the article to said to mix it up and do other things in between and that will help you remember better. Instead of drill and kill! I actually decided to try that with my 6 math fundamentals class. I feel like I have tried everything else and nothing seems to be working with these students.

One thing I hear a lot from my students is, “I forgot.” It usually comes up when I ask them questions about something we covered in a previous lesson. I know they’re trying, but sometimes the information just doesn’t stick. To help with that, I’m planning to introduce a few simple but powerful strategies in my classroom: “Explain it to your brain,” “Take a brain break,” and “Teach it to a friend.”

For reading and comprehension, I’ll be encouraging students to “explain it to their brain.” This self-talk strategy helps them slow down and actually make sense of what they’re learning by putting it into their own words. It might feel a little silly at first, but I’ve seen how this kind of reflection really helps things click.

I also want to be more intentional about brain breaks—especially using Kagan structures to give students time to move, reset, and recharge. Sometimes, just getting up and interacting with a classmate for a few minutes can make a big difference in their focus and energy.

When it comes to math, I’ll be using the “teach it to a friend” strategy. Explaining a concept out loud to someone else forces students to think more deeply and really understand the “why” behind what they’re doing—not just the steps. Plus, they often help each other in ways I can’t, simply because they speak the same “kid language.”

Strategy: Explain It to Your Brain

This strategy helps students practice metacognition by talking through their thought process while learning. The purpose is to provide focus, encourage self-monitoring, and support students in connecting new information with what they already know. It also builds independence as students learn to check for understanding, notice gaps in their thinking, and correct mistakes in real time.

In my Algebra 1 classroom, while teaching graphing linear equations, I would model this strategy at the board. For example, I might say aloud: “The equation is y = 2x + 3. I know the slope is 2, which means rise over run is 2/1. The y-intercept is 3, so I’ll start by plotting the point (0,3). From there, I go up 2 and right 1 to plot another point. Now I can draw my line through these points.” After modeling, I would have students pair up and practice talking through their process for graphing their own equations. Over time, the goal is for them to silently “explain it to their brain” as they work independently.

Teaching Through Games

Two strategies/ideas I like are Stand Up, Hand Up, Pair Up and ABC Preview/Review. Both of these strategies engage the brain in reviewing and learning.

I like the Stand Up, because it gets kids moving. I have two classes in particular which would benefit from the students moving. I have them at the part of the day in which they have not moved around enough and cannot focus on work until they move more!

I like the idea of ABC Review/Preview. I like to have students use it as a brain dump prior to testing so they can evaluate what they are remembering and not remembering. I have done this doublesided and had studetns fill one side out with major ideas/terms as we go, then for review write everything they remember.

Purpose: provide focus, grab attention, set goals, reflection, metacognition, processing

Amplify Science Curriculum requires a lot of collaborations among students. Aside from Kagan, this strategy will allow learners to communicate with those that may be seated away from them or in any case randomly. This can be used in many different collaboration approaches in class. It is easy to instruct and very quick to execute.

The purpose of this resource is to be cognisant of how to support students in learning material.

I agree with giving students more formative assessments which then turn into spiral reviews. Having spiral reviews are so important to be able to have the new material to make its way to long term memory. 

I also agree with being transparent that learning sometimes doesn't feel good. Learning is the result of failing and trying again over and over again. Students often feel like they need to immediately get the material and if they do not understand it right away, that they are not good at something. Having more discussions with students about the need for struggle and the embracing of struggle in learning is important. 

How I would use it in my high school science class: I would use Pictionary for science vocabulary (e.g., “plate tectonics”), Jeopardy for unit reviews, and Content Bingo to activate prior knowledge about topics like minerals or ecosystems. These games help students recall information, collaborate, and apply concepts in fun, meaningful ways. By combining competition with creativity, students stay motivated while strengthening long-term understanding of science content.

• - Cladys Falcunaya