1. Find Out How the Student Has Been Studying. Possible questions include:
Did you read the assigned chapters before the test? Did you read them before you came to class, after, or just before the exam? How much time did you devote to studying for the test? Did you read these chapters once, or more than once? (This question provides a chance to review the old Law of Frequency, and to describe how repetition influences memory formation and recall.)
2. Check Attendance and Note Taking Practices. Assuming that the student attends class regularly, you might ask the following: Do you take good notes? Do you review your notes after class to correct obvious errors? Do you compare your notes with those of other students? Where do you sit in the classroom? You may also want to look at the quality of the student’s notes and suggest changes (e.g., leaving more space, use of topic headings, writing down of examples used by the instructor).
3. Suggest Healthy Behaviors. Ask how much sleep the student gets, how much they got the night before the exam, and if they are getting any exercise and eating properly. (This might provide an opportunity to review the effects of sleep on memory formation.)
4. Recommend Tutoring. If tutors are available, encourage their use. If not, ask if the student has tried studying with other students.
5. Discuss Recognition Versus Knowing. Describe the difference between going over material enough that one can “recognize” the material as very familiar and prematurely conclude that it is known and understood, and really knowing and understanding it. (You might even mention Ebbinghaus and the benefits of overlearning, or work on the “curse of knowledge” showing that students often think they know the material if the material is right there in front of them.)
6. Urge Self-Assessment. One easy strategy is to give your students access to an established and free study behavior measure (e.g., ASSIST) and have them use it...
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