Study skills · 5 min read
Tricks and tips from teachers that work at home
Teachers use a handful of techniques because the evidence for them is strong. They are simple enough to use at the kitchen table.
1. Quiz, don't re-read
Bringing information back to mind, called retrieval practice, strengthens memory far more than reading it again [1]. A large review of study techniques rated practice testing and spaced practice as the two most effective strategies of those studied [2].
- After reading a chapter together, close the book and ask "What happened?"
- Make quick flashcards for spelling words or number facts and mix them up.
- Let your child quiz you, too. Explaining the answer is great practice.
2. Spread it out
Practice spread over several days beats the same amount crammed into one session [3]. For spelling words, a few minutes on Monday, Wednesday and Friday will stick better than half an hour the night before the test.
3. Show a worked example first
When children are learning something new, seeing a fully worked example before trying one themselves reduces confusion and builds confidence [4]. Do one together out loud ("First I... then I..."), then let them try the next one while you watch.
4. Praise the process
Praising effort and strategy ("You tried a different way when the first one didn't work") helps children keep going when things get hard, while praising intelligence ("You're so smart") can make them avoid challenges to protect that label [5]. Keep praise specific and honest.
5. Chunk it and take breaks
Young children concentrate best in short bursts. Break a task into small steps, tick them off and build in a quick movement break. A timer can help a reluctant starter: "Let's just do five minutes."
References
- Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. Source
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58. Source
- Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354–380. Source
- Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. Source
- Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children's motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. Source
This guide is general information for families, not medical or psychological advice. If you're worried about your child, talk to their teacher or your GP.