It's a common misconception among educators that students inherently know how to study effectively. However, with nearly two decades of high school teaching experience, I've found this to be generally untrue.

Students who rely on inefficient methods such as highlighting and note rewriting may start to think that studying is futile. By the time they reach my class, I need to dispel these myths before they can embrace more productive strategies. This is why I deliberately instruct my students in effective study techniques, regardless of whether they are sophomores, juniors, or seniors.

At the beginning of the academic year, I dedicate a considerable portion of my AP Biology class to discussing study skills that deviate from conventional wisdom. As an experienced educator, I still experience anxiety over how my students will perform on their first unit exam; their success or failure can significantly impact my credibility with the class.

If a student follows my advice but doesn't achieve the desired outcome, there's a risk of losing their trust. Conversely, success can be a turning point—they are then more likely to adopt these strategies across all their subjects. The exam is a critical juncture that influences how much effort I'll need to put into gaining everyone's trust in the learning process throughout the year.

Study Strategies That Yield Results

For many of my students, AP Biology is their first class that requires extensive preparation and study. To help them rise to this challenge, I teach study strategies that are supported by cognitive science. The strategies I emphasize come from the Learning Scientists, a group of cognitive scientists dedicated to applying their research in educational settings. Here are their top six high-impact study strategies:

Retrieval practice: consciously recalling information from long-term memory to short-term memory.

Spaced practice: conducting shorter, more frequent study sessions rather than marathon cramming sessions.

Dual coding: integrating both verbal and visual elements.

Elaboration: posing and answering questions with increasing depth.

Interleaving: alternating between different but related topics or problems.

Concrete examples: gathering a range of examples to foster a deeper understanding, especially for abstract concepts.

On the first day, I assign the video "How to Study Effectively for School or College" by the Learning Scientists. This video introduces the six study strategies mentioned above. The next day, I start with a Pear Deck activity that encourages students to apply these strategies.

In subsequent lessons, as I introduce biology content, I incorporate dual coding, retrieval practice, spaced practice, and elaboration into the class activities. Each time we use one of the six strategies, I make a point to highlight it. For instance, I use a strategy inspired by Mark Enser based on the BBC Radio 4 show "Just a Minute." In pairs, students discuss a topic for one minute without pause, repetition, or deviation. This activity effectively uses spaced practice, retrieval, and elaboration.

Daniel T. Willingham's book "Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy" has been instrumental in shaping my approach to addressing study misconceptions with students. I demonstrate how to read a college-level textbook, emphasizing that learning from reading is distinct from reading for enjoyment. Learning from reading requires a higher degree of focus and engagement with the material, employing strategies like elaboration and concrete examples during note-taking.

To enhance students' reading as a learning experience, I advise against highlighting or rewriting the textbook or their notes. This practice can create a false sense of mastery, leading to overconfidence in their understanding of the material, a phenomenon known as the familiarity bias.

I frequently address "the familiarity trap" throughout the year as it's a common mistake students make when studying for exams. When conferencing with students who are struggling, I often find that this is what's preventing them from reaching their full potential.

As we near the end of our first content unit, I teach a mini-lesson on reorganizing notes and revisit the idea of not confusing familiarity with true knowledge. Reorganizing notes involves combining notes from various sources, readings, and lectures. As they reorganize, students identify gaps and generate questions. This can help them make connections between topics they might have missed initially.

One method of reorganizing notes is creating a visual representation of their cognitive framework, which relates back to the concept of dual coding. Concept mapping allows students to spatially represent their thoughts on paper, reinforcing what