Revision Advice

This page is a working document to gather resources prior to creating pages to give sixth-form students mentoring advice to improve their study skills and revision strategies.

What is the source?


What's the big idea?

Dr Chew argues that many students have poor study habits which aren't fit-for-purpose for higher-level studies. In this series of videos he shows us how to learn more efficiently using evidence from psychology.

What is the presenter/author's background?

Prof. Stephen Chew is Chair of the psychology department at Samford University, Birmingham, Alabama.
For more, see Dr Chew's profile page.

What is he saying?

The material below is extracted from the pdf document available on Dr Chew's web pages. I would assume it probably to be subject to copyright (although I haven't yet seen this asserted on the materials), but since the pdf is openly available in the public domain and he encourages its use by other educators, I hope I am correct to assume that he would be happy for sections to be reproduced here for our convenience:

"The resources include:
  1. Purpose of the Videos
  2. Video Guide
  3. How to Use These Videos
  4. Outlines of the Videos
  5. For Further Reading
  6. Sample Concept Map of Levels of Processing

Purpose of the Videos

The purpose of these videos is to teach students the basic cognitive principles they need to understand in order to become effective learners. ... a large percentage of high school graduates are capable of college level work, but ill equipped to handle it. The success of these students depends on their ability to transform themselves into effective college learners. The video series is intended to help students accomplish that. The videos present a comprehensive, empirically validated framework of principles on how people learn that enables students to develop their own learning strategies and skills. There is really no other resource like it. The videos translate cognitive theory and research into simple, accessible, and practical practices that students can use in their study. The videos are broken down into brief modules, so that students can choose the ones that are most relevant to their needs, and each module is designed to be clear and engaging.

Video Guide: How to Study Long and Hard and Still Fail...or How to Get the Most Out of Studying

The overall theme of the videos is if students use ineffective or inefficient ways of studying, they can study long and hard and still fail; but if they use effective strategies, they will get the most learning out of your study time and be more likely to succeed. Each video lasts 7-8 minutes.

Video 1: Beliefs That Make You Fail...Or Succeed

The first video examines common mistaken beliefs students often possess that undermine their learning. The video tries to correct those misconceptions with accurate beliefs about learning.
Video 1

Video 2: What Students Should Understand About How People Learn

The second video introduces a simple but powerful theory of memory, Levels of Processing, that can help students improve their study.
Video 2

Video 3: Cognitive Principles for Optimizing Learning

The third video operationalizes the concept of level of processing into four principles that students can use to develop effective study strategies.
Video 3

Video 4: Putting the Principles for Optimizing Learning into Practice

The fourth video applies the principles of deep processing to common study situations, including note taking and highlighting while reading.
Video 4

Video 5: I Blew the Exam, Now What?

This video addresses what students should and should not do when they earn a bad grade on an exam.
Video 5"

Where can I learn more?

Dr Chew provides an outline of the course and a useful set of references here:

What next?

We should ask ourselves as teachers:
  • How will this change your practice?
  • What do you or we need to do differently to make use of this idea?
  • How will it improve learning?
We could ask learners:
  • which parts of the presentations were most surprising?
  • which parts discussed ideas that you already know?
  • what habits might you have to break and/or make to benefit from Dr Chew's advice?
  • how will you set those habitual changes in motion?
  • how will you track whether you are maintaining good study habits?
  • what else are you inspired to learn about the psychology of learning and effective study?
Compare and contrast this information with that contained in:

which in turn is a summary of: