Cram Packed

Final exams seem a long way off, but if you’ve been in the business for a bit, you know what happens during second semester.  The months of February and March seem to drag, we hit Spring Break, and the next thing you know it’s finals week. 

There is no question that May gets crazy.  Between ECAs, AP Tests, and Final Exams, May can test our endurance—pun intended.  From a student’s point of view, it can’t feel any better.  Think of the pressure of studying for and preparing for all these exams.  Think of all the cramming that takes place as they try to prepare for the exams.

Then stop and consider that word: Cramming. 

In general terms, cramming means to force or squeeze something into insufficient space.  In education it involves studying a large amount of material in a short period of time.  And it is a horrible way to remember anything useful in the long term.

In fact, recent research reaffirms that cramming before a final exam is ineffective educational practice.  The January edition of Psychological Science in the Public Interest included the results of a thorough investigation of the effectiveness of different study techniques.  The findings are fairly clear cut.  Cramming is considered a “Low Utility” method of studying.  In their words:

Although cramming is better than not studying at all in the short term, given the same amount of time for study, would the students be better off spreading out their study of content?  The answer to the question is a resounding, “yes.”

The authors of this study, five psychologists from four different major universities, completed comprehensive research on the impact of ten different study methods.  Interestingly, they found that many of the methods, ones most of us grew up on and may advocate for our students, are not always effective.

What is effective practice according to this study? 

Next week, I’ll let you know their recommendations.  Between now and then, take a guess.  What do you think are several study techniques that have “High Utility” according to the most recent research?  Obviously, cramming is not one of these.  So what is effective to help students prepare for summative assessments?  Send me your best guesses.  My guess is you will be able to name variations of both of these High Utility study techniques.  Of course, the key is whether or not we can we get students to use them.  The answer to this is also a resounding “yes.”

Hit “reply” and send me your guess about effective studying techniques.  I’ll share results next week.

Hope your week is crammed with kindness, crammed with hope, and crammed with joy.

Phil