How to study?
As an SpEd teacher, it’s often on me to differentiate instruction for the students that I support. Sometimes, it means offering direct / explicit instruction to students when topics are delivered by inference. For example, when a teacher facilitates a discussion, but students lack the background knowledge or basic skills to actively participate, I’ll pull a small group together and deliver direct instruction on the topic whilst looping in the skills instruction that seems to be missing.
I was thinking about this in light of a comment made by a co-teacher about students’ need to study for the upcoming final exam. With several students struggling, I wondered if anyone had ever taught them to study. After all, it’s not something that comes to humans naturally.
With this in mind, I thought first that I might approach the task of studying differently given the fact that I’m autistic. So, I asked ChatGPT 3.5 how students might learn to study. Here’s what it said:
— begin response —
Learning to study effectively is a crucial skill for students to succeed academically. Here are some tips to help students improve their study skills:
1. Set clear goals: Define what you want to achieve in your study session or for a particular subject. Having specific goals will give you direction and motivation.
2. Create a study schedule: Plan your study time in advance and create a schedule that allocates dedicated time for each subject or task. This will help you stay organized and ensure you cover all the necessary material.
3. Find a conducive study environment: Choose a quiet and comfortable place to study where you can concentrate without distractions. It could be a library, a quiet corner in your home, or a coffee shop.
4. Take regular breaks: Break your study sessions into manageable chunks and take short breaks in between. This can help prevent burnout and improve focus. The Pomodoro Technique is a popular method where you work for 25 minutes, take a 5-minute break, and repeat.
5. Use active learning techniques: Passive reading or listening may not be enough to retain information. Engage actively with the material by taking notes, summarizing concepts in your own words, asking questions, or teaching the content to someone else.
6. Utilize different study methods: Experiment with various study techniques to find what works best for you. Some effective methods include flashcards, mnemonics, mind maps, practice quizzes, and explaining concepts aloud.
7. Stay organized: Keep your study materials, notes, and assignments well-organized. Use folders, binders, or digital tools to manage your resources, so you can easily locate and review them when needed.
8. Seek clarification and assistance: Don't hesitate to ask your teachers or classmates for help if you're struggling with a particular concept or topic. Join study groups or form a study buddy system to exchange ideas and learn from others.
9. Prioritize challenging topics: Identify the areas where you need the most improvement and focus on them. Allocate more study time to challenging subjects or topics to ensure you understand them thoroughly.
10. Practice self-care: Taking care of your physical and mental well-being is essential for effective studying. Get enough sleep, eat nutritious meals, exercise regularly, and manage your stress levels. A healthy lifestyle can positively impact your concentration and retention abilities.
11. Review and revise regularly: Avoid cramming at the last minute. Instead, review and revise your notes consistently to reinforce your learning. Spaced repetition, which involves reviewing information at increasing intervals over time, can aid long-term retention.
12. Stay motivated: Find ways to stay motivated and reward yourself for reaching study milestones. Celebrate your achievements, visualize your goals, and remind yourself of the benefits of your hard work.
Remember, effective study habits take time to develop, so be patient with yourself. Experiment with different strategies, adapt them to your learning style, and continuously refine your approach based on what works best for you.
—end response—
When I asked ChatGPT 4.0 the same question, it gave largely the same response … adding the benefits of having a “growth mindset.”
Growth mindset is a concept developed by psychologist Carol Dweck. It refers to the belief that one's abilities and intelligence can be developed and improved through effort, learning, and perseverance. In contrast to a fixed mindset, which assumes that abilities are fixed and cannot be changed, a growth mindset emphasizes the potential for growth and the understanding that talents and skills can be developed over time.
According to the theory, someone with a growth mindset sees challenges as opportunities for learning and personal development. They believe that their abilities can be expanded with practice and that setbacks or failures are merely temporary obstacles that can be overcome. They tend to embrace effort, view mistakes as valuable feedback, and are motivated by the process of learning and growth rather than solely focusing on the end result.
Yet, those in the disability arena often push back at the concept of growth mindset. Growth mindset seems a bit sterile, requiring the caveat of “all things being equal.” But they seldom are in the real world. What if structures are in place that prevent one from learning and growing? Such an inquiry would require a different theoretical construct. That’s where critical theory comes in.
Critical theory is a broader social and philosophical framework that analyzes power structures, social inequality, and the ways in which dominant ideologies shape and maintain social hierarchies. It seeks to uncover and challenge oppressive systems and structures that perpetuate social injustices. Critical theory aims to deconstruct existing power dynamics and promote social change through a critical examination of language, culture, politics, and institutions.
Whilst growth mindset focuses on personal development and self-improvement, critical theory looks at larger social, cultural, and political systems. Critical theory highlights how power structures and social inequalities can influence individuals' opportunities and access to resources, which can, in turn, impact their ability to develop and grow. It questions the notion of individual agency within larger systemic contexts.
That being said, there are areas of overlap where growth mindset and critical theory can intersect. For instance, a critical perspective can challenge and analyze the underlying assumptions and biases that may be present within growth mindset frameworks. It can explore how factors such as social class, race, gender, or disability intersect with individual beliefs about growth and development. This critical lens can contribute to a more nuanced understanding of the challenges individuals face in their pursuit of growth and improvement.
So I asked ChatGPT 3.5 to examine the idea of studying and homework of students at an American Title 1 high school through the lens of Critical Theory. Here’s the response:
—begin response—
Applying critical theory to the study habits of high school students in an American Title 1 school would involve examining the broader social, economic, and cultural factors that shape their educational experiences. Critical theory encourages us to analyze the unequal power dynamics and systemic injustices that may impact students' access to resources, opportunities, and academic success. Here are some key aspects to consider:
1. Socioeconomic Factors: Critical theory would emphasize exploring the socioeconomic background of students attending a Title 1 school. It would examine how poverty, limited financial resources, and lack of access to educational materials or technology can create barriers to effective studying. This lens would question how economic disparities and structural inequalities shape students' ability to engage in academic pursuits.
2. Educational Resources: Critical theory would investigate whether Title 1 schools receive sufficient funding and resources to provide an equitable learning environment. It would examine whether there is an adequate number of qualified teachers, up-to-date educational materials, and access to extracurricular activities or support programs. This analysis would aim to uncover disparities in resource allocation and advocate for equitable distribution.
3. Curriculum and Pedagogy: Critical theory would scrutinize the curriculum and pedagogical approaches employed in Title 1 schools. It would question whether the curriculum reflects the diverse experiences and backgrounds of the students. It would also assess whether the teaching methods address different learning styles and engage students effectively. Critical theory encourages an examination of how educational practices can perpetuate or challenge existing power structures and cultural biases.
4. Culturally Relevant Education: Critical theory would emphasize the importance of culturally relevant education that acknowledges and values the students' cultural backgrounds and identities. It would explore whether the curriculum incorporates diverse perspectives, histories, and experiences. This lens would advocate for educational approaches that empower students by affirming their identities and providing opportunities for them to critically engage with their own communities and cultures.
5. Community Engagement: Critical theory encourages a focus on community engagement and collaboration. It would examine whether Title 1 schools actively involve parents, families, and community members in decision-making processes and educational initiatives. This analysis would recognize the importance of creating partnerships between schools and the community to address the specific needs of students and foster a supportive learning environment.
Applying critical theory to the study habits of high school students in an American Title 1 school requires a comprehensive analysis of the social, economic, and cultural factors that shape their educational experiences. By critically examining and challenging existing power dynamics and systemic injustices, educators and policymakers can work towards creating more equitable and inclusive learning environments for these students.
—end response—
As I get used to using ChatGPT, I’m finding that the responses are quite robust but depend entirely upon the inputs. The original request for help with study habits returned a response from a seemingly abled, privileged point of view. I had to ask for clarification in seeking responses from a different theoretical framework. Thus, I’ll be careful in the future in asking for assistance.
But, teachers often lob such platitudes into the air without thinking. I’m aware of students who’s home is such that there is not place for them to study. They’re 7, for example, living in a one bedroom. I’m also aware of students who rely on the structures and supports at school but don’t have those at home. A Growth Mindset won’t fix these. How can we fix these then? Let’s ask ChatGPT.
Prompt: “Apply the concept of Dialectical Materialism to the problem of American Title 1 high school student study habits, and how to improve upon them.” I chose the lens of Dialectical Materialism as the structures around Title 1 in America involve economic and class structures. Using this framing cue tells ChatGPT in which direction I’d like to see the response go.
—begin response—
Dialectical materialism examines social phenomena through the lens of historical material conditions and class struggle. While it is primarily focused on analyzing economic and political systems, we can apply some of its principles to the problem of American Title 1 high school student study habits and explore potential ways to improve them.
1. Material Conditions: Dialectical materialism emphasizes the importance of considering the material conditions that shape individuals' behavior. In the case of Title 1 high school students, factors such as limited access to resources, overcrowded classrooms, and socioeconomic disparities can significantly influence their study habits. Recognizing and addressing these material conditions is crucial for any improvement efforts.
2. Contradictions and Class Struggle: Dialectical materialism highlights contradictions within a given social system. In the context of Title 1 high schools, one contradiction is the unequal distribution of educational resources and opportunities. This contradiction creates a class struggle where students from disadvantaged backgrounds face more significant challenges in developing effective study habits compared to their more privileged peers.
3. Synthesis and Improvement: To improve Title 1 high school student study habits, we can apply dialectical materialism by seeking a synthesis that addresses the contradictions and class struggle identified. Here are some strategies to consider:
a. Resource Allocation: Allocate more resources to Title 1 schools, such as funding for textbooks, technology, and additional teaching staff, to help level the playing field and provide students with the necessary tools for effective studying.
b. Support Programs: Establish support programs that offer tutoring, mentoring, and academic counseling to Title 1 students. These programs can provide personalized guidance, helping students develop study skills, time management techniques, and organizational strategies.
c. Parental Involvement: Encourage parental involvement by organizing workshops and informational sessions that equip parents with knowledge about study habits and techniques. Building a strong partnership between parents, teachers, and students can create a supportive environment conducive to improved study habits.
d. Curriculum Adaptation: Design curriculum materials and teaching methodologies that take into account the diverse needs and backgrounds of Title 1 students. Incorporate engaging and interactive approaches to make learning more accessible and enjoyable.
e. Community Engagement: Foster partnerships between schools and local community organizations, businesses, and universities. This collaboration can provide additional resources, mentorship opportunities, and exposure to real-world applications of knowledge, motivating students to develop better study habits.
f. Addressing Socioeconomic Disparities: Recognize and address the socioeconomic disparities that affect Title 1 students outside of the school environment. Advocate for policies that aim to reduce poverty, improve access to healthcare, and provide social support systems for families, ultimately creating a more conducive environment for studying.
By applying the principles of dialectical materialism to the problem of Title 1 high school student study habits, we can identify the systemic factors at play and work towards addressing them through comprehensive and holistic approaches.
—end response—
With all of this in mind, is studying away from school really as simple as it seems? What would you do? Leave your comments below.