The Chronicle of Higher Education: The Faculty
From the issue dated May 1, 2009
That old study method still works, researchers say. So why don't professors preach it?
By DAVID GLENN
The scene: A rigorous intro-level survey course in biology, history, or economics. You're the instructor, and students are crowding the lectern, pleading for study advice for the midterm.. . . .
If you're like many professors, you'll tell them something like this: Read carefully. Write down unfamiliar terms and look up their meanings. Make an outline. Reread each chapter.
That's not terrible advice. But some scientists would say that you've left out the most important step: Put the book aside and hide your notes. Then recall everything you can. Write it down, or, if you're uninhibited, say it out loud.
Two psychology journals have recently published papers showing that this strategy works, the latest findings from a decades-old body of research. When students study on their own, "active recall" — recitation, for instance, or flashcards and other self-quizzing — is the most effective way to inscribe something in long-term memory.