TOOLS FOR ACTIVE LEARNING
In our classroom, we bring our best selves and learn with and from one another. This means listening with respect, sharing our ideas openly, and including everyone in discussions and activities. We will help each other when needed, stay focused on our tasks, and see mistakes as chances to learn and improve together.
Here are some tools we will use during lessons as we go along. Please download and keep an offline copy on your iPad.
HOW TO STUDY CHEMISTRY?
How you study: It is more important than you think
I often ask students how they approach studying. The majority would read their notes (a method called "re-reading"), copy notes or check answers when they are stuck. A smaller group tests themselves either verbally or by writing answers to practice questions (a method called "active recall"), trying to figure things out before moving on. Unsurprisingly, the latter group tends to perform better.
No one can learn to play a new sport by reading.
This simple difference in approach plays a major role in student performance. Many students using re-reading methods are frustrated because their efforts don’t translate into results. They believe their methods are effective, but evidence shows otherwise.
The purpose of studying is to get learning to occur. Some study techniques are more effective in helping you learn than others.
Studying ≠ Learning
A physical process that you are doing, e.g. reading, watching a video, writing notes
A cognitive process where your brain encodes information into your long term memory
Your brain has its own rules. And if you understand them, you can learn better, faster, and smarter.
Struggling Is Part of Learning (Really)
I came across an interesting study by Alan Schoenfield titled “When Good Teaching Leads to Bad Results: The Disasters of 'Well-Taught' Mathematics Courses”. It revealed that when classes were taught well, both in terms of a well-structured curriculum, engaging lessons and clear instructions, students did well at procedural tasks but had a fragmented sense of the subject and understood few if any of the connections that tie together the procedures that they had studied. If students were receiving information passively, even from a clear explanation, it doesn’t lead to long-term retention or transfer of knowledge. Without prior struggle or cognitive dissonance, the brain doesn’t encode information deeply. This has become something I reflect upon after classes. I have taught, but did my students learn?
The problem is NOT that we learn poorly from bad lectures.
We learn poorly from good ones!
Instead of reading the notes first, attempt a question or explain a concept from memory, then check. The point isn’t to get it right immediately. It is to think hard, explore different approaches and struggle before asking for the answer. You are more likely to remember something after getting it wrong first. This is called Productive Failure.
Your Brain Forgets Fast
Students believe that last-minute cramming works because it has helped them succeed in smaller, termly assessments. When faced with larger exams, they struggle to retain content.
If you learn something today and don’t review it, there’s a good chance you’ll forget most of it by next week. That’s normal. It’s called the Forgetting Curve. The Forgetting Curve reveals that learners forget up to 90% of information within 7 days without revision.
Diagram from Chun and Heo 2018. If the content is reviewed at regular intervals, not only do we remember more but the review process also slows down the rate at which knowledge decays.
Transitioning from last-minute cramming to consistent, strategic revision not only improves retention but also boosts your confidence, reducing the risk of the dreaded "blanking out" during exams.
Plan–Monitor–Evaluate
Many schools now provide high-quality study resources for their students. However, students who can effectively and efficiently use and manage the resources made available to them are the ones who tend to go on to achieve higher academic success.
Metacognition refers to your ability to monitor and direct your own learning effectively. Researchers found that many students typically struggle to bridge the gap from having good intentions with actual behaviour change.
Actions speak louder than words. There is little point in having good intentions if you do not convert them into positive behaviours.
To improve your metacognition, make it a habit to reflect on questions such as:
Plan
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Which resources do I need? How will I use the resources?
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What do I already know?
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How should I approach this question?
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Do I understand the task I am being asked to do?
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What kind of keywords / concepts / data do I need to put in my answer?
Monitor
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Am I on the right track?
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Am I writing enough points for the number of marks in the question?
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Am I contradicting myself?
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Am I careful not to make careless mistakes?
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Am I missing something?
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How well do I understand the concept?
Evaluate
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Are the resources helpful?
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Were the strategies I used effective?
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What worked, what didn’t?
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What should I do differently next time?
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Have I answered the question effectively?
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How confident am I of my answer?
My Recommendations
Study Groups
Study groups can be useful for subjects like Chemistry, because Chemistry often involves abstract concepts and problem-solving. Study groups allow students to explain ideas to each other in simple terms, collaborate on solving these problems, sharing different approaches and strategies, and clarifying misconceptions.
Tips for keeping your group on track
Goal
e.g. to review a practice paper, to practice how to write chemical equations, to consolidate learning for a topic etc.
Setting
Decide on a time, place and duration. A study group session should ideally last between 60 to 90 minutes.
Members
Keep to 3–4 members
To stay productive, assign someone to lead the discussion, scribe and time-keep.
Prepare
Read the material in advance, identify topics to clarify, complete questions beforehand that you want to discuss.
Rules
e.g. no phones during study time, stay focused on the topic, contribute actively.
Try these activities in your study group!
Peer Teaching
Each student takes turns explaining a concept or topic to the group in simple terms. Other group members can ask questions to check understanding.
Peer Marking
After completing practice questions, exchange answers and mark each other's work using a mark scheme and . provide constructive feedback.
Q&A Drills
Students take turns asking each other questions related to the topic being studied. These can be pre-prepared or generated on the spot.
Concept Mapping
As a group, create a large concept map on a specific topic, linking ideas, definitions, and relationships. Use markers or sticky notes to add connections between concepts.
Quiz Competition
Set a timer and complete practice questions or past papers individually. Afterwards, review and discuss answers as a group.
Spot the Mistakes
Each member deliberately writes an answer with a mistake. Others must spot the error and explain why it’s incorrect, and what the correct response should be.
Three things to be careful of in your study group!
Misinformation
Incorrect explanations or misunderstandings can spread within the group if not corrected.
Groupthink
In some cases, stronger personalities in the group might dominate discussions, leading to "groupthink," where everyone follows a particular viewpoint without critically analysing other perspectives or solutions.
Distractions
Study groups can easily get off-topic, leading to unproductive sessions if not properly managed.