Research also shows that few teachers explicitly teach study strategies; they seem to assume that students have already learned them in middle school—but they haven’t. Rote memorization is the usual learning strategy and often the only strategy employed by high school students when they go to college.

Study strategies are diverse and don’t work in every context. For example, reading for information acquisition won’t work in an English Language Arts (course and won’t work if students are supposed to critically evaluate an article. But students who have learned only the strategy of reading to pass a quiz on the information will not go beyond this strategy. Study strategies don’t necessarily transfer into other domains. Students need to know they have choices about which strategies to employ in different contexts. And students who learn study skills in one course need to apply study strategies in other contexts than where they first learned it.

Students need to monitor their application of study strategies. Metacognitive awareness of their learning processes is as important as their monitoring of their learning of the course content. Metacognition includes goal setting, monitoring, self-assessing, and regulating during thinking and writing processes; that is, when they’re studying and doing homework. An essential component of metacognition is employing study strategies to reach a goal, self-assessing one’s effectiveness in reaching that goal, and then self-regulating in response to the self-assessment.

Our workshops are designed give our middle to high school students a competitive advantage, by increasing student’s confidence, motivation and self-esteem through mastering:

  • Homework Completion Strategies
  • Time Management and Organization Skills
  • Study Strategies Test Preparation
  • Test Taking
  • Test Anxiety
  • Note-Taking &
  • Textbook Reading Skills
  • Stress Management
  • Goal Setting &
  • Motivation
  • Memory &
  • Concentration

Study Skill Workshops