Quizlet Project Update: Persistence and The Power of Ten Minutes

Persistence is among the most important characteristics for success in life.  My mother, who taught for 35 years, called it "sticktoitiveness." The popular educational buzzword is "grit"; it is essential that students to learn to struggle with difficult content.  Exactly how much struggle is useful is a matter of debate among educators, but pretty much all of us can agree that cultivating a disposition that feels (buzzword alert) empowered when confronted with new and challenging material is a positive thing — in school, and in life.

Some students have bona fide "executive function" deficits, however, and for those students, envisioning how to structure their own study is a seemingly insurmountable task.  These same students have difficulty cleaning their rooms because it is hard for them to envision where to begin creating order out of chaos. Simply telling a student whose "inner executive" is poorly formed to "study the material" is not a helpful instruction, because planning how to attack the material is a difficult task. When that student goes to study, his binder may be filled with a jumbled collection of dogeared, torn papers from several chapters or indeed several classes.  Studying would require him to first complete a mechanical task so frustrating that he might study only part of the content, or may indeed become embarrassed that he cannot locate something he vaguely recalls is important, so he simply opts to quietly do poorly and feel lousy about himself. He does not persist. Feeling rotten about one's failed attempt at study does not often result in being hopeful about success the next time. In class, that student's head is down and his shoulders are slumped and he's praying silently for the bell to ring rather than engaging in the lesson. No eye contact from that student.

There have, however, been noticeable changes among this particular group of students since beginning our scheduled, almost daily, ten-minute practice sessions of relevant terms.  Our class researches and creates our Quizlet cards collectively before beginning to discuss a chapter.  Most of these students raise their hands far more often these days, because they anticipate they are bringing some knowledge to the party. They correct me if I misspeak.  They respond to my questions with vocabulary that is specific and academic, and their credibility within the classroom increases as they ask thoughtful questions themselves.  They may suggest edits to a Quizlet card based on material they encounter in the text. Their overall confidence entering the classroom is enhanced.  They actually sit up straighter in class.

Teachers talk a great deal about "metacognition," or "thinking about thinking." We believe there is tremendous benefit to helping students think deeply about their own reasoning process. Likewise, students benefit from studying how to study. Not only are students with anemic executive function learning the content more effectively, they are developing expertise in the different functions of an application with almost universal applications for their academic future.  They have opinions as to the efficacy of different Quizlet modes, and they instruct one another as to the best way to use it.  They counsel each other about the specific benefits of accessing it via the browser rather than the app. Consistently using this tool to efficiently self-assess has helped build a hopeful feeling of control for some who have not exhibited it in my class before.  Of course, the confident, naturally-organized students are still making "As". But all are learning to incorporate a pattern of distributed practice and self-assessment that they can employ when they encounter content that is difficult, unfamiliar, and overwhelming to master, as most students eventually do. 

The takeaway?  I want my students to develop an internal protocol that equips them to succeed. Learning to structure their rehearsal of content over several days using a specific process has reaped a payoff that is not only visible in my gradebook, but in their posture.  Especially for certain students,  I believe in the power of ten minutes.

Working Smarter, Not Harder: Our CCS Quizlet Project

Conway Christian School is committed to allowing our high school students to be involved in numerous co-curricular activities — from community service to athletics, drama, music, and more — that they might intimidated to try in a large public school environment.  We believe it creates a sense of community at school, and confidence that students can attempt new and different activities and succeed. Sometimes our students can sail along through junior high, based on fairly enriched backgrounds and stable homes, with little thought for developing a serious method for mastering challenging academic material on a tight schedule. When they arrive in high school, however, and all those new opportunities present themselves, some students can become overwhelmed.

Between transition stress and developmental issues, it's easy for many junior high students to feel they can't really get traction about how to do well.  Some feel baffled as to how to affect the outcome.  It's not enough for teachers to simply say, "try harder."  We've been watching the process from the junior high and high school side for a while, discussing strategies for better equipping students before ninth grade.  Toward that end, I'm running a pilot project with a web 2.0 app called Quizlet this nine weeks in my seventh and eighth grade history classes.

How we learn is a very individual process, but a 2013 study published here suggested many study techniques students use often have a very low payoff for the time spent on them, while other techniques would have benefit over a student's entire academic career and across all content areas. I've decided to focus like a laser on training my social studies students to use them effectively and consistently, tracking their compliance and their achievement.

So what are these "silver bullets" of study? Short and sweet, they are:

1.  Distributed practice. Think eating an elephant one bite at a time.  Students who review material ten minutes per day rather than two hours the night before a test have a serious advantage. One reason is that sleep consolidates learning, so having some "sleeps" between reviewing the material and testing over it is helpful. Being exposed to material initially imprints it lightly on our brains, then reviewing it again soon afterward sort of "smooshes" it deeper into the wrinkles of the brain. These regular, short review sessions not only help students perform better on tests, but result in increased long-term retention.

2.  Self-testing.  One problem for many students is that they try to study without ever  "knowing what they don't know." Creating scenarios where students engage questions, whether from end-of-section reviews in the text, from Cornell notes, or from flashcards, enables them to sort what they have mastered from what they do not know, and to use their time more efficiently. Careful, however: it's important for students not to assume the questions on an assessment will be worded exactly as their flashcards. That can result in sense of false competence. It's essential that we train students to self-assess while they read by trying to predict questions an instructor might generate over material they have been exposed to. These questions could be knowledge targets or higher-order thinking questions.

So, what common study methods did the researchers say were less effective?  According to the study, highlighting and underlining while reading yields very little benefit.  Re-reading and summarization, creating mnemonics, and mental imagery have narrow applications.  The data were so compelling that the researchers felt those techniques should be shelved for most applications and replaced with the two methods above.

Why Quizlet?  Quizlet allows me to create a closed class, have students join it, and track student behavior and progress.  Students can create flashcards and peer review them to make sure they are correct, then watch as they study using old-fashioned flash card techniques with a twist:  auditory learners can have the cards read aloud by the voice on the program and they can receive either the term first or the definition/description first.  Quizlet will  generate fill-in-the-blank, matching, true/false, or multiple choice quizzes. Students can flag the terms/concepts they have consistently mastered, and ask to be quizzed only over the ones they are missing.  They can generate a report over how many times they have missed or answered items correctly.  Students can even play timed games (only after they master the material), competing against others in the class.  Quizlet is available from a laptop, phone, or any other portable device to use between activities, while waiting in the doctor's office, or traveling to and from school.  Students can even print hard copies of the terms and definitions as cards or as handouts.

We are devoting the first ten minutes of class every day in room 106 to a silent preview/review of material using Quizlet.  I am excited to see how we progress, but my early intuition is that it has already been worth every minute we have spent in 8th grade.  During this first chapter of our Quizlet project, I have noted students confidently using vocabulary in class discussion that comes directly from their review.  For now, that's the introduction.  I look forward to reporting on our progress soon.



Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4-58.