What is Study Skills?
The term “study skills” refers to the management and organization of time, materials, and information. Study skills topics range from time management and organization to utilizing specific strategies for comprehending material. Instruction in study skills can incorporate the physical organization of materials, as well as the organization of information through note-taking templates. In addition, locating the main idea, differentiating details, and finding the purpose of a reading are all study skills that are necessary for students to understand classroom material. Along with literacy skills, study skills are an essential component of academic proficiency. Students must adapt strategies to fit their learning needs in a way that allows them to understand, organize, and prepare materials while also appropriately managing their time.
What is the Role of Technology?
In the last issue of the Free Landmark Teaching Strategies, technologies were introduced to support executive function abilities. Following this theme, this edition will explore technology to support the development of study skills. In keeping with the idea of Moran and Gardner’s chapter “Hill, Skill, and Will,” it is important that students personalize their learning strategies for increased independence and success. Technology can aid in this process by providing students with models of several different systems and methods that may increase their access to the curriculum and interaction with materials. Students can then practice with and determine which system will work best for them and proceed accordingly.
How Does This Connect to Landmark’s Teaching Principles™?
Technology provides another avenue for presenting students with models of how to organize their time, materials, and information, which is Landmark’s fifth Teaching Principle. These models can be used to assist students in developing their own personalized strategies, which is important to their academic success. For the full text of the Landmark Teaching Principles™, including “Provide Models,” click here.
Moran, S., & Gardner, H. (2007). “Hill, Skill, and Will”: Executive Function from a Multiple-Intelligences Perspective. In L. Meltzer (Ed.), Executive Function in Education: From Theory to Practice (pp. 19-38). New York, NY: Guilford Press.