Episode Transcript
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Speaker 1 (00:00):
Have you ever found yourself kind of like wondering
how to best help like a youngperson in your life with
learning, you know, like maybeseen them struggling with
homework or just felt a bit loston how to give them the support
they really need?
Well, that's exactly what we'rediving deep into today.
Speaker 2 (00:18):
Getting those study skills solid from the start.
Speaker 1 (00:20):
Exactly Building strong study skills right from
the beginning.
It's huge, and to get into allof this we've got a whole bunch
of amazing resources.
We're looking at ones thatfocus on how kids learn best.
Speaker 2 (00:32):
Right Like some really insightful stuff.
Speaker 1 (00:33):
We've got the National Council of Teachers of
Mathematics, NCTM, thinkingabout math, which is so
important.
Those early foundations,Exactly.
And then we've got the AmericanEducational Research
Association, AERA.
They offer a lot about thosecore learning skills kids need.
We're also tapping into someparent and teacher guides,
getting that practical advice,Plus some classic educational
(00:55):
psychology research and evensome foundational books like
Mathematics for Young Children.
Our goal to turn all of thisinto advice you can actually use
to help those study habitsreally stick.
Speaker 2 (01:07):
Yeah, because it's not just about getting through
the next test.
Speaker 1 (01:10):
Yeah.
Speaker 2 (01:10):
It's about setting them up for success in school
and in life, really fosteringthat love of learning.
Speaker 1 (01:17):
Okay, so let's get into it.
The first thing that jumps outfrom all this research is how
important the learningenvironment itself is.
Speaker 2 (01:25):
It's more important than you might think.
Speaker 1 (01:26):
Yeah, like the actual physical space where they study
.
Speaker 2 (01:29):
Totally Think about it.
When you're trying to focus andthere's stuff happening all
around you, it's tough, right,yeah?
Same for kids.
Creating a dedicated studyspace for them at home makes a
huge difference.
It should be quiet, organized,free from distractions as much
as possible.
Speaker 1 (01:44):
So it's like a signal right.
Speaker 2 (01:45):
Yeah, Like.
Okay, this is where we focus.
It actually helps them mentallyshift gears too.
Makes sense and it's not justabout the location, is it?
It's also about having aconsistent routine.
Right when homework and studytime happen at the same time,
every day, it becomes part oftheir routine.
They get used to it, likebrushing their teeth Exactly.
It's not a battle every time,it's just what we do.
Speaker 1 (02:07):
Okay, so we've got the environment set up.
What about the actual learning?
Something that feels really,really fundamental is reading.
Oh for sure, like it unlocks somuch for them.
Speaker 2 (02:18):
Totally, and the research backs that up.
Encouraging daily reading fromwhen they're little has huge
benefits.
That up encouraging dailyreading from when they're little
has huge benefits.
Making time for it, whetherit's bedtime stories,
independent reading or evenfamily reading, time where
everyone joins in it all adds up.
Speaker 1 (02:32):
And I've noticed it's not just about what they read
right.
It's about giving them avariety of things to read.
Speaker 2 (02:38):
Absolutely Exposing them to different types of
writing fiction, nonfiction,magazines, anything that's age
appropriate and interesting itall helps expand their
understanding.
They learn to process differenttypes of information.
Speaker 1 (02:50):
Now this is where it gets interesting.
For me, Just reading the wordsisn't enough, right?
They need to really think aboutwhat they're reading to get the
most out of it.
Speaker 2 (03:01):
Oh, you hit the nail on the head there.
That's what we call activereading.
Speaker 1 (03:04):
Oh, okay.
Speaker 2 (03:05):
Asking them questions about what they've read Like.
Can you summarize the mainpoints?
What do you think might happennext, or even just what are your
thoughts on this?
It makes them think criticallyand helps them remember what
they've read.
Speaker 1 (03:19):
It's like they're having a conversation with the
book.
Speaker 2 (03:21):
Yeah, exactly.
Speaker 1 (03:22):
So we've talked about the environment and reading,
but then there's all the schoolstuff, right Assignments,
projects.
That's where organizationalskills come in, I guess 100%.
Speaker 2 (03:31):
Teaching kids how to be organized early on gives them
skills they'll use forever.
Really, Things like using aplanner or a calendar.
Speaker 1 (03:39):
Oh yeah, to keep track of everything.
Speaker 2 (03:40):
Exactly To keep track of assignments, due dates, even
upcoming events, and they canstart thinking about their own
steady goals too.
It helps them learn to managetheir time, which is a skill we
could all use more of.
Speaker 1 (03:51):
And I imagine when they're faced with a big project
, it can feel reallyoverwhelming.
What's the best way to approachthat?
Speaker 2 (03:58):
Breaking it down.
Oh, instead of looking at thewhole thing at once, help them
divide it into smaller, moremanageable steps.
That way it's not this bigscary thing.
It's a series of smaller tasksthey can actually handle.
Speaker 1 (04:11):
Yeah, that makes it less intimidating.
Speaker 2 (04:13):
It really does.
And the best part is, each timethey finish a step, they feel a
sense of accomplishment.
Speaker 1 (04:19):
A little win.
Speaker 2 (04:20):
Exactly.
Speaker 1 (04:20):
Yeah.
Speaker 2 (04:21):
And those little wins keep them motivated to keep
going.
And of course none of thismatters if they can't find their
stuff Pencils, paper, that sortof thing.
Speaker 1 (04:30):
Ah, the classic.
Where's my situation, yep?
Speaker 2 (04:33):
Having organized school supplies makes a huge
difference.
It minimizes frustration andkeeps their attention on the
learning itself.
Speaker 1 (04:40):
Okay, so reading and being organized are super
important, but how do we makethe learning itself really stick
?
Speaker 2 (04:47):
You're talking about active learning.
Speaker 1 (04:48):
Active learning okay.
Speaker 2 (04:50):
It's about making them an active participant in
the learning process.
For example, hands-onactivities are fantastic,
especially for subjects likescience and math.
Speaker 1 (04:58):
Yeah, I remember doing those science projects as
a kid, building a volcano, thatsort of thing.
Speaker 2 (05:04):
Exactly when kids can actually touch, build and
experiment, abstract conceptsbecome real.
They're not just words on apage anymore, they get it
Exactly.
And the NCTM, the NationalCouncil of Teachers of
Mathematics they really push forthat kind of hands-on learning
in the early years.
Speaker 1 (05:21):
It makes so much sense.
What about when they're like inclass or reading a textbook?
Speaker 2 (05:26):
Note-taking can be really helpful.
For older kids it might bejotting down key points or
summarizing what they're reading, but even younger kids can draw
pictures to represent whatthey're learning.
It helps them process theinformation.
Speaker 1 (05:39):
So it's not just passively absorbing information,
it's doing something with it,Right, and you know, to keep
them engaged.
I think bringing in some funcan really help.
Speaker 2 (05:48):
Absolutely Educational games and puzzles
are fantastic.
Speaker 1 (05:51):
Yeah, they don't even realize they're learning.
Speaker 2 (05:53):
Exactly they're having fun and reinforcing what
they've learned at the same time.
Speaker 1 (05:57):
Now I've got to say I think kids also learn a lot
from watching the adults aroundthem.
Speaker 2 (06:03):
You're absolutely right.
A lot from watching the adultsaround them.
You're absolutely right.
Speaker 1 (06:06):
We are their role models, whether we realize it or
not, like we can tell them howimportant learning is, but do we
actually show them Exactly?
Speaker 2 (06:12):
Yeah, so model good study habits yourself.
Show them that you're excitedabout learning new things.
Share your own experiences withthem.
Speaker 1 (06:18):
Oh, I like that.
Like, hey, I'm learning thisnew thing too and it's tough,
but I'm sticking with it.
Speaker 2 (06:24):
Right, or?
I just learned this amazingfact and I want to share it with
you.
It all makes a difference.
Even something simple likehaving a quiet time at home
where everyone focuses onsomething reading a puzzle,
whatever shows them thatlearning is important to the
whole family.
Speaker 1 (06:38):
It's like a family value.
Yeah, now time.
Time is always a challenge, sohow can we help kids manage
their study time effectively?
Speaker 2 (06:47):
Well.
For younger kids, a timer canbe a great tool.
It helps them focus for setperiods of time and then take a
break.
It builds that understanding ofwork and rest cycles.
Speaker 1 (06:56):
Those little breaks are crucial.
They are.
Speaker 2 (06:59):
It's like hitting the reset button and, along with
the timer, help them set small,specific goals for each study
session.
Instead of finish all yourhomework, it could be read one
chapter or do five math problems.
Speaker 1 (07:11):
Break it down.
Speaker 2 (07:11):
Exactly Smaller goals feel more achievable and give
them a sense of accomplishmentalong the way.
Speaker 1 (07:17):
So what happens when they hit a wall?
They're working on somethingand they just can't figure it
out.
Speaker 2 (07:22):
That's when they need to ask for help, but that can
be hard for some kids.
Speaker 1 (07:26):
Oh yeah.
Speaker 2 (07:26):
So create a positive environment around asking for
help.
Let them know it's okay not toknow everything.
In fact, asking questions is asign of a good learner.
Speaker 1 (07:37):
It shows they're engaged.
Speaker 2 (07:38):
Exactly Now, when they do come to you for help,
resist the urge to just givethem the answer.
Speaker 1 (07:44):
I know that one.
It's tempting.
Speaker 2 (07:46):
It is.
But instead of giving them theanswer, guide them, ask leading
questions, offer suggestions,help them figure it out
themselves.
Speaker 1 (07:55):
That way, they're actually learning how to solve
problems.
Speaker 2 (07:57):
Exactly.
It's about giving them thetools they need to be
independent learners.
Speaker 1 (08:01):
I think it also helps when we can connect what
they're learning in school toreal life.
Speaker 2 (08:05):
Oh, absolutely Look for opportunities to do that.
Speaker 1 (08:08):
Like how.
Speaker 2 (08:09):
Well, if they're learning about fractions, bake
something together and have themmeasure out the ingredients
Practical math Exactly.
Or if they're studying nature,go for a walk and talk about
what you see.
Speaker 1 (08:22):
That makes it so much more engaging.
Speaker 2 (08:24):
It does.
When they can see how learningapplies to their own lives, it
becomes more meaningful.
Speaker 1 (08:30):
It's not just something they have to do for
school Right.
What about homework?
Should we be involved in thator let them handle it on their
own?
Speaker 2 (08:37):
Reviewing it together can be really helpful.
Speaker 1 (08:40):
Oh, okay.
Speaker 2 (08:40):
It's not about doing it for them, but about
discussing what they learned,asking questions and helping
them catch any mistakes.
It reinforces what they learnedin class and shows them that
you care about their education.
Speaker 1 (08:52):
Like a team effort.
Speaker 2 (08:53):
Exactly.
Speaker 1 (08:54):
Now, learning isn't always easy.
There are going to bechallenges and bumps along the
way.
Speaker 2 (08:58):
And that's okay.
Everyone makes mistakes.
Yeah, it's part of the learningprocess.
Speaker 1 (09:01):
But sometimes those mistakes can feel like setbacks.
Speaker 2 (09:04):
True.
That's why it's so important tofoster a growth mindset.
Speaker 1 (09:08):
A growth mindset.
Speaker 2 (09:09):
It's the belief that we can always learn and improve.
So, instead of focusing on thegrade, praise their effort,
their persistence, theirprogress.
Let them know that mistakes areopportunities to learn and grow
.
This is something that'sconsistently highlighted in
educational psychology research.
A growth mindset is crucial foracademic success.
Speaker 1 (09:29):
So it's about seeing challenges as chances to learn,
not as failures.
Speaker 2 (09:34):
Exactly, and building on that idea of preparing them
for challenges, we can alsostart introducing them to basic
test-taking skills early on.
Speaker 1 (09:42):
Oh, like how to approach tests without getting
overwhelmed.
Speaker 2 (09:44):
Right, and we can do it in fun ways without making it
feel like a big deal.
Playing memory games, forinstance, is great for building
memory skills.
You could also do practicequizzes.
Keep it light and playful andteach them relaxation techniques
like deep breathing to helpmanage any test anxiety.
Speaker 1 (10:00):
So, to wrap up, we've covered a lot today Creating a
good study environment, thepower of reading, organizational
skills, active learning being agood role model, managing time,
asking for help, connectinglearning to real life, reviewing
homework, fostering a growthmindset and even early
test-taking skills.
Speaker 2 (10:20):
Wow, that's quite a list.
Speaker 1 (10:21):
It is, and the message that comes through loud
and clear is that developingthese skills early on sets kids
up for success in all areas oftheir lives.
It's not just about school.
It's about becoming a lifelonglearner.
Speaker 2 (10:33):
And all of this advice is not just pulled out of
thin air.
It comes from years of researchand the expertise of people who
have dedicated their lives tounderstanding how kids learn
best.
Speaker 1 (10:44):
So, as you're listening to this, think about
which of these strategies youcan start implementing today.
Even one small change can makea huge difference over time.
What's one thing you can do tosupport the learning journey of
a young person in your life?
It might be easier than youthink to get started.
Speaker 2 (10:58):
And so rewarding.
Speaker 1 (10:59):
Absolutely All right.
So today we're going to liketackle something pretty
fundamental, right thing uhpretty fundamental.
It's about research and how wecan like equip our kids with, uh
, the power to actually do goodresearch.
Speaker 2 (11:14):
Absolutely.
Speaker 1 (11:14):
Right, like it seems basic, but you think about, like
, how much information is likeconstantly coming at all of us
these days?
Right, it's not enough to justlike find stuff online.
You have to be able to reallyunderstand it and evaluate it.
Speaker 2 (11:28):
Use it critically.
Speaker 1 (11:28):
Use it critically yeah.
Speaker 2 (11:30):
Absolutely.
Speaker 1 (11:30):
And it's not even just about school, it's like a
life skill, I feel like.
Speaker 2 (11:34):
It really is.
Yeah, this is about settingthem up to be like lifelong
learners and to be able tonavigate the world with
confidence.
Speaker 1 (11:41):
Yeah, exactly, Confident independent thinkers.
Speaker 2 (11:43):
Yeah so.
Speaker 1 (11:43):
Like confident independent thinkers, yeah, so
that's what we're going to diveinto today and we have like a
bunch of awesome resources we doso.
We're looking at John Chavez'sarticle Red Shirting Education,
which makes a really strong casefor research as like a
foundation for success.
Speaker 2 (11:59):
It really does.
And then we're also pulling insome stuff from ALA, common
Sense Media, oh yeah, easty andEddie A.
These are great organizations,yeah, so lots of good stuff
there.
And we'll touch on some pointsfrom educational psychology
journals, too Great, but yeah.
So, like, the big mission forthis deep dive is to give you
guys some really solidstrategies you can actually use
(12:21):
with your kids.
Speaker 1 (12:22):
Absolutely.
So you can kind of see whythese skills matter so much and
how to like nurture them withoutfeeling like you need to go get
a PhD or something Exactly, andit doesn't have to be
overwhelming.
No, not at all, we can break itdown into manageable steps.
Speaker 2 (12:36):
Yeah, for sure, okay.
So where do we even begin?
Where is the starting point for, like, unlocking this potential
?
Speaker 1 (12:44):
Right, I think the very first step and maybe the
most important is nurturing thatnatural curiosity that all kids
have.
Oh yeah Right, they'reconstantly asking why.
Speaker 2 (12:54):
Oh yeah.
Speaker 1 (12:55):
And it can be exhausting sometimes.
Speaker 2 (12:57):
Why Tell me about it?
Speaker 1 (12:58):
But that's the engine Right that drives all research.
It's that inquisitiveness, yeah.
Speaker 2 (13:04):
So if we can keep that spark alive, we've got a
strong foundation.
Speaker 1 (13:09):
That totally makes sense but, like I said,
sometimes it's so much like whatare some actual ways that we
can like nurture it instead ofjust like putting out fires all
the time, exactly.
Speaker 2 (13:21):
Well, one surprisingly simple but powerful
technique is asking open-endedquestions.
Speaker 1 (13:28):
Oh, okay.
Speaker 2 (13:29):
So, instead of like always giving them the answer
immediately.
Speaker 1 (13:33):
Right right.
Speaker 2 (13:34):
You know, turn it back around and say like, well,
that's a great question.
What makes you think that?
Speaker 1 (13:37):
Oh, I see.
Speaker 2 (13:38):
Or what are some other possibilities.
Speaker 1 (13:39):
Oh, that's good.
Speaker 2 (13:40):
And research shows that when kids are actually
involved in like seeking theanswers, it strengthens their
problem solving skills, makessense and it also increases
their intrinsic motivation tolearn.
Speaker 1 (13:51):
Oh wow, so it like makes them want to learn more.
Speaker 2 (13:54):
Yeah, that feeling of discovery is super powerful,
that's huge.
Speaker 1 (13:57):
Yeah.
Instead of like forcing it onthem, it's like they come to it
on their own.
Exactly, I love that.
So it's like a jointexploration instead of Me just
like.
Speaker 2 (14:05):
A one-way information dump, yeah exactly.
Speaker 1 (14:10):
The article also talks about the importance of
supporting their interests.
Speaker 2 (14:14):
Yeah, so how does that play into building research
skills?
Well, when a child has apassion for something, yeah.
You know, whether it's bugs orspace or whatever.
That's your golden opportunity.
Okay, Chavez suggests you givethem resources that feed that
interest directly.
Speaker 1 (14:30):
So, like if they're obsessed with bug, I get them a
book about bugs.
Speaker 2 (14:33):
Exactly Age-appropriate books,
documentaries, websites, thatkind of thing.
Speaker 1 (14:37):
Got it.
Speaker 2 (14:37):
And that makes it feel less like homework and more
like an adventure.
Speaker 1 (14:41):
Oh yeah.
Speaker 2 (14:42):
So research becomes this joyful exploration.
Speaker 1 (14:46):
I love that.
Speaker 2 (14:46):
Of something they already care about.
Speaker 1 (14:48):
Yeah, it's not a chore, it's like.
Speaker 2 (14:49):
Exactly.
Speaker 1 (14:50):
Oh, this is awesome.
Speaker 2 (14:51):
Exactly.
Speaker 1 (14:52):
Okay, so we've got the curiosity going.
Speaker 2 (14:54):
Yes.
Speaker 1 (14:54):
How do we give them, like, the actual skills to find
what they're looking for?
Speaker 2 (14:58):
Okay, so now we're building their information
gathering toolkit.
Okay, one of the first thingsis books and libraries.
You know, going to the librarycan be so enriching.
Speaker 1 (15:07):
It's so fun.
Speaker 2 (15:08):
Show them how the books are organized.
You know making a treasure huntto find the book on a specific
topic.
Speaker 1 (15:15):
I love that.
Speaker 2 (15:16):
And don't forget about teaching them how to use
the index or the table ofcontents.
Those are really valuable, evenin the digital age.
Speaker 1 (15:25):
Totally, I still use those.
Speaker 2 (15:26):
Me too All right.
Speaker 1 (15:27):
So then there's the whole online world.
Speaker 2 (15:29):
Yes.
Speaker 1 (15:30):
Which is kind of unavoidable these days, right.
Speaker 2 (15:33):
What's about teaching them to be responsible digital
citizens?
Speaker 1 (15:36):
from the beginning.
Speaker 2 (15:37):
Yeah, so Chavez mentions things like Kittle.
Speaker 1 (15:40):
Okay.
Speaker 2 (15:40):
Which is a kid-friendly search engine.
Speaker 1 (15:43):
Oh cool.
Speaker 2 (15:43):
It filters out inappropriate content.
That's great.
And then there are educationalwebsites like NAFLA, geographic
Kids.
Speaker 1 (15:50):
Okay, cool.
Speaker 2 (15:51):
Those are good starting points.
Speaker 1 (15:52):
Yeah, those are good.
Speaker 2 (15:53):
You also want to have conversations about online
safety.
Speaker 1 (15:57):
Oh right.
Speaker 2 (15:57):
And what kind of information they might find.
Speaker 1 (15:59):
Yeah, that's a good point.
Speaker 2 (16:01):
It's important.
Speaker 1 (16:02):
Okay.
So then, once they're findingall this information, how do we
teach them to keep track of it?
Speaker 2 (16:07):
Well, you can introduce note-taking and
outlining early on.
Speaker 1 (16:11):
Okay.
Speaker 2 (16:11):
And for little kids this might just look like
drawing pictures or using stickynotes.
Speaker 1 (16:15):
Oh, cute, like visual stuff.
Speaker 2 (16:17):
Exactly, and then, as they get older, you can
introduce more formal outlining.
Okay, the goal is to help themorganize their thoughts.
Speaker 1 (16:25):
Yeah.
Speaker 2 (16:26):
And see the structure of information that makes sense
, which helps them understandand remember it better.
Speaker 1 (16:31):
Cool, okay.
So we've talked about themdoing research, but I feel like
kids learn so much from watchingus.
Speaker 2 (16:38):
They do.
Speaker 1 (16:39):
So how can we use that to our advantage?
Speaker 2 (16:41):
This is where modeling comes in.
Speaker 1 (16:42):
Okay.
Speaker 2 (16:43):
So researching aloud or thinking aloud, okay.
So, researching aloud orthinking aloud.
Okay, so let's say you'replanning a family vacation.
Get your kid involved.
Speaker 1 (16:52):
Okay.
Speaker 2 (16:52):
Look up the weather together.
Speaker 1 (16:54):
Okay.
Speaker 2 (16:55):
Fun activities.
Speaker 1 (16:56):
Yeah.
Speaker 2 (16:56):
A little bit about the history.
Speaker 1 (16:58):
Oh, I love that.
Speaker 2 (16:58):
And, as you're doing it, talk about what you're doing
, so you might say, okay, I needto find out what time the
museum opens.
Speaker 1 (17:05):
Yeah.
Speaker 2 (17:06):
Let me try searching for opening hours of, and then
the museum name.
Speaker 1 (17:11):
I see.
Speaker 2 (17:12):
That shows them the steps from question to keywords
to evaluating the results.
Speaker 1 (17:19):
It's like you're showing them how your brain
works.
Speaker 2 (17:21):
Exactly.
Speaker 1 (17:22):
I love that.
Okay, so we focused on findinginformation.
Speaker 2 (17:25):
Yes.
Speaker 1 (17:26):
But what about the types of information they're
getting?
Yes, how can we broaden theirhorizons a little?
Speaker 2 (17:32):
Reading across different genres is super
important, especially nonfiction, okay, so books and articles
about science, history, nature,current events all of that Okay.
That helps them build up afoundation of knowledge, but
it's also good to encourage themto explore information in
different formats.
Speaker 1 (17:50):
Oh right, Not just books.
Speaker 2 (17:52):
Not just books, documentaries, podcasts,
interviews with experts.
Speaker 1 (17:56):
Yeah, yeah, yeah.
Speaker 2 (17:57):
You know, maybe even someone in your family.
Speaker 1 (17:58):
Right.
Speaker 2 (17:59):
That personal connection can be really
impactful.
Speaker 1 (18:01):
Totally Okay, but then there's so much information
out there, right?
Speaker 2 (18:04):
Totally.
Speaker 1 (18:04):
Okay, but then there's so much information out
there, right?
How do we teach them to becareful about what they're
reading and watching?
Speaker 2 (18:08):
Right, that's where evaluation comes in.
Speaker 1 (18:09):
Okay.
Speaker 2 (18:10):
A key skill is distinguishing fact from opinion
.
Speaker 1 (18:13):
Oh yeah.
Speaker 2 (18:14):
You can ask questions like can we prove this or does
this sound like someone's belief?
Speaker 1 (18:19):
Oh, that's good.
It helps them think criticallyOkay, and how do we help them
identify good sources,especially online?
Speaker 2 (18:27):
Well for younger kids .
Start with trusted places likePBS Kids or Smithsonian Kids.
They have great reputations.
Speaker 1 (18:33):
Yeah.
Speaker 2 (18:34):
As kids get older, you can introduce the idea of
source credibility.
Speaker 1 (18:39):
Oh cool.
Speaker 2 (18:46):
So, looking at who created the information, what
their purpose might be, are theytrying to inform or persuade?
Speaker 1 (18:49):
and is the information backed up by
evidence.
Okay that their purpose mightbe.
Are they trying to inform orpersuade Mm-hmm?
And is the information backedup by?
Speaker 2 (18:49):
evidence.
Okay, that makes sense.
Common Sense Media has somereally helpful resources for
teaching this.
Speaker 1 (18:53):
Okay, awesome.
Speaker 2 (18:55):
And the ALA has frameworks for information
ethics and online behavior too.
Speaker 1 (18:59):
Oh cool.
So they're not just likeblindly believing everything
they see online.
Speaker 2 (19:03):
Exactly.
Speaker 1 (19:04):
Okay, good, so research doesn't always have to
be books and screens, right?
Speaker 2 (19:07):
No, definitely not.
Speaker 1 (19:08):
How can we make it more hands-on?
Speaker 2 (19:10):
There's so many ways.
Okay, simple science,experiments at home are great.
Okay, so they can make aprediction.
Do the experiment, observe whathappens and then draw
conclusions.
Speaker 1 (19:20):
Oh, I love that.
Speaker 2 (19:21):
It's research in action.
Yeah like they're actuallylittle scientists.
Speaker 1 (19:25):
Exactly, I love it.
Speaker 2 (19:25):
And you can also involve them in family projects
that require research.
Speaker 1 (19:29):
Oh, okay.
Speaker 2 (19:30):
So maybe finding a new recipe to try.
Speaker 1 (19:32):
Okay.
Speaker 2 (19:33):
Or researching a historical event before you
visit a site, oh yeah.
Or figuring out the best plantsto grow in your garden.
Speaker 1 (19:39):
I love that.
Speaker 2 (19:41):
The NEA really promotes this kind of
project-based learning.
Speaker 1 (19:45):
Okay, cool.
Speaker 2 (19:46):
It makes research fun and purposeful yeah, totally
okay.
Speaker 1 (19:50):
So they've done all this research.
Yes, now how do we help them,like, make sense of it all?
Speaker 2 (19:55):
summarizing is key.
Speaker 1 (19:56):
Okay, chavez says to practice paraphrasing so like
explaining it in their own wordsexactly, okay that helps them
process the information on adeeper level.
Yeah, because if they canexplain it to someone else, then
they really get it.
Speaker 2 (20:09):
Exactly.
Speaker 1 (20:10):
Cool.
Speaker 2 (20:10):
You can also use visual aids like graphic
organizers.
Speaker 1 (20:13):
Okay.
Speaker 2 (20:14):
Things like Venn diagrams, flow charts, mind maps
.
Speaker 1 (20:17):
Those are good.
Speaker 2 (20:18):
Yeah, those can help them see the relationships
between different pieces ofinformation and organize their
thoughts.
Speaker 1 (20:25):
That makes sense, okay, but we can't forget about
technology.
Right so how do we help themuse it in a good way for
research?
Speaker 2 (20:31):
Introduce digital tools gradually and at the right
age.
Speaker 1 (20:35):
Okay.
Speaker 2 (20:35):
So for older kids, maybe using Google Docs for
notes or exploring educationalapps.
Okay, there are also onlinedatabases made for kids, like
Kids Infobits, britannica KidsScholastic oh cool, those
provide good, reliableinformation.
Speaker 1 (20:51):
Yeah.
Speaker 2 (20:51):
And the ALA has some great resources for digital
literacy too.
Speaker 1 (20:55):
Okay, so it's all about using technology to help
them, not distract them ExactlyGot it.
Okay, so what are some ways wecan kind of like solidify what
they have learned?
Speaker 2 (21:04):
Well, documentation and sharing are important.
Okay, chavez suggests aresearch journal.
Speaker 1 (21:09):
Like a notebook.
Speaker 2 (21:10):
Yeah or Okay.
Chavez suggests a researchjournal Like a notebook.
Speaker 1 (21:12):
Yeah, or even a digital document Okay.
Where they can keep track oftheir findings, thoughts,
questions.
It's like their own littledatabase, exactly, that's
awesome.
Speaker 2 (21:18):
And then giving them opportunities to share their
research is great too, okay.
So maybe they present it to thefamily or make a short video oh
fun.
Or just talk about it with afriend.
Yeah, that about it with afriend.
Yeah, that makes the wholeprocess more meaningful, totally
(21:38):
.
Okay so last question what'sthe most important thing for us
as parents to do?
Be patient and praise theireffort Right, not just the
outcome.
Yeah, celebrate their curiosity.
Speaker 1 (21:43):
Yeah.
Speaker 2 (21:44):
Acknowledge their attempts, even when they
struggle.
Speaker 1 (21:46):
It's the process, not the product.
Speaker 2 (21:48):
Exactly, and encourage a growth mindset.
Oh, the idea that research isongoing.
Right, it's the process, notthe product.
Exactly, and encourage a growthmindset.
Oh, the idea that research isongoing.
Speaker 1 (21:55):
Right.
Speaker 2 (21:55):
It's okay to not find the right answer right away.
The research actually showsthat these early skills are
linked to better criticalthinking and problem solving.
Speaker 1 (22:04):
Wow.
Speaker 2 (22:05):
And the ISC standards have good strategies for
digital literacy too.
Speaker 1 (22:10):
Okay.
Speaker 2 (22:10):
Awesome, so there's a lot of support out there.
Speaker 1 (22:12):
That's great to know.
Okay, so to wrap up foreveryone listening, remember,
yes, nurture that curiosity.
Speaker 2 (22:19):
Yes.
Speaker 1 (22:19):
Teach them how to find information both in the
real world and online.
Speaker 2 (22:23):
Absolutely.
Speaker 1 (22:24):
Be a good example by doing your own research out loud
.
Speaker 2 (22:26):
Yes.
Speaker 1 (22:27):
Encourage them to read all kinds of stuff and
learn to evaluate what they find.
Give them hands-on researchprojects.
Speaker 2 (22:34):
Yeah.
Speaker 1 (22:34):
Help them summarize and make sense of information.
Important Use technology in agood way, yes, encourage them to
document and share what theylearn.
Definitely and most importantly, be patient and praise their
hard work.
Speaker 2 (22:48):
Couldn't agree more.
Speaker 1 (22:49):
Oh, and don't forget to check out those resources
from Common Sense Media and theNEA.
So helpful, yeah.
So our final thought for today.
Speaker 2 (22:56):
Yes.
Speaker 1 (22:57):
Think about the big picture.
How will being a goodresearcher help your child in
life?
Like how will it affect theirability to learn, solve problems
and understand the world?
Speaker 2 (23:08):
Such an important question.
Speaker 1 (23:10):
What's one little thing you can do today to help
your kid become a betterresearcher?
Speaker 2 (23:14):
That's a great challenge.
Speaker 1 (23:15):
Maybe ask an open-ended question or plan a
trip to the library.
Speaker 2 (23:20):
I love it.
Speaker 1 (23:21):
Thanks so much for joining us today on this deep
dive.
Speaker 2 (23:23):
It's been a pleasure.
Speaker 1 (23:24):
We'll see you next time.
Speaker 2 (23:25):
See you then.
Speaker 1 (23:26):
All right.
So you guys sent us a ton ofstuff on how to like up those
test scores for your kiddos.
Right, we've got John Chavezdropping knowledge and
redshirting education, all aboutmaking sure kids are ready for
college and careers.
And then, like a whole bunch ofother voices chiming in the
college board ACT Inc, theAmerican Psychological
(23:46):
Association, edutopia,understoodorg Dash, you get a
picture.
A lot to unpack.
Speaker 2 (23:52):
Yeah, a lot of heavy hitters in the education world
for sure.
Speaker 1 (23:54):
Right.
So what we really want to do isgo through all this stuff and
give you the best, mostpractical tips to help your kids
not just ace those tests butactually feel good about school,
without making them feelstressed out.
Speaker 2 (24:05):
Yeah, no one wants a stressed out kid.
Speaker 1 (24:07):
Exactly.
So where should we, whereshould we even start with all
this?
Speaker 2 (24:12):
I think it makes sense to begin with like the
core stuff, right, thefoundation.
A lot of these experts arereally stressing how crucial
those basic academic skills are.
Speaker 1 (24:21):
Yeah, totally.
I mean Chavez and like everyoneelse basically says reading,
math, writing, those arenon-negotiable right.
It's not just about passing atest, it's about setting them up
for success in everything theylearn later on.
Speaker 2 (24:32):
Absolutely, and they actually give some pretty cool
ideas for strengthening theseskills, like with reading.
Instead of just reading to yourchild, you can stop every now
and then and ask okay, what'shappened so far, just to get
them thinking and rememberingthe story, or like what do you
think might happen next?
You know, based on what theyalready know.
Speaker 1 (24:50):
I love that it makes reading so much more interactive
, right, it's not just passivelytaking in words, it's really
engaging with them.
And I love the suggestion aboutplaying math games.
It just sounds so much more funthan endless worksheets, right,
even writing letters, whichseems kind of basic, but it's
building those writing chops.
Speaker 2 (25:07):
For sure, and you know reading regularly I can't
emphasize this enough.
Chavez really points out howimportant that is for building
vocabulary and comprehension andcritical thinking skills.
It's like a full brain workout.
Speaker 1 (25:20):
Totally.
And when it comes to math, youknow, getting those basic facts
down early on flashcards, fungames, even counting change when
you're out shopping it makesthose numbers real, you know,
helps kids understand them on adeeper level.
Speaker 2 (25:35):
Definitely.
And once they've got thosefundamentals down, a lot of the
experts say the next step ishelping kids get used to the
whole idea of testing itself.
Speaker 1 (25:43):
Okay, so we're moving from building the foundation to
like getting them in the game.
Right, how do we do that athome without making it feel like
a constant pop quiz?
Speaker 2 (25:53):
The key is to practice, but keep it low.
Key right Chavez suggests usinglittle quizzes based on what
they're already learning inschool.
It kind of normalizes theformat and the whole test taking
experience.
Speaker 1 (26:04):
That makes a lot of sense.
So it's not like this big scarything when they actually have a
test, you know if they'realready used to doing these
little quizzes along the way.
And I also like the idea ofsetting time limits for certain
tasks, like even homework.
It's not about rushing them,but just helping them develop an
awareness of time, you know.
Speaker 2 (26:20):
Exactly, and the American Psychological
Association.
They actually they reallyhighlight how important time
management is during tests.
So if kids get used to workingwithin a certain timeframe, it
can actually help them feel lessanxious when they're taking the
real test.
Speaker 1 (26:36):
Yeah, that makes sense.
And introducing different typesof questions like multiple
choice, true or false, shortanswer, and giving them
strategies for each type, itgives them some tools in their
belt.
Right, like with multiplechoice, you can talk about
eliminating the answers thatthey know are wrong.
First, Right, it's not justabout knowing the material.
It's about knowing how to playthe game Right.
(26:57):
The test taking game.
Speaker 2 (26:58):
Yeah, and that actually leads right into
developing those broader testtaking skills, like.
One thing that's superimportant is reading the
instructions carefully.
Speaker 1 (27:06):
Oh, for sure.
Speaker 2 (27:07):
Chavez makes this great comparison to like
following instructions for acraft project or a recipe right.
It's all about paying attentionto detail from the very
beginning.
Speaker 1 (27:16):
That is such a good analogy.
It's like if you skip a step inthe recipe, your cookies aren't
going to turn out right.
Same thing with the test andthe advice to skip difficult
questions.
At first that might seemcounterintuitive, but it's
actually pretty smart.
Speaker 2 (27:35):
It helps them manage their time and not get stuck on
one problem.
Yeah, for sure.
And then they can come back tothose harder questions later
with a fresh perspective andwhatever time they have left.
Oh, and getting in the habit ofchecking their work for like
silly mistakes before turning itin, that can save them some
points too.
Speaker 1 (27:45):
Totally those careless mistakes.
They're the worst, right?
Okay?
So let's talk about testanxiety for a sec, Because even
if a kid is super prepared,those nerves can really mess
things up.
What did the experts say aboutthat?
Speaker 2 (27:58):
Well, it's all about building a positive mindset.
Right Framing the test is achance to show off what they've
learned, not just like ajudgment or an evaluation taking
the pressure off.
Speaker 1 (28:07):
Yeah, it's like changing the story around tests
right.
So it's not about being afraidto fail, it's about showing what
you know.
And those relaxation techniques, the breathing exercises and
visualization that Edutopia andUnderstoodorg talked about those
are super helpful too.
Speaker 2 (28:22):
Oh, yeah, for sure.
And we can't forget about thebasics right Getting enough
sleep, eating healthy food,having time to play and be
active.
It all makes a difference inhow clearly they can think
during a test.
Speaker 1 (28:38):
It's easy to forget that stuff when you're focused
on academics, but it's soimportant.
Okay, so we've talked aboutmindset and things they can do
during the test itself, but whatabout the bigger picture, like
the studying and gettingorganized part?
Speaker 2 (28:47):
Right.
Well, that's where good studyhabits and organization come in.
Chavez really emphasizescreating a study schedule.
It encourages kids to reviewthe material regularly, which is
way better than cramming thenight before Right A little bit.
Speaker 1 (29:00):
Each day is so much less stressful.
Speaker 2 (29:02):
Totally and using things like study guides and
flashcards, breaking theinformation down into smaller
chunks and actively recalling it.
That's super effective too.
Makes the material seem lessoverwhelming.
Speaker 1 (29:14):
It's about making it bite-sized right.
Speaker 2 (29:16):
Exactly and setting up a dedicated study space, you
know, somewhere quiet and freeof distractions.
It signals to the kid andeveryone else in the house that
it's focus time.
Speaker 1 (29:25):
It creates that boundary right.
Speaker 2 (29:27):
Mentally and physically.
Speaker 1 (29:28):
So now I want to touch on this whole growth
mindset thing.
How does that tie into bettertest taking?
Speaker 2 (29:36):
So a growth mindset is basically believing that you
know you can always learn andimprove.
Your abilities aren't set instone.
So when you celebrate a kid'seffort and the fact that they're
learning, not just the grade onthe test, it helps them bounce
back from setbacks right.
If they don't do well, it's nota sign that they're not smart.
It's just an opportunity tolearn and grow.
Speaker 1 (29:53):
That's such a powerful shift in perspective.
It's about focusing on thejourney, not just the
destination, and talking aboutwhat went well and what could be
improved after a test.
It turns every test into alearning experience, regardless
of the score.
Speaker 2 (30:07):
Right and connecting what they're learning to
real-life stuff, that can make ahuge difference too.
Puzzles, logic games, strategygames all those problem solving
activities are great forbuilding critical thinking
skills, which are important fortests and just life in general.
Speaker 1 (30:21):
Yeah, it's like sneaking in learning through fun
right and even using math ineveryday situations, Like if
you're cooking and you need todouble a recipe, or if you're
planning a family trip andfiguring out the budget.
It makes math feel more realand less abstract.
Speaker 2 (30:35):
Definitely they can see how it's actually useful.
And you know, one of thebiggest things is how parents
approach learning and challengesthemselves.
Kids are always watching right.
So if they see you tackling aproblem with a positive,
organized attitude, even if it'sjust a Sudoku puzzle, it can
really rub off on them.
Speaker 1 (30:53):
Kids are like little sponges, and if you're genuinely
excited about learning, thatenthusiasm is contagious, right.
Speaker 2 (30:59):
Totally and if we look back at all the experts you
mentioned, there's a lot ofagreement on these points.
The College Board and ACT Inc.
They both talk about howimportant it is for students to
be familiar with the format ofthe tests.
The American PsychologicalAssociation they emphasize time
management skills.
Edutopia and understoodorg havegreat strategies for dealing
with test anxiety and ParentingScience.
(31:22):
And the National Association ofSchool Psychologists they both
highlight the importance ofparental support and giving kids
chances to practice.
It's all connected.
Speaker 1 (31:31):
Yeah, it's a pretty consistent message coming from
all of these different experts.
So, to recap, it sounds likethe key takeaways are building
that solid foundation in reading, math and writing, giving kids
low-pressure ways to practicetest-taking skills, teaching
them strategies for differentquestion types and helping them
deal with test anxiety and, ofcourse, good study habits,
organization and a growthmindset.
(31:51):
And all of this is supported by, you know, parents being
encouraging and setting a goodexample.
Speaker 2 (31:56):
Exactly.
It's not about turning your kidinto a test-taking machine.
It's about giving them theskills and the confidence to
succeed in school and in life.
Speaker 1 (32:04):
So for all of you listening out there, think about
which of these strategiesreally resonates with you and
your child.
You know every kid is different.
Maybe start by trying out oneor two things and see how it
goes.
What if you focused more on theprocess of learning and problem
solving instead of just thetest scores themselves?
How might that change the wayyou support your child's
education?
Something to think about, right?
(32:25):
Thanks for joining us for thisdeep dive.
Have you ever found yourself kind of like wondering
how to best help like a youngperson in your life with
learning, you know, like maybeseen them struggling with
homework or just felt a bit loston how to give them the support
they really need?
Well, that's exactly what we'rediving deep into today.
Speaker 2 (00:18):
Getting those study skills solid from the start.
Speaker 1 (00:20):
Exactly Building strong study skills right from
the beginning.
It's huge, and to get into allof this we've got a whole bunch
of amazing resources.
We're looking at ones thatfocus on how kids learn best.
Speaker 2 (00:32):
Right Like some really insightful stuff.
Speaker 1 (00:33):
We've got the National Council of Teachers of
Mathematics, NCTM, thinkingabout math, which is so
important.
Those early foundations,Exactly.
And then we've got the AmericanEducational Research
Association, AERA.
They offer a lot about thosecore learning skills kids need.
We're also tapping into someparent and teacher guides,
getting that practical advice,Plus some classic educational
(00:55):
psychology research and evensome foundational books like
Mathematics for Young Children.
Our goal to turn all of thisinto advice you can actually use
to help those study habitsreally stick.
Speaker 2 (01:07):
Yeah, because it's not just about getting through
the next test.
Speaker 1 (01:10):
Yeah.
Speaker 2 (01:10):
It's about setting them up for success in school
and in life, really fosteringthat love of learning.
Speaker 1 (01:17):
Okay, so let's get into it.
The first thing that jumps outfrom all this research is how
important the learningenvironment itself is.
Speaker 2 (01:25):
It's more important than you might think.
Speaker 1 (01:26):
Yeah, like the actual physical space where they study
.
Speaker 2 (01:29):
Totally Think about it.
When you're trying to focus andthere's stuff happening all
around you, it's tough, right,yeah?
Same for kids.
Creating a dedicated studyspace for them at home makes a
huge difference.
It should be quiet, organized,free from distractions as much
as possible.
Speaker 1 (01:44):
So it's like a signal right.
Speaker 2 (01:45):
Yeah, Like.
Okay, this is where we focus.
It actually helps them mentallyshift gears too.
Makes sense and it's not justabout the location, is it?
It's also about having aconsistent routine.
Right when homework and studytime happen at the same time,
every day, it becomes part oftheir routine.
They get used to it, likebrushing their teeth Exactly.
It's not a battle every time,it's just what we do.
Speaker 1 (02:07):
Okay, so we've got the environment set up.
What about the actual learning?
Something that feels really,really fundamental is reading.
Oh for sure, like it unlocks somuch for them.
Speaker 2 (02:18):
Totally, and the research backs that up.
Encouraging daily reading fromwhen they're little has huge
benefits.
That up encouraging dailyreading from when they're little
has huge benefits.
Making time for it, whetherit's bedtime stories,
independent reading or evenfamily reading, time where
everyone joins in it all adds up.
Speaker 1 (02:32):
And I've noticed it's not just about what they read
right.
It's about giving them avariety of things to read.
Speaker 2 (02:38):
Absolutely Exposing them to different types of
writing fiction, nonfiction,magazines, anything that's age
appropriate and interesting itall helps expand their
understanding.
They learn to process differenttypes of information.
Speaker 1 (02:50):
Now this is where it gets interesting.
For me, Just reading the wordsisn't enough, right?
They need to really think aboutwhat they're reading to get the
most out of it.
Speaker 2 (03:01):
Oh, you hit the nail on the head there.
That's what we call activereading.
Speaker 1 (03:04):
Oh, okay.
Speaker 2 (03:05):
Asking them questions about what they've read Like.
Can you summarize the mainpoints?
What do you think might happennext, or even just what are your
thoughts on this?
It makes them think criticallyand helps them remember what
they've read.
Speaker 1 (03:19):
It's like they're having a conversation with the
book.
Speaker 2 (03:21):
Yeah, exactly.
Speaker 1 (03:22):
So we've talked about the environment and reading,
but then there's all the schoolstuff, right Assignments,
projects.
That's where organizationalskills come in, I guess 100%.
Speaker 2 (03:31):
Teaching kids how to be organized early on gives them
skills they'll use forever.
Really, Things like using aplanner or a calendar.
Speaker 1 (03:39):
Oh yeah, to keep track of everything.
Speaker 2 (03:40):
Exactly To keep track of assignments, due dates, even
upcoming events, and they canstart thinking about their own
steady goals too.
It helps them learn to managetheir time, which is a skill we
could all use more of.
Speaker 1 (03:51):
And I imagine when they're faced with a big project
, it can feel reallyoverwhelming.
What's the best way to approachthat?
Speaker 2 (03:58):
Breaking it down.
Oh, instead of looking at thewhole thing at once, help them
divide it into smaller, moremanageable steps.
That way it's not this bigscary thing.
It's a series of smaller tasksthey can actually handle.
Speaker 1 (04:11):
Yeah, that makes it less intimidating.
Speaker 2 (04:13):
It really does.
And the best part is, each timethey finish a step, they feel a
sense of accomplishment.
Speaker 1 (04:19):
A little win.
Speaker 2 (04:20):
Exactly.
Speaker 1 (04:20):
Yeah.
Speaker 2 (04:21):
And those little wins keep them motivated to keep
going.
And of course none of thismatters if they can't find their
stuff Pencils, paper, that sortof thing.
Speaker 1 (04:30):
Ah, the classic.
Where's my situation, yep?
Speaker 2 (04:33):
Having organized school supplies makes a huge
difference.
It minimizes frustration andkeeps their attention on the
learning itself.
Speaker 1 (04:40):
Okay, so reading and being organized are super
important, but how do we makethe learning itself really stick
?
Speaker 2 (04:47):
You're talking about active learning.
Speaker 1 (04:48):
Active learning okay.
Speaker 2 (04:50):
It's about making them an active participant in
the learning process.
For example, hands-onactivities are fantastic,
especially for subjects likescience and math.
Speaker 1 (04:58):
Yeah, I remember doing those science projects as
a kid, building a volcano, thatsort of thing.
Speaker 2 (05:04):
Exactly when kids can actually touch, build and
experiment, abstract conceptsbecome real.
They're not just words on apage anymore, they get it
Exactly.
And the NCTM, the NationalCouncil of Teachers of
Mathematics they really push forthat kind of hands-on learning
in the early years.
Speaker 1 (05:21):
It makes so much sense.
What about when they're like inclass or reading a textbook?
Speaker 2 (05:26):
Note-taking can be really helpful.
For older kids it might bejotting down key points or
summarizing what they're reading, but even younger kids can draw
pictures to represent whatthey're learning.
It helps them process theinformation.
Speaker 1 (05:39):
So it's not just passively absorbing information,
it's doing something with it,Right, and you know, to keep
them engaged.
I think bringing in some funcan really help.
Speaker 2 (05:48):
Absolutely Educational games and puzzles
are fantastic.
Speaker 1 (05:51):
Yeah, they don't even realize they're learning.
Speaker 2 (05:53):
Exactly they're having fun and reinforcing what
they've learned at the same time.
Speaker 1 (05:57):
Now I've got to say I think kids also learn a lot
from watching the adults aroundthem.
Speaker 2 (06:03):
You're absolutely right.
A lot from watching the adultsaround them.
You're absolutely right.
Speaker 1 (06:06):
We are their role models, whether we realize it or
not, like we can tell them howimportant learning is, but do we
actually show them Exactly?
Speaker 2 (06:12):
Yeah, so model good study habits yourself.
Show them that you're excitedabout learning new things.
Share your own experiences withthem.
Speaker 1 (06:18):
Oh, I like that.
Like, hey, I'm learning thisnew thing too and it's tough,
but I'm sticking with it.
Speaker 2 (06:24):
Right, or?
I just learned this amazingfact and I want to share it with
you.
It all makes a difference.
Even something simple likehaving a quiet time at home
where everyone focuses onsomething reading a puzzle,
whatever shows them thatlearning is important to the
whole family.
Speaker 1 (06:38):
It's like a family value.
Yeah, now time.
Time is always a challenge, sohow can we help kids manage
their study time effectively?
Speaker 2 (06:47):
Well.
For younger kids, a timer canbe a great tool.
It helps them focus for setperiods of time and then take a
break.
It builds that understanding ofwork and rest cycles.
Speaker 1 (06:56):
Those little breaks are crucial.
They are.
Speaker 2 (06:59):
It's like hitting the reset button and, along with
the timer, help them set small,specific goals for each study
session.
Instead of finish all yourhomework, it could be read one
chapter or do five math problems.
Speaker 1 (07:11):
Break it down.
Speaker 2 (07:11):
Exactly Smaller goals feel more achievable and give
them a sense of accomplishmentalong the way.
Speaker 1 (07:17):
So what happens when they hit a wall?
They're working on somethingand they just can't figure it
out.
Speaker 2 (07:22):
That's when they need to ask for help, but that can
be hard for some kids.
Speaker 1 (07:26):
Oh yeah.
Speaker 2 (07:26):
So create a positive environment around asking for
help.
Let them know it's okay not toknow everything.
In fact, asking questions is asign of a good learner.
Speaker 1 (07:37):
It shows they're engaged.
Speaker 2 (07:38):
Exactly Now, when they do come to you for help,
resist the urge to just givethem the answer.
Speaker 1 (07:44):
I know that one.
It's tempting.
Speaker 2 (07:46):
It is.
But instead of giving them theanswer, guide them, ask leading
questions, offer suggestions,help them figure it out
themselves.
Speaker 1 (07:55):
That way, they're actually learning how to solve
problems.
Speaker 2 (07:57):
Exactly.
It's about giving them thetools they need to be
independent learners.
Speaker 1 (08:01):
I think it also helps when we can connect what
they're learning in school toreal life.
Speaker 2 (08:05):
Oh, absolutely Look for opportunities to do that.
Speaker 1 (08:08):
Like how.
Speaker 2 (08:09):
Well, if they're learning about fractions, bake
something together and have themmeasure out the ingredients
Practical math Exactly.
Or if they're studying nature,go for a walk and talk about
what you see.
Speaker 1 (08:22):
That makes it so much more engaging.
Speaker 2 (08:24):
It does.
When they can see how learningapplies to their own lives, it
becomes more meaningful.
Speaker 1 (08:30):
It's not just something they have to do for
school Right.
What about homework?
Should we be involved in thator let them handle it on their
own?
Speaker 2 (08:37):
Reviewing it together can be really helpful.
Speaker 1 (08:40):
Oh, okay.
Speaker 2 (08:40):
It's not about doing it for them, but about
discussing what they learned,asking questions and helping
them catch any mistakes.
It reinforces what they learnedin class and shows them that
you care about their education.
Speaker 1 (08:52):
Like a team effort.
Speaker 2 (08:53):
Exactly.
Speaker 1 (08:54):
Now, learning isn't always easy.
There are going to bechallenges and bumps along the
way.
Speaker 2 (08:58):
And that's okay.
Everyone makes mistakes.
Yeah, it's part of the learningprocess.
Speaker 1 (09:01):
But sometimes those mistakes can feel like setbacks.
Speaker 2 (09:04):
True.
That's why it's so important tofoster a growth mindset.
Speaker 1 (09:08):
A growth mindset.
Speaker 2 (09:09):
It's the belief that we can always learn and improve.
So, instead of focusing on thegrade, praise their effort,
their persistence, theirprogress.
Let them know that mistakes areopportunities to learn and grow
.
This is something that'sconsistently highlighted in
educational psychology research.
A growth mindset is crucial foracademic success.
Speaker 1 (09:29):
So it's about seeing challenges as chances to learn,
not as failures.
Speaker 2 (09:34):
Exactly, and building on that idea of preparing them
for challenges, we can alsostart introducing them to basic
test-taking skills early on.
Speaker 1 (09:42):
Oh, like how to approach tests without getting
overwhelmed.
Speaker 2 (09:44):
Right, and we can do it in fun ways without making it
feel like a big deal.
Playing memory games, forinstance, is great for building
memory skills.
You could also do practicequizzes.
Keep it light and playful andteach them relaxation techniques
like deep breathing to helpmanage any test anxiety.
Speaker 1 (10:00):
So, to wrap up, we've covered a lot today Creating a
good study environment, thepower of reading, organizational
skills, active learning being agood role model, managing time,
asking for help, connectinglearning to real life, reviewing
homework, fostering a growthmindset and even early
test-taking skills.
Speaker 2 (10:20):
Wow, that's quite a list.
Speaker 1 (10:21):
It is, and the message that comes through loud
and clear is that developingthese skills early on sets kids
up for success in all areas oftheir lives.
It's not just about school.
It's about becoming a lifelonglearner.
Speaker 2 (10:33):
And all of this advice is not just pulled out of
thin air.
It comes from years of researchand the expertise of people who
have dedicated their lives tounderstanding how kids learn
best.
Speaker 1 (10:44):
So, as you're listening to this, think about
which of these strategies youcan start implementing today.
Even one small change can makea huge difference over time.
What's one thing you can do tosupport the learning journey of
a young person in your life?
It might be easier than youthink to get started.
Speaker 2 (10:58):
And so rewarding.
Speaker 1 (10:59):
Absolutely All right.
So today we're going to liketackle something pretty
fundamental, right thing uhpretty fundamental.
It's about research and how wecan like equip our kids with, uh
, the power to actually do goodresearch.
Speaker 2 (11:14):
Absolutely.
Speaker 1 (11:14):
Right, like it seems basic, but you think about, like
, how much information is likeconstantly coming at all of us
these days?
Right, it's not enough to justlike find stuff online.
You have to be able to reallyunderstand it and evaluate it.
Speaker 2 (11:28):
Use it critically.
Speaker 1 (11:28):
Use it critically yeah.
Speaker 2 (11:30):
Absolutely.
Speaker 1 (11:30):
And it's not even just about school, it's like a
life skill, I feel like.
Speaker 2 (11:34):
It really is.
Yeah, this is about settingthem up to be like lifelong
learners and to be able tonavigate the world with
confidence.
Speaker 1 (11:41):
Yeah, exactly, Confident independent thinkers.
Speaker 2 (11:43):
Yeah so.
Speaker 1 (11:43):
Like confident independent thinkers, yeah, so
that's what we're going to diveinto today and we have like a
bunch of awesome resources we doso.
We're looking at John Chavez'sarticle Red Shirting Education,
which makes a really strong casefor research as like a
foundation for success.
Speaker 2 (11:59):
It really does.
And then we're also pulling insome stuff from ALA, common
Sense Media, oh yeah, easty andEddie A.
These are great organizations,yeah, so lots of good stuff
there.
And we'll touch on some pointsfrom educational psychology
journals, too Great, but yeah.
So, like, the big mission forthis deep dive is to give you
guys some really solidstrategies you can actually use
(12:21):
with your kids.
Speaker 1 (12:22):
Absolutely.
So you can kind of see whythese skills matter so much and
how to like nurture them withoutfeeling like you need to go get
a PhD or something Exactly, andit doesn't have to be
overwhelming.
No, not at all, we can break itdown into manageable steps.
Speaker 2 (12:36):
Yeah, for sure, okay.
So where do we even begin?
Where is the starting point for, like, unlocking this potential
?
Speaker 1 (12:44):
Right, I think the very first step and maybe the
most important is nurturing thatnatural curiosity that all kids
have.
Oh yeah Right, they'reconstantly asking why.
Speaker 2 (12:54):
Oh yeah.
Speaker 1 (12:55):
And it can be exhausting sometimes.
Speaker 2 (12:57):
Why Tell me about it?
Speaker 1 (12:58):
But that's the engine Right that drives all research.
It's that inquisitiveness, yeah.
Speaker 2 (13:04):
So if we can keep that spark alive, we've got a
strong foundation.
Speaker 1 (13:09):
That totally makes sense but, like I said,
sometimes it's so much like whatare some actual ways that we
can like nurture it instead ofjust like putting out fires all
the time, exactly.
Speaker 2 (13:21):
Well, one surprisingly simple but powerful
technique is asking open-endedquestions.
Speaker 1 (13:28):
Oh, okay.
Speaker 2 (13:29):
So, instead of like always giving them the answer
immediately.
Speaker 1 (13:33):
Right right.
Speaker 2 (13:34):
You know, turn it back around and say like, well,
that's a great question.
What makes you think that?
Speaker 1 (13:37):
Oh, I see.
Speaker 2 (13:38):
Or what are some other possibilities.
Speaker 1 (13:39):
Oh, that's good.
Speaker 2 (13:40):
And research shows that when kids are actually
involved in like seeking theanswers, it strengthens their
problem solving skills, makessense and it also increases
their intrinsic motivation tolearn.
Speaker 1 (13:51):
Oh wow, so it like makes them want to learn more.
Speaker 2 (13:54):
Yeah, that feeling of discovery is super powerful,
that's huge.
Speaker 1 (13:57):
Yeah.
Instead of like forcing it onthem, it's like they come to it
on their own.
Exactly, I love that.
So it's like a jointexploration instead of Me just
like.
Speaker 2 (14:05):
A one-way information dump, yeah exactly.
Speaker 1 (14:10):
The article also talks about the importance of
supporting their interests.
Speaker 2 (14:14):
Yeah, so how does that play into building research
skills?
Well, when a child has apassion for something, yeah.
You know, whether it's bugs orspace or whatever.
That's your golden opportunity.
Okay, Chavez suggests you givethem resources that feed that
interest directly.
Speaker 1 (14:30):
So, like if they're obsessed with bug, I get them a
book about bugs.
Speaker 2 (14:33):
Exactly Age-appropriate books,
documentaries, websites, thatkind of thing.
Speaker 1 (14:37):
Got it.
Speaker 2 (14:37):
And that makes it feel less like homework and more
like an adventure.
Speaker 1 (14:41):
Oh yeah.
Speaker 2 (14:42):
So research becomes this joyful exploration.
Speaker 1 (14:46):
I love that.
Speaker 2 (14:46):
Of something they already care about.
Speaker 1 (14:48):
Yeah, it's not a chore, it's like.
Speaker 2 (14:49):
Exactly.
Speaker 1 (14:50):
Oh, this is awesome.
Speaker 2 (14:51):
Exactly.
Speaker 1 (14:52):
Okay, so we've got the curiosity going.
Speaker 2 (14:54):
Yes.
Speaker 1 (14:54):
How do we give them, like, the actual skills to find
what they're looking for?
Speaker 2 (14:58):
Okay, so now we're building their information
gathering toolkit.
Okay, one of the first thingsis books and libraries.
You know, going to the librarycan be so enriching.
Speaker 1 (15:07):
It's so fun.
Speaker 2 (15:08):
Show them how the books are organized.
You know making a treasure huntto find the book on a specific
topic.
Speaker 1 (15:15):
I love that.
Speaker 2 (15:16):
And don't forget about teaching them how to use
the index or the table ofcontents.
Those are really valuable, evenin the digital age.
Speaker 1 (15:25):
Totally, I still use those.
Speaker 2 (15:26):
Me too All right.
Speaker 1 (15:27):
So then there's the whole online world.
Speaker 2 (15:29):
Yes.
Speaker 1 (15:30):
Which is kind of unavoidable these days, right.
Speaker 2 (15:33):
What's about teaching them to be responsible digital
citizens?
Speaker 1 (15:36):
from the beginning.
Speaker 2 (15:37):
Yeah, so Chavez mentions things like Kittle.
Speaker 1 (15:40):
Okay.
Speaker 2 (15:40):
Which is a kid-friendly search engine.
Speaker 1 (15:43):
Oh cool.
Speaker 2 (15:43):
It filters out inappropriate content.
That's great.
And then there are educationalwebsites like NAFLA, geographic
Kids.
Speaker 1 (15:50):
Okay, cool.
Speaker 2 (15:51):
Those are good starting points.
Speaker 1 (15:52):
Yeah, those are good.
Speaker 2 (15:53):
You also want to have conversations about online
safety.
Speaker 1 (15:57):
Oh right.
Speaker 2 (15:57):
And what kind of information they might find.
Speaker 1 (15:59):
Yeah, that's a good point.
Speaker 2 (16:01):
It's important.
Speaker 1 (16:02):
Okay.
So then, once they're findingall this information, how do we
teach them to keep track of it?
Speaker 2 (16:07):
Well, you can introduce note-taking and
outlining early on.
Speaker 1 (16:11):
Okay.
Speaker 2 (16:11):
And for little kids this might just look like
drawing pictures or using stickynotes.
Speaker 1 (16:15):
Oh, cute, like visual stuff.
Speaker 2 (16:17):
Exactly, and then, as they get older, you can
introduce more formal outlining.
Okay, the goal is to help themorganize their thoughts.
Speaker 1 (16:25):
Yeah.
Speaker 2 (16:26):
And see the structure of information that makes sense
, which helps them understandand remember it better.
Speaker 1 (16:31):
Cool, okay.
So we've talked about themdoing research, but I feel like
kids learn so much from watchingus.
Speaker 2 (16:38):
They do.
Speaker 1 (16:39):
So how can we use that to our advantage?
Speaker 2 (16:41):
This is where modeling comes in.
Speaker 1 (16:42):
Okay.
Speaker 2 (16:43):
So researching aloud or thinking aloud, okay.
So, researching aloud orthinking aloud.
Okay, so let's say you'replanning a family vacation.
Get your kid involved.
Speaker 1 (16:52):
Okay.
Speaker 2 (16:52):
Look up the weather together.
Speaker 1 (16:54):
Okay.
Speaker 2 (16:55):
Fun activities.
Speaker 1 (16:56):
Yeah.
Speaker 2 (16:56):
A little bit about the history.
Speaker 1 (16:58):
Oh, I love that.
Speaker 2 (16:58):
And, as you're doing it, talk about what you're doing
, so you might say, okay, I needto find out what time the
museum opens.
Speaker 1 (17:05):
Yeah.
Speaker 2 (17:06):
Let me try searching for opening hours of, and then
the museum name.
Speaker 1 (17:11):
I see.
Speaker 2 (17:12):
That shows them the steps from question to keywords
to evaluating the results.
Speaker 1 (17:19):
It's like you're showing them how your brain
works.
Speaker 2 (17:21):
Exactly.
Speaker 1 (17:22):
I love that.
Okay, so we focused on findinginformation.
Speaker 2 (17:25):
Yes.
Speaker 1 (17:26):
But what about the types of information they're
getting?
Yes, how can we broaden theirhorizons a little?
Speaker 2 (17:32):
Reading across different genres is super
important, especially nonfiction, okay, so books and articles
about science, history, nature,current events all of that Okay.
That helps them build up afoundation of knowledge, but
it's also good to encourage themto explore information in
different formats.
Speaker 1 (17:50):
Oh right, Not just books.
Speaker 2 (17:52):
Not just books, documentaries, podcasts,
interviews with experts.
Speaker 1 (17:56):
Yeah, yeah, yeah.
Speaker 2 (17:57):
You know, maybe even someone in your family.
Speaker 1 (17:58):
Right.
Speaker 2 (17:59):
That personal connection can be really
impactful.
Speaker 1 (18:01):
Totally Okay, but then there's so much information
out there, right?
Speaker 2 (18:04):
Totally.
Speaker 1 (18:04):
Okay, but then there's so much information out
there, right?
How do we teach them to becareful about what they're
reading and watching?
Speaker 2 (18:08):
Right, that's where evaluation comes in.
Speaker 1 (18:09):
Okay.
Speaker 2 (18:10):
A key skill is distinguishing fact from opinion
.
Speaker 1 (18:13):
Oh yeah.
Speaker 2 (18:14):
You can ask questions like can we prove this or does
this sound like someone's belief?
Speaker 1 (18:19):
Oh, that's good.
It helps them think criticallyOkay, and how do we help them
identify good sources,especially online?
Speaker 2 (18:27):
Well for younger kids .
Start with trusted places likePBS Kids or Smithsonian Kids.
They have great reputations.
Speaker 1 (18:33):
Yeah.
Speaker 2 (18:34):
As kids get older, you can introduce the idea of
source credibility.
Speaker 1 (18:39):
Oh cool.
Speaker 2 (18:46):
So, looking at who created the information, what
their purpose might be, are theytrying to inform or persuade?
Speaker 1 (18:49):
and is the information backed up by
evidence.
Okay that their purpose mightbe.
Are they trying to inform orpersuade Mm-hmm?
And is the information backedup by?
Speaker 2 (18:49):
evidence.
Okay, that makes sense.
Common Sense Media has somereally helpful resources for
teaching this.
Speaker 1 (18:53):
Okay, awesome.
Speaker 2 (18:55):
And the ALA has frameworks for information
ethics and online behavior too.
Speaker 1 (18:59):
Oh cool.
So they're not just likeblindly believing everything
they see online.
Speaker 2 (19:03):
Exactly.
Speaker 1 (19:04):
Okay, good, so research doesn't always have to
be books and screens, right?
Speaker 2 (19:07):
No, definitely not.
Speaker 1 (19:08):
How can we make it more hands-on?
Speaker 2 (19:10):
There's so many ways.
Okay, simple science,experiments at home are great.
Okay, so they can make aprediction.
Do the experiment, observe whathappens and then draw
conclusions.
Speaker 1 (19:20):
Oh, I love that.
Speaker 2 (19:21):
It's research in action.
Yeah like they're actuallylittle scientists.
Speaker 1 (19:25):
Exactly, I love it.
Speaker 2 (19:25):
And you can also involve them in family projects
that require research.
Speaker 1 (19:29):
Oh, okay.
Speaker 2 (19:30):
So maybe finding a new recipe to try.
Speaker 1 (19:32):
Okay.
Speaker 2 (19:33):
Or researching a historical event before you
visit a site, oh yeah.
Or figuring out the best plantsto grow in your garden.
Speaker 1 (19:39):
I love that.
Speaker 2 (19:41):
The NEA really promotes this kind of
project-based learning.
Speaker 1 (19:45):
Okay, cool.
Speaker 2 (19:46):
It makes research fun and purposeful yeah, totally
okay.
Speaker 1 (19:50):
So they've done all this research.
Yes, now how do we help them,like, make sense of it all?
Speaker 2 (19:55):
summarizing is key.
Speaker 1 (19:56):
Okay, chavez says to practice paraphrasing so like
explaining it in their own wordsexactly, okay that helps them
process the information on adeeper level.
Yeah, because if they canexplain it to someone else, then
they really get it.
Speaker 2 (20:09):
Exactly.
Speaker 1 (20:10):
Cool.
Speaker 2 (20:10):
You can also use visual aids like graphic
organizers.
Speaker 1 (20:13):
Okay.
Speaker 2 (20:14):
Things like Venn diagrams, flow charts, mind maps
.
Speaker 1 (20:17):
Those are good.
Speaker 2 (20:18):
Yeah, those can help them see the relationships
between different pieces ofinformation and organize their
thoughts.
Speaker 1 (20:25):
That makes sense, okay, but we can't forget about
technology.
Right so how do we help themuse it in a good way for
research?
Speaker 2 (20:31):
Introduce digital tools gradually and at the right
age.
Speaker 1 (20:35):
Okay.
Speaker 2 (20:35):
So for older kids, maybe using Google Docs for
notes or exploring educationalapps.
Okay, there are also onlinedatabases made for kids, like
Kids Infobits, britannica KidsScholastic oh cool, those
provide good, reliableinformation.
Speaker 1 (20:51):
Yeah.
Speaker 2 (20:51):
And the ALA has some great resources for digital
literacy too.
Speaker 1 (20:55):
Okay, so it's all about using technology to help
them, not distract them ExactlyGot it.
Okay, so what are some ways wecan kind of like solidify what
they have learned?
Speaker 2 (21:04):
Well, documentation and sharing are important.
Okay, chavez suggests aresearch journal.
Speaker 1 (21:09):
Like a notebook.
Speaker 2 (21:10):
Yeah or Okay.
Chavez suggests a researchjournal Like a notebook.
Speaker 1 (21:12):
Yeah, or even a digital document Okay.
Where they can keep track oftheir findings, thoughts,
questions.
It's like their own littledatabase, exactly, that's
awesome.
Speaker 2 (21:18):
And then giving them opportunities to share their
research is great too, okay.
So maybe they present it to thefamily or make a short video oh
fun.
Or just talk about it with afriend.
Yeah, that about it with afriend.
Yeah, that makes the wholeprocess more meaningful, totally
(21:38):
.
Okay so last question what'sthe most important thing for us
as parents to do?
Be patient and praise theireffort Right, not just the
outcome.
Yeah, celebrate their curiosity.
Speaker 1 (21:43):
Yeah.
Speaker 2 (21:44):
Acknowledge their attempts, even when they
struggle.
Speaker 1 (21:46):
It's the process, not the product.
Speaker 2 (21:48):
Exactly, and encourage a growth mindset.
Oh, the idea that research isongoing.
Right, it's the process, notthe product.
Exactly, and encourage a growthmindset.
Oh, the idea that research isongoing.
Speaker 1 (21:55):
Right.
Speaker 2 (21:55):
It's okay to not find the right answer right away.
The research actually showsthat these early skills are
linked to better criticalthinking and problem solving.
Speaker 1 (22:04):
Wow.
Speaker 2 (22:05):
And the ISC standards have good strategies for
digital literacy too.
Speaker 1 (22:10):
Okay.
Speaker 2 (22:10):
Awesome, so there's a lot of support out there.
Speaker 1 (22:12):
That's great to know.
Okay, so to wrap up foreveryone listening, remember,
yes, nurture that curiosity.
Speaker 2 (22:19):
Yes.
Speaker 1 (22:19):
Teach them how to find information both in the
real world and online.
Speaker 2 (22:23):
Absolutely.
Speaker 1 (22:24):
Be a good example by doing your own research out loud
.
Speaker 2 (22:26):
Yes.
Speaker 1 (22:27):
Encourage them to read all kinds of stuff and
learn to evaluate what they find.
Give them hands-on researchprojects.
Speaker 2 (22:34):
Yeah.
Speaker 1 (22:34):
Help them summarize and make sense of information.
Important Use technology in agood way, yes, encourage them to
document and share what theylearn.
Definitely and most importantly, be patient and praise their
hard work.
Speaker 2 (22:48):
Couldn't agree more.
Speaker 1 (22:49):
Oh, and don't forget to check out those resources
from Common Sense Media and theNEA.
So helpful, yeah.
So our final thought for today.
Speaker 2 (22:56):
Yes.
Speaker 1 (22:57):
Think about the big picture.
How will being a goodresearcher help your child in
life?
Like how will it affect theirability to learn, solve problems
and understand the world?
Speaker 2 (23:08):
Such an important question.
Speaker 1 (23:10):
What's one little thing you can do today to help
your kid become a betterresearcher?
Speaker 2 (23:14):
That's a great challenge.
Speaker 1 (23:15):
Maybe ask an open-ended question or plan a
trip to the library.
Speaker 2 (23:20):
I love it.
Speaker 1 (23:21):
Thanks so much for joining us today on this deep
dive.
Speaker 2 (23:23):
It's been a pleasure.
Speaker 1 (23:24):
We'll see you next time.
Speaker 2 (23:25):
See you then.
Speaker 1 (23:26):
All right.
So you guys sent us a ton ofstuff on how to like up those
test scores for your kiddos.
Right, we've got John Chavezdropping knowledge and
redshirting education, all aboutmaking sure kids are ready for
college and careers.
And then, like a whole bunch ofother voices chiming in the
college board ACT Inc, theAmerican Psychological
(23:46):
Association, edutopia,understoodorg Dash, you get a
picture.
A lot to unpack.
Speaker 2 (23:52):
Yeah, a lot of heavy hitters in the education world
for sure.
Speaker 1 (23:54):
Right.
So what we really want to do isgo through all this stuff and
give you the best, mostpractical tips to help your kids
not just ace those tests butactually feel good about school,
without making them feelstressed out.
Speaker 2 (24:05):
Yeah, no one wants a stressed out kid.
Speaker 1 (24:07):
Exactly.
So where should we, whereshould we even start with all
this?
Speaker 2 (24:12):
I think it makes sense to begin with like the
core stuff, right, thefoundation.
A lot of these experts arereally stressing how crucial
those basic academic skills are.
Speaker 1 (24:21):
Yeah, totally.
I mean Chavez and like everyoneelse basically says reading,
math, writing, those arenon-negotiable right.
It's not just about passing atest, it's about setting them up
for success in everything theylearn later on.
Speaker 2 (24:32):
Absolutely, and they actually give some pretty cool
ideas for strengthening theseskills, like with reading.
Instead of just reading to yourchild, you can stop every now
and then and ask okay, what'shappened so far, just to get
them thinking and rememberingthe story, or like what do you
think might happen next?
You know, based on what theyalready know.
Speaker 1 (24:50):
I love that it makes reading so much more interactive
, right, it's not just passivelytaking in words, it's really
engaging with them.
And I love the suggestion aboutplaying math games.
It just sounds so much more funthan endless worksheets, right,
even writing letters, whichseems kind of basic, but it's
building those writing chops.
Speaker 2 (25:07):
For sure, and you know reading regularly I can't
emphasize this enough.
Chavez really points out howimportant that is for building
vocabulary and comprehension andcritical thinking skills.
It's like a full brain workout.
Speaker 1 (25:20):
Totally.
And when it comes to math, youknow, getting those basic facts
down early on flashcards, fungames, even counting change when
you're out shopping it makesthose numbers real, you know,
helps kids understand them on adeeper level.
Speaker 2 (25:35):
Definitely.
And once they've got thosefundamentals down, a lot of the
experts say the next step ishelping kids get used to the
whole idea of testing itself.
Speaker 1 (25:43):
Okay, so we're moving from building the foundation to
like getting them in the game.
Right, how do we do that athome without making it feel like
a constant pop quiz?
Speaker 2 (25:53):
The key is to practice, but keep it low.
Key right Chavez suggests usinglittle quizzes based on what
they're already learning inschool.
It kind of normalizes theformat and the whole test taking
experience.
Speaker 1 (26:04):
That makes a lot of sense.
So it's not like this big scarything when they actually have a
test, you know if they'realready used to doing these
little quizzes along the way.
And I also like the idea ofsetting time limits for certain
tasks, like even homework.
It's not about rushing them,but just helping them develop an
awareness of time, you know.
Speaker 2 (26:20):
Exactly, and the American Psychological
Association.
They actually they reallyhighlight how important time
management is during tests.
So if kids get used to workingwithin a certain timeframe, it
can actually help them feel lessanxious when they're taking the
real test.
Speaker 1 (26:36):
Yeah, that makes sense.
And introducing different typesof questions like multiple
choice, true or false, shortanswer, and giving them
strategies for each type, itgives them some tools in their
belt.
Right, like with multiplechoice, you can talk about
eliminating the answers thatthey know are wrong.
First, Right, it's not justabout knowing the material.
It's about knowing how to playthe game Right.
(26:57):
The test taking game.
Speaker 2 (26:58):
Yeah, and that actually leads right into
developing those broader testtaking skills, like.
One thing that's superimportant is reading the
instructions carefully.
Speaker 1 (27:06):
Oh, for sure.
Speaker 2 (27:07):
Chavez makes this great comparison to like
following instructions for acraft project or a recipe right.
It's all about paying attentionto detail from the very
beginning.
Speaker 1 (27:16):
That is such a good analogy.
It's like if you skip a step inthe recipe, your cookies aren't
going to turn out right.
Same thing with the test andthe advice to skip difficult
questions.
At first that might seemcounterintuitive, but it's
actually pretty smart.
Speaker 2 (27:35):
It helps them manage their time and not get stuck on
one problem.
Yeah, for sure.
And then they can come back tothose harder questions later
with a fresh perspective andwhatever time they have left.
Oh, and getting in the habit ofchecking their work for like
silly mistakes before turning itin, that can save them some
points too.
Speaker 1 (27:45):
Totally those careless mistakes.
They're the worst, right?
Okay?
So let's talk about testanxiety for a sec, Because even
if a kid is super prepared,those nerves can really mess
things up.
What did the experts say aboutthat?
Speaker 2 (27:58):
Well, it's all about building a positive mindset.
Right Framing the test is achance to show off what they've
learned, not just like ajudgment or an evaluation taking
the pressure off.
Speaker 1 (28:07):
Yeah, it's like changing the story around tests
right.
So it's not about being afraidto fail, it's about showing what
you know.
And those relaxation techniques, the breathing exercises and
visualization that Edutopia andUnderstoodorg talked about those
are super helpful too.
Speaker 2 (28:22):
Oh, yeah, for sure.
And we can't forget about thebasics right Getting enough
sleep, eating healthy food,having time to play and be
active.
It all makes a difference inhow clearly they can think
during a test.
Speaker 1 (28:38):
It's easy to forget that stuff when you're focused
on academics, but it's soimportant.
Okay, so we've talked aboutmindset and things they can do
during the test itself, but whatabout the bigger picture, like
the studying and gettingorganized part?
Speaker 2 (28:47):
Right.
Well, that's where good studyhabits and organization come in.
Chavez really emphasizescreating a study schedule.
It encourages kids to reviewthe material regularly, which is
way better than cramming thenight before Right A little bit.
Speaker 1 (29:00):
Each day is so much less stressful.
Speaker 2 (29:02):
Totally and using things like study guides and
flashcards, breaking theinformation down into smaller
chunks and actively recalling it.
That's super effective too.
Makes the material seem lessoverwhelming.
Speaker 1 (29:14):
It's about making it bite-sized right.
Speaker 2 (29:16):
Exactly and setting up a dedicated study space, you
know, somewhere quiet and freeof distractions.
It signals to the kid andeveryone else in the house that
it's focus time.
Speaker 1 (29:25):
It creates that boundary right.
Speaker 2 (29:27):
Mentally and physically.
Speaker 1 (29:28):
So now I want to touch on this whole growth
mindset thing.
How does that tie into bettertest taking?
Speaker 2 (29:36):
So a growth mindset is basically believing that you
know you can always learn andimprove.
Your abilities aren't set instone.
So when you celebrate a kid'seffort and the fact that they're
learning, not just the grade onthe test, it helps them bounce
back from setbacks right.
If they don't do well, it's nota sign that they're not smart.
It's just an opportunity tolearn and grow.
Speaker 1 (29:53):
That's such a powerful shift in perspective.
It's about focusing on thejourney, not just the
destination, and talking aboutwhat went well and what could be
improved after a test.
It turns every test into alearning experience, regardless
of the score.
Speaker 2 (30:07):
Right and connecting what they're learning to
real-life stuff, that can make ahuge difference too.
Puzzles, logic games, strategygames all those problem solving
activities are great forbuilding critical thinking
skills, which are important fortests and just life in general.
Speaker 1 (30:21):
Yeah, it's like sneaking in learning through fun
right and even using math ineveryday situations, Like if
you're cooking and you need todouble a recipe, or if you're
planning a family trip andfiguring out the budget.
It makes math feel more realand less abstract.
Speaker 2 (30:35):
Definitely they can see how it's actually useful.
And you know, one of thebiggest things is how parents
approach learning and challengesthemselves.
Kids are always watching right.
So if they see you tackling aproblem with a positive,
organized attitude, even if it'sjust a Sudoku puzzle, it can
really rub off on them.
Speaker 1 (30:53):
Kids are like little sponges, and if you're genuinely
excited about learning, thatenthusiasm is contagious, right.
Speaker 2 (30:59):
Totally and if we look back at all the experts you
mentioned, there's a lot ofagreement on these points.
The College Board and ACT Inc.
They both talk about howimportant it is for students to
be familiar with the format ofthe tests.
The American PsychologicalAssociation they emphasize time
management skills.
Edutopia and understoodorg havegreat strategies for dealing
with test anxiety and ParentingScience.
(31:22):
And the National Association ofSchool Psychologists they both
highlight the importance ofparental support and giving kids
chances to practice.
It's all connected.
Speaker 1 (31:31):
Yeah, it's a pretty consistent message coming from
all of these different experts.
So, to recap, it sounds likethe key takeaways are building
that solid foundation in reading, math and writing, giving kids
low-pressure ways to practicetest-taking skills, teaching
them strategies for differentquestion types and helping them
deal with test anxiety and, ofcourse, good study habits,
organization and a growthmindset.
(31:51):
And all of this is supported by, you know, parents being
encouraging and setting a goodexample.
Speaker 2 (31:56):
Exactly.
It's not about turning your kidinto a test-taking machine.
It's about giving them theskills and the confidence to
succeed in school and in life.
Speaker 1 (32:04):
So for all of you listening out there, think about
which of these strategiesreally resonates with you and
your child.
You know every kid is different.
Maybe start by trying out oneor two things and see how it
goes.
What if you focused more on theprocess of learning and problem
solving instead of just thetest scores themselves?
How might that change the wayyou support your child's
education?
Something to think about, right?
(32:25):
Thanks for joining us for thisdeep dive.
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