In the last in this series of articles, we look at the well-respected reading comprehension strategy SQ4R
For over almost 15 years, we’ve been using SQ4R with our students to help them with textbook reading comprehension. At StudySpot, the final three Rs are Record, Recite, and Review. (more…)

A well-respected and often recommended approach to reading text information is SQ4R.   In a recent post we looked at the first two stages of this strategy: Survey and Question.  In this blog, we’ll take a look at the first R – Reading.

The third stage of the SQ4R reading comprehension strategy is the ‘Reading’ stage.  Make no mistake about it, reading text material is tough stuff.   (more…)

Here is a presentation we held at St. Clements Catholic School for students and parents discussing the transition to high school. For a transcript please read here (more…)

Here is a presentation we held at St. Clements Catholic School for students and parents discussing the transition to high school. For a transcript please read here (more…)

Here is a presentation we held at St. Clements Catholic School for students and parents discussing the transition to high school. For a transcript please read here (more…)

In this series of articles we look at the well-respected reading comprehension strategy SQ4R

Of the many changes that take place when students progress through high school and into university, the notable increase in reading and research stands out.  Textbooks become more detailed, more comprehensive, and more advanced.  To handle these changes successfully, students must employ more sophisticated reading comprehension strategies. (more…)

Studying for exams should not be a two week endeavour during May or June.  The preparation for exams begins in September and continues the entire school year.  (more…)

In our last article introducing the concept of ‘gulp limits’, we stated our belief that students tend to feel comfortable within a certain mark range and tend to put in only enough effort and attention to stay there.  Obviously, it is a big advantage for students if they can bump up that comfort range to a higher level.  As it turns out, this is not particularly easy.  (more…)

All students, whether they’re aware or not, have built in expectations as to what constitutes a ‘good’ mark. At StudySpot, we refer to these expectations as ‘gulp limits’, because results that fall under those limits make students’gulp’, whereas results above allow students to sleep peacefully. For example, a student might have a gulp limit of 70%. If that student obtains a mark at 70% or greater, the result doesn’t require much analysis or much attention. Nothing needs to change. But if that same student ends up with a 62%, it’s action time! The student might work harder on the next test, go in for extra help, pay more attention to their homework – whatever it takes to get those marks back up across the magic 70% threshold.

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When working with students, we try to stress “Homework with Integrity” and not just “homework”. Homework with integrity means doing homework the way it was meant to be done. It means attacking homework so you get out of it what you were supposed to – what the teacher was shooting for.

Here’s an example: The teacher of a Grade 10 math student assigns a series of questions for homework. Twenty minutes later, the student is “done”. Yes, the student might be done the homework, but did the student do the homework with integrity? A few questions can shed light on this. How did you do? Did you check your answers? Did you correct the ones you got wrong – do you even know how many you got wrong? If you’re stuck or don’t understand something from your homework, do you know what you need to ask your teacher about next class?

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