Is Your Child's Study Strategy Building Memory or Just Familiarity?
See the difference in one study session
Observe your child during one study session and use this tool to see whether the strategy behind the effort matches how the brain learns.
Step 1 of 3: What you see during study time
Check all that apply as you observe your child studying. Behaviors are grouped to help you spot patterns.
Reviewing and Re-Exposure
Rereading the same text multiple times
Highlighting or underlining passages
Reviewing notes or outlines by reading them over
Watching videos or listening to explanations (without pausing to self-test)
Listening to recorded lectures passively
Reading summaries or study guides someone else made
Note-Taking and Organizing
Copying notes from the book or screen
Rewriting notes neatly without trying to recall from memory
Making flashcards or study guides
Color-coding or reorganizing notes
Creating outlines directly from the text
Summarizing while the text is open
Supported Answering
Answering questions with the text still open
Looking up answers immediately without attempting retrieval first
Active Recall and Retrieval
Using flashcards for self-quizzing (especially spaced repetition)
Answering questions with the text closed (closed-book recall)
Explaining the material out loud without looking at notes (Feynman Technique)
Taking practice tests from memory
Writing a summary after closing the text
Drawing concept maps or diagrams from memory
Teaching and Application
Teaching the concept to someone else
Predicting exam questions and answering them
Doing problem sets or applying concepts to new scenarios
Interleaving different topics during a single study session
Select at least one to continue.
Step 2 of 3: The memory check
After your child finishes studying, try this:
Ask your child to close the book, put away the notes, and tell you what they learned in their own words.
Do not let them look back. Do not give hints. Just listen.
What happened?
Could explain most of the material clearly
Remembered some parts but not others
Could not recall much without looking back
Said "I know it when I see it" but could not explain it
Step 3 of 3: Your recommended next step
Based on what you observed, here's the strategy that matches what your child needs most:
Or choose a different approach:
Learning Re-Engineered
Your Observation Insights
Your Observation Insights
0
Passive
(reviewing, rereading)
0
Borderline
(organizing without recall)
0
Active
(practicing recall from memory)
What this tells you
Your next step
Want to talk through what you are seeing?
A Learning Strategy Session is a focused 15-minute conversation where you share what you are noticing and I help you understand what might be getting in the way. No pressure. No obligation. Just clarity.
15 minutes · Complimentary · No commitment required
References:
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11(6), 671–684.
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.
Learning Re-Engineeredis led by Alitalia, a dedicated Learning Strategist helping students gain confidence and clarity in reading, writing, and learning. Through personalized tutoring and immersive learning environments, each pathway is designed around how the brain actually learns.
