What do top students do differently?
In his TEDx talk, Douglas Barton discusses his organization’s studies on the habits and techniques of students across Australia, the UK, South Africa, and the US. He learned that top students do not necessarily get top results because of higher IQ. Instead, they possess a small set of replicable skills that explain why they get top grades. Moreover, these skills are common across countries. Here were his three main findings:
Don’t worry about IQ.
Most students believe this is the biggest driver of their results. But the researchers found IQ is not an important factor – 13 variables are more important. The number of practice exams that a student has taken is the number one predictor of academic success that they found. It is also completely within a student’s control, as are the other 12 variables.
Students who are self-motivated, self-disciplined, and resilient are at an advantage. Even with a high IQ, not having these three attributes puts a student at a significant disadvantage.
Don’t just aim to work hard.
Hard work is a necessary condition to doing well, but it is not all that is required. Many students work harder than the top students and get worse results. The problem is that they are using the same poor techniques continuously rather than improving their techniques to get better results.
Model the top students.
Going off of the second point, students should model the top students to improve their study habits and results. Before exams, most students are reading over their notes to get them in their memory. The top students, however, are completing practice exams because they realize the exam is not a test of memory but a test of skill. Besides practice exams, top students create and stick to a study time table. Most students put their studies in the timetable first, but they are also more likely to not stick to the timetable. The top students put in their non-study activities first and then add the study around it to make their study schedule balanced and manageable over the long run.
Tutoring
His advice and findings are consistent with how I run my tutoring programs and teach my students. Most of my students and parents have never heard of growth mindset versus fixed mindset before and believe their abilities are largely fixed traits. Not only is teaching academic content part of my programs, but also teaching students that they can become good at something if they work towards it in the right way. Having a growth mindset helps students feel more confident, motivated, and resilient, which in turn helps with improving their grades and test scores.
In my programs, I also see value in students doing homework and practicing what they learn in the sessions. To get maximum results from the program, a student has to put in the work and do the homework. In my test prep programs, I have students complete a large number of practice exams to help with practicing new strategies, identifying mistakes, and mastering new skills.
Many of my students are like the majority of students that Barton found in his results: they look over their notes as their primary way of studying. This habit is one I try to help them break, stressing to them the difference between familiarity and mastery with new concepts. A student may feel familiar with the concept when reviewing the notes, but the student is unable to actually apply that concept in new problems due to lack of practice and mastery.
It is important for educators to set specific expectations that lead students to success. That is why I provide direction not only in understanding new concepts, but also in studying those concepts at home when doing homework.