$10

weekly

or $99 for all content

Executive Functioning Skills for Teens: Study Skills

New class

Ages 12-16

Self-Paced Course

In this ten-unit, self-paced class, students learn to take effective notes from reading assignments and lectures and experiment with numerous study techniques.

Miss Mara

Average rating:

4.9

Number of reviews:

(186 reviews)

27 pre-recorded lessons

10 weeks of teacher support

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1 year of access to the content

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What's included

27 pre-recorded lessons

10 weeks

of teacher support

1 year access

to the content

Homework

2-4 hours per week. Homework expectations for each unit are as follows: Unit 1: Notetaking --Learners will use the provided handout to create a shorthand they feel will be most beneficial to them in future classes. --Students will use their created shorthand to take notes on a one-page nonfiction text provided in the handout. Alternatively, the learner may use a different passage, such as from a reading that they are assigned for school. --Students will use their created shorthand to take notes on a one-page fiction text provided in the handout. Alternatively, the learner may use a different passage, such as from a reading that they are assigned for school. --Learners will use their created shorthand to take notes on a brief lecture that I upload separately. Alternatively, learners may take notes on a lecture or class from their own schooling. --Learners will refer back to their previous notes from the nonfiction handout, fiction handout, or lecture. Then they will use at least one of the new systems to take different notes so that they can compare the effectiveness of each method. Unit 2: Studying for Exams --Students will create flashcards based on one of the previous lectures or readings. Alternatively, learners may create flashcards from their own reading or lecture assigned for school. --Students will create a practice test and/or study guide based on one of the previous lectures or readings. Alternatively, learners may create a practice test or study guide from their own reading or lecture assigned for school. Additionally, students will be asked to use the Feynman Technique for any subject that interests them, or they may use it specifically for a subject they are studying in school. --Learners will use at least one of the techniques discussed this week on notes they have previously taken during this class or for school. --Learners will create a plan for how they could use spaced repetition based on an example in the handout. Alternatively, students can make a plan based on their current upcoming exams. --Students will complete the handout packet, which will require them to take notes on a one-page handout and short video, clarify those notes, and use at least one study technique. Learners are also welcome to complete these steps with their own reading or lecture from school. The amount of time to complete these tasks will vary for each unit and for each student. Learners demonstrate that they have completed assignments by uploading photos and/or videos to Outschool. For example, students may read their notes on video or take a picture/screenshot of their study techniques. Additionally, the handout lists questions that learners should answer in their videos or posts. Usually these questions are about what the learner found easy, challenging, or helpful.

Grading

Students will not receive a traditional grade for this class. However, a certificate of completion is available upon request if the student completes all required assignments, and I am happy to provide written feedback about the student's success and recommendations for next steps.

Class Experience

US Grade 7 - 10

Beginner Level

*Self-paced material is being created and this course will be available soon. If you have questions, please message me.*

This class helps learners build executive functioning skills related to study skills, especially attention, task initiation, and task completion. The primary focus is to help learners understand how to study for exams through proper notetaking and other study techniques.

Each unit is divided into lessons, and each lesson has a corresponding video lecture. A PDF handout is provided for each unit, and students use the handout to help create the assignments associated with that lesson. For example, during the first unit, learners will use the handout to create milestones for a hypothetical or real project.

Students share their progress directly to the lesson's post, allowing us to communicate directly.

This class was originally intended to be taught over ten weeks. However, with a self-paced class, students may learn the material more quickly or take their time between each lesson. I am accessible for ten weeks unless other arrangements are made.

Unless otherwise noted, I check-in on self-paced classes on Mondays and Thursdays. Learners may upload assignments and questions at any time, but they are most likely to receive my feedback on those days. If they have specific questions that need clarification, they can message me directly.

Please see the Syllabus and Homework section for more detailed information.

Learning Goals

By completing this class, students will learn to:
–Take effective notes from assigned readings
–Use flashcards effectively
–Use a variation of the Feynman Technique to find gaps in their knowledge
–Create their own practice tests and study guides
–Use spaced repetition to increase the probability of remembering information
–Implement basic tips for the night before and day of testing

Syllabus

2 Units

27 Lessons

over 10 Weeks

Unit 1: Notetaking

Lesson 1:

Introduction

 This lesson provides a brief overview of the class and what to expect.

Lesson 2:

Notetaking: Creating a Shorthand

 This lesson introduces the basics of notetaking: creating an individualized shorthand. Many secondary students struggle with notetaking because they try to write notes verbatim and cannot keep up with the lecture. This week, I discuss some common shorthand symbols, as well as ones I have invented for myself.

Lesson 3:

Cornell Notes Introduction

 This lecture introduces the Cornell note-taking system, often regarded as the best note-taking system for students because it requires activation of different areas of the brain.

Lesson 4:

Cornell Notes for Nonfiction

 This lesson focuses on using the system with nonfiction reading, especially textbooks and handouts.

Other Details

Parental Guidance

Students are strongly encouraged to upload photos or videos of their assignments to the Outschool classroom. This builds a stronger student-teacher connection and helps students better visualize and show pride in their accomplishments. However, students do not need to show their face or use their voice on camera if it makes them uncomfortable. Learners may want to experiment with virtual flash card software such as Quizlet or Brainscape. However, this is not required, and it is completely at the family’s discretion. Although I will mention virtual flashcards, I will primarily focus on creating traditional flashcards using index cards.

Supply List

Handouts are provided to help students with their homework assignments. Students may find it helpful to print the handout, especially since some will be filled out while watching the lectures. Alternatively, they can type or write their answers on a separate sheet or word processing document.

Students will need a writing utensil and paper to take notes, index cards to create their own flashcards, and highlighters or colored pencils for color-coding notes. If students type their notes instead, they may need digital annotation or highlighting tools.

External Resources

Learners will not need to use any apps or websites beyond the standard Outschool tools.

Sources

Some of the information regarding Cornell Notes is paraphrased from Cornell University. (https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/) Some of the information regarding the neuroscience of spaced repetition comes from “Evidence of the Spacing Effect and Influences on Perceptions of Learning and Science Curricula” (Yuan, 2022) and similar research. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8759977/) Throughout the course, some information is paraphrased from “Preparing for College Success,” an open-source textbook published by Rice University (Baldwin, 2023).(https://openstax.org/details/books/preparing-for-college-success)

Meet the teacher

Miss Mara

Joined January, 2021

4.9

186reviews

Profile

Teacher expertise and credentials

Bachelor's Degree from Colorado State University

I was a Title I tutor for over five years and have worked as an educator and private tutor since January 2020. In 2022, I began offering professional executive functioning coaching services, and I hosted a virtual executive functioning summer camp in August 2023. Nearly every learner I have taught or coached has been diagnosed with ADHD or another learning difference.

Additionally, I have completed 24 graduate credits in applied neuroscience, giving me a more in-depth understanding of the brain’s role in learning differences and executive functioning.