As a teacher I am skeptical of study software

The Situation:

You passionately believe you can help your students with the techniques you know right now (you are right!).

Some of your students are frightened by the possiblity of failure.
You plan to try to overcome that with your enthusiasm and interest in the topic, plus the latest in classroom teaching techniques.

You only have a small fraction of their week to make the difference you want to make and with the budget tightening, there is less one-to-one time.

Some students are not very interested in the topic you are teaching and are mainly there as they have to do it for some reason. In this situation, it is harder for them to learn with you.

You may be up against a feeling amongst your students that if they aim high they will be disappointed.

You will sometimes hand out content or provide it online, either way typically a variation of a wordprocessed document.

You are rightly skeptical of most new education fads that claim to optimise learning.

You understand that the programs that appear to teach and revise simple facts efficiently are usually not relevant to the modern world. Skill at processing of information, you contend, rather than learning basic facts, is of value in developed countries.
You are possibly not aware that Educational experts suggest that RecallPlus can be used to learn cognitively higher level processes used to synthesise and evaluate information as well as the basic low level factual information and therefore it is useful at higher levels in the Blooms hierarchy..

Snapshot of Your Students:

Your keen students will of course do what they think is "study" for long periods. This time of sitting in front of the desk may or may not approximate what you think of as study because many will not have been taught or shown what study is. While they sit at their desk/lie on the bed/sit at a park bench, trying to do what they have heard is "study", they have little feedback to know if what they are doing is learning or whether what they are actually doing is sitting there imitating study behaviour. This situation doesn't change!

They will tend to make their notes about the facts and processes that you are teaching them in a traditional way - a wordprocessed format or on paper. Mostly they will include few diagrams, little that stimulates the senses and so will have less chance of recalling the information later.They may be really worried about their exams and therefore "study" for long periods. They will not take breaks optimally. They may not notice that the bulk of the latter period of time they are studying, they are learning little compared to what they could be if they took breaks.They get used to the outcome of study being that they forget the vast majority of what they reviewed and have no idea how to prevent this apparent inevitability.

They sometimes wonder how to improve their study, but there is usually no-one around when these thoughts strike. It is unlikely with your budget and time that you can be there for them at that critical ACTION point!

If they are one of the lucky few who have done one of the excellent study courses out there, then their habits later reverted mostly to what they were prior to the study course, as there is no followup system to help nor reinforcement of the behaviours suggested.

Standard Result:

Because of the above, you are commonly placed in the situation where you have to try to be encouraging of those students who have not learnt what you had hoped they would have by a certain time.
Frequently they really don't recall processes or content you taught them yesterday in anything other than superficial detail.

Sometimes you are frustrated and have the feeling that your valuable time could be better spent... if only...
Students could benefit if...


Ok show me what the alternative is...