Future Me Doesn't Cram: Notes on Thinking Smart, Managing Time, and Getting College-Ready
Kristi Cookson, LaGuardia Community College
Course Setting: 11th and 12th Grade Introduction to Elementary Statistics
Focus Question: How can I increase the number of students who complete assigned readings before class and develop the ability to assess their own understanding in order to more actively and effectively engage with classroom instruction?
Strategy
I implemented the "Notes to Your Future Self (NTYFS)" a strategy adapted from Peter Liljedahl’s Building Thinking Classrooms in Mathematics, which incorporates the use of a graphic organizer to support students in synthesizing and consolidating their learning. This method requires students to independently identify and categorize notes they find personally meaningful, fostering greater engagement and ownership of their learning process. These student-generated notes were later utilized as a resource during quizzes and in preparation for the course's culminating final assessment. The primary objective of implementing this strategy was to enhance students’ ability to process and retain key concepts on a weekly basis. Additionally, by requiring a tangible product following each reading assignment, the approach aimed to promote student accountability and encourage timely completion of assigned readings.
Instead of simply copying information, students were required to process and summarize key concepts, vocabulary, and procedures in their own words, fostering deeper understanding and ownership of their learning. To support this, I provided a structured NTYFS template, which students completed each week by Monday, categorizing important information into vocabulary, big ideas, procedures, and examples within their corresponding quadrants of the notecatcher. This approach addressed the issue of students skipping readings and coming to class unprepared, holding them accountable for each week’s work. As an added incentive, students were allowed to use their completed templates during weekly quizzes. Additionally, at the start of the semester, students were taught time management strategies and asked to create a weekly calendar to schedule time for readings, note-taking, and MyOpenMath assignments. By designating specific times for these tasks, the goal was to help students stay on track with their coursework and develop a more proactive approach to their learning.
Measuring Impact 1: Quiz Grades
Analysis
Evaluating the success of the implemented strategies has been challenging due to the limited three-month timeframe for intervention and data collection. Preliminary findings are inconclusive.
Measuring Impact 2: Student Responses
Analysis
Although the range of completion rates is similar, the current average is slightly higher. Survey feedback also offered limited clarity, though some themes were consistent. Many students reported difficulty balancing the course's workload and independent study requirements, particularly due to the class meeting time. The "Visibility Random Grouping" and calendar tools were rated least helpful, while other strategies were viewed more positively.
Measuring Impact 3: Screenshot of My Findings
Analysis
I believe these strategies need more time to take root and be effective. Meaningful change also requires reinforcement across multiple areas of a student’s academic life. In hindsight, continued grading may have improved motivation, as many students are grade-driven. Additionally, reinforcing use of “Notes to Future Self,” assigned readings, and calendar planning—especially with structured in-class support—may have enhanced their impact.
Recommendation
For those looking to implement time management strategies, consider building in structured accountability early. Have students block out study times and set reminders in their calendars or phones during the first week of class. I also recommend revisiting the “Notes to Future Self” activity in the opening weeks—ask students to reflect on what they included in each quadrant and how it supports their quiz preparation and overall knowledge of content. While we aim to foster intrinsic motivation, it may be necessary to grade these reflective tasks initially to ensure consistent engagement. Finally, something I am considering for next semester is offering flexible support options. Shifting office hours or converting an asynchronous day into a virtual evening study session can better meet the needs of students who struggle with early morning commitment.