In an era where students face diverse learning challenges and an increasing variety of educational resources, understanding how different approaches impact learning is valuable, especially as standardized tests like the SAT and ACT become more significant to universities. The value of deeper, slower learning and the importance of gaining foundational skills, even in subjects that don’t appeal to students initially, are concepts three students offered opinions on. Their approaches highlight the need for flexibility and support in today’s educational landscape.
For some students, visual aids and structured teaching are key. One visual learner, sophomore Irfan Syed, explained that diagrams help him grasp new topics. “I prefer being taught because, often, the first time around I don’t really understand the content too well,” Syed said. Self-learning, he noted, can sometimes lead to confusion if there’s no immediate way to ask questions.
Another student favors a self-directed approach for its flexibility, allowing him to work at his own pace while seeking
help as needed.
“I can take my time on it and move at my own pace,” 10th grader Cedric Chan said, describing a study process that includes reviewing material multiple times and focusing on details. Science and math, Chan added, are especially engaging, as he stated, “I am actively trying to solve a math problem or discover new ideas in science.”
The third student combines both methods, valuing self-learning for its depth but also appreciating classroom guidance for complex topics.
“I like having the freedom to explore different resources and approaches,” sophomore Landon Pinson said. “I also like being taught in a classroom setting when I need guidance or help.” Spanish, for example, is meaningful to him as it helps with family communication.
All three students prefer slow learning over quick memorization, arguing it leads to deeper, long-term understanding.
“Slow learning gives you time to really get it and use it later,” Pinson said. They also agreed on the importance of learning less-interesting subjects, with one adding, “Even if it’s not fun now, it could help later.”
Syed further explained that foundational skills, like taxes, are useful regardless of initial interest. This blend of strategies and pragmatism reflects a balanced, adaptable approach to learning.
Ultimately, these students’ perspectives emphasize the value of a balanced approach to education, combining self-directed exploration with classroom support. While each has a preferred method, they all agree that a deeper approach to learning builds lasting knowledge and skills. Their willingness to engage with challenging or less-interesting topics reflects a growth mindset, recognizing that even unappealing subjects can have real-world significance. As timed testing and high-stakes exams gain importance, these insights highlight the need for adaptable learning strategies that help students succeed across various subjects.
