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Welcome to biology! Whether you have found yourself in your first biology class or your fifth, you may have some questions about the best way to learn this (sometimes complex) material. Unlike some other disciplines in STEM, biology does not always have a clear set of “practice problems” or “formulas” to follow that direct your learning. Instead, one of your most valuable resources will be the course’s learning objectives, which can help you identify key concepts and serve as “cue cards” for your studying. So, how can you make the most of your study time? Here are some suggestions for moving your learning to the next level.

Get organized!

Identify your support network.

Compile a list of resources, including details like instructor office hours, the peer teaching team, any relevant collaborative learning groups, subject-specific academic coaches and peer tutors, and contact information for friends in the class. That way, if/when you want to access a “people resource”, you have your own personal directory of helpful contacts ready to go.

Develop a routine.

Consider what an effective study cycle might look like for your biology class (more on that here!); how will you engage with the material before, during, and after class? Here is an example of what this may look like:

Preview:

  • If your class provides guided reading questions (GRQs), skim those over first and then refer to the textbook to find answers. Supplementary resources may be helpful when answers are not directly available in the textbook – see some suggestions at the bottom of this handout.
  • When you finish the reading, actively summarize what you can remember in your own words or by creating your own diagram, and write down what questions you still have.
  • Complete any additional pre-class assignments or quizzes.
  • Look ahead at the learning objectives for the next day. What can you explain about them right now? Can you categorize your GRQs with the corresponding learning objective? What questions do you still have?

Attend class:

  • Show up, follow along with the lecture, and take notes in your lesson outline, if provided. If you are not given an outline to follow during class, you could create your own using the learning objectives.
  • Exams can cover anything mentioned in lecture, so it is very helpful to have all key ideas written down. Sometimes lectures may cover information that goes beyond the provided space in the lesson outlines, so it is a good idea to have extra paper or another space to take additional notes!
  • If you can’t keep up with the lecture, or if there’s a concept you don’t understand, write questions in the margins or flag those parts of the notes to come back to later.

Review

  • After class, look back over your notes and fill in any gaps by reviewing the lecture video, reading through the lecture slides, checking the textbook, or consulting another trusted resource (such as the “Support Network” suggestions mentioned earlier in this handout).
  • Choose an active study method (see below for some examples) to reinforce what you learned.
  • Draw big-picture links between today’s class period and past ones, perhaps by creating a concept map.
An example of the "concept mapping” strategy used to show how the topic of “Osmosis” fits into a broader biological context.
An example of the “concept mapping” strategy used to show how the topic of “Osmosis” fits into a broader biological context.

Study:

  • Distribute your practice with several focused, active study sessions ahead of any quizzes or exams.
  • Be intentional with your studying. Use the learning objectives as a guide, check in with yourself frequently to identify what’s working and what isn’t, minimize distractions and plan for periodic breaks.

Check:

  • Assess your learning with active recall. Attempt practice questions, discuss content with a friend, review flashcards, diagram out a concept, etc. without consulting notes.
  • Give yourself honest feedback. What study methods helped you the most? What obstacles to your learning did you become aware of in this lap around the study cycle? How can you work around those next time?

Try out some useful study methods!

Become the teacher.
Explain a concept out loud – to a friend from class, a patient relative on the phone, or even a stuffed animal or yourself in the mirror. Practicing verbalizing information is a great way to grow your confidence and identify areas you still want to reinforce.

Record yourself teaching a concept, take a quick break, then listen to the recording and offer yourself feedback. What gaps do you notice in your explanation? What questions would you ask yourself about that material?

Write your own practice questions and answer keys. What are some ways you might be tested on this content in the future?

Use analogies and tell a story.
To become more fluent with a particular concept, try substituting in some more familiar “characters” that help the pieces fit together into a cohesive story. Does the immune system feel more tangible if you imagine it as a security team protecting a mansion from a burglar? Can you better visualize cell signaling if you relate it to runners passing a baton in a relay race?

Map out the connections.
Biology is a naturally cumulative subject, full of complex interconnections. Try using a visual strategy like concept mapping to see how different concepts link together and where each subject fits in within the broader context of your course.

Practice “chunking”.
If you feel overwhelmed by a complex diagram or system, try to break it down into manageable pieces. Imagine you’re throwing a dart at one small piece of the puzzle and explaining the context right there, then slowly work your way through each element until the big picture comes together.

An example of the "chunking" strategy being used to break down a diagram of the electron transport chain in cellular respiration.
An example of the “chunking” strategy being used to break down a diagram of the electron transport chain in cellular respiration.

Ask yourself, “What if this part changes?”
Biology test questions frequently break the “rules” you learned about concepts in class; you can prepare by doing the same in your studying! As you learn how a system should work, push your understanding by what the consequences might be if you removed, broke, or modified one piece of it.

Develop a problem-solving procedure, then test it out. Revise as needed.
For concepts that involve solving logical or mathematical problems (think pedigrees, Punnett squares, or anything involving a formula), take note of the thought process you use to problem solve and translate it into a flowchart or a numbered list of steps. Try out your protocol on new problems and revise it until it works on a broad range of question types. This is a great example of something to include in your study guide!

Test strategically!

Prepare effectively.

Set aside a little time to plan out your test prep. For example, you might take a quick pass over the unit’s learning objectives and flag the ones that feel the least familiar, then make your study guide and schedule from there.

Use practice exams as an honest assessment of your knowledge. Ideally, leave a few days after you take the practice test to review any troublesome content, but avoid taking the practice exam too early (before you’ve studied thoroughly using other strategies). Avoid using any resources that you won’t be allowed to have on the real exam, set a time limit equivalent to what you will have on test day, and find a quiet environment to complete it all in one sitting. Afterwards, grade yourself and spend some time reflecting on the test. Review the questions you got wrong as well as the ones you got right. What are your current strengths? What content or types of questions can you keep practicing?

Tackle difficult questions.

  • Biology exams typically contain a combination of multiple choice and free response questions that can each present their own challenges. Understanding what the question is even asking you to do is half the battle!
  • Annotating can be a powerful tool to filter out the important details. Underline or highlight key terms; jot down quick notes on what you associate with this question and your immediate reactions. If your test is online, ask for a piece of scratch paper so you can still write out your thoughts. Getting your thoughts on paper can also be helpful to remind you of your instincts if you come back to check over your answers again later.
  • Some biology test questions provide a LOT of background information before getting to the main point, which may only show up paragraphs later! To save yourself the need to reread these long questions over and over, skip ahead and read the question at the end first, then skim over the details and pick out what is relevant. Sometimes the answer to a question can be hidden in the background information, so it can be good to come back to if you’re stuck.
  • Some questions may include instructions like “select all correct options”, which can suddenly open up dozens of possible answer combinations. Here, you may need to be cautious not to select too many choices. Would you be comfortable choosing each option you were considering if it was the only right answer?
  • Be wary of “absolute language” (like “always”, “never”, “directly”, …). Can you come up with one counterexample that refutes the statement? This may help you immediately rule out incorrect options.
  • Read every single word in a question, especially true/false questions. Biology test questions can be tricky, and one word may be the difference between a right and a wrong answer. Even if you’re sure you know the right answer after reading the question once, slow down and read it again, and make sure your answer matches EXACTLY the question being asked.
  • For free response questions, try to anticipate what the rubric might look like and format your answer accordingly. This makes it easier for you and the grader to ensure you are covering all necessary details (or at least getting partial credit where possible)! For example, if a question asks you to identify the three requirements of natural selection, you might try deliberately spacing out your answer into three chunks (using bullet points if allowed). Be clear, concise (no “fluff”), and precise (using all relevant vocabulary) in your phrasing.

Treat each assessment as a learning experience.

Whenever you receive graded feedback, take the opportunity to learn from your past successes and mistakes. Every challenge is an opportunity for growth! Spend some time reviewing the test (you can do this with a coach or with our test analyzer tool!) and taking note of study skills, question types, and concepts that stand out to you as areas to reinforce before your next assessment. Taking the time to debrief on each test can help you move forward and grow as an independent learner!

We hope these strategies will help make your biology journey smoother! If you want to explore these ideas further, consider making an appointment with an academic coach to discuss what’s possible.

External Resource Recommendations

YouTube Channels
Recommended as a quick pre-textbook briefing, or coupled with an “active” strategy. Avoid relying too heavily on videos alone as this can lead to a “fluency illusion”.
Practice Questions
Helpful for review and self-testing, but not necessarily a 1:1 match with the course content.
Interactive Simulations
Helpful for visualizing microscopic processes or reviewing lab concepts at home.

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