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Welcome to Students Incorporated, a podcast exploring the topics of business, education,

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technology and design.

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I'm your host, Mr. Jason.

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Join me weekly as my team and I produce content that's informative, positive, fun and uplifting.

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Episodes include student conversations, interviews with thought leaders and inspirational stories

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with an international flavor.

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This podcast is created and produced with the help of students from the International

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Community School of Bangkok.

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Hi, I'm Patience and I'll be hosting today's episode and I'm joined by co-host Premi.

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In this episode, we'll attempt to unravel the mysteries of the mind and explore the

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most effective and not so effective study methods with a group of non-experts, the podcast

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team.

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Have you ever wondered why some study techniques help you ace an exam while other techniques

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don't?

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From the well-trodden paths of space, repetition and active recall to the pitfalls of cramming

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and passive reading, we'll guide you through the strategies that truly work and those that

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can lead you astray.

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Whether you're a student aiming for academic excellence, a lifelong learner or just someone

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curious about the art of learning, this episode is for you.

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But before we get started, let's hear the quote of the day and get some headline news.

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Her quote of the day comes from Peter Rogers.

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He said, You have to make your own condensed notes, you learn from making them.

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A lot of thinking goes into deciding what to include and exclude.

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You develop your own system of abbreviations and memory methods for that information.

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This quote highlights the importance of developing a personalized system of abbreviations and

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memory methods, indicating a customized approach to retaining and recalling the information.

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Overall, it emphasizes the active engagement and cognitive effort involved in the process

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of making condensed notes, ultimately resulting in effective learning.

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And that's our quote of the day.

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Because today's episode is on the topic of studying, our news segment will focus on the

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opposite of studying.

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So here are some rather disturbing news bits about cheating.

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In 2015, a school district in Atlanta, Georgia was investigated because that district's

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test scores had increased substantially, more so than normal.

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The investigation revealed that teachers and administrators had been altering students'

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test scores and encouraging a culture of cheating in an attempt to make the school district

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look better.

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When interviewed, the superintendent of the school district believed that she had done

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nothing wrong.

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As a result of the investigation, 11 teachers were convicted of racketeering and faced up

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to 20 years in prison for their actions.

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For those of you that don't know, racketeering is defined as a set of illegal activities

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aimed at commercial profit or a coordinated effort by multiple people to repeatedly earn

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a profit by fraud, extortion, bribery, threats, violence, or through other illegal means.

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It's basically a type of organized crime, similar to what the mafia engages in.

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Moving on to our next news story.

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Earlier this year in February, a teacher at Cape Corral High School in Florida discovered

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that many of his students had been using chat GPT in order to write their IB papers.

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The students were part of the school's elite IB program and were all smart and hardworking

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teens, the school thought.

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However, with AI tools becoming more advanced and accessible to the public, the temptation

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to abuse it also develops.

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More and more students are using such programs to complete menial schoolwork and write their

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essays, which is causing alarm for many schools globally.

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Some schools have taken action by banning AI tools from their school network or relying

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on AI checking tools, which is still not a reliable method for checking originality.

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And finally, this news piece comes out of Southeast Asia.

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A Filipino professor from the B. Cole University of College of Engineering advised her students

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to bring headwear to their midterm exams in an attempt to curb cheating and encourage

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them to go wild, which the class did.

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Some copy the infamous Thai Casastart University's anti-cheating method of attaching two

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A4 papers to a headband worn by the students to block them from looking at their classmates'

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papers.

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Some, however, went even further and brought in headwear that they crafted themselves and

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funny props that they wore to the exam.

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The professor and students were both amused and proud of themselves for causing a humor

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stir in the midst of the pressure exerted upon them by the midterm exams.

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Speaking of midterms, ICS's midterms are also starting today.

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And that ends our headline cheating news for this episode.

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Hey everybody, this first segment will be discussing some study methods that work and

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some that don't.

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I'm joined by our student podcast team and Mr. Jason today and we'll have another special

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guest toward the end of the episode share a funny or not so funny top 10 list.

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To get started in this segment in keeping with the topic of study methods, I can share

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a study method that works for me.

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During my junior year, I found it really helpful to study at a cafe.

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It helps me study better because I'm not in my bedroom, tempting me to lay on my bed.

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Cafes have a very peaceful atmosphere and soothing vibes.

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I go to places like Starbucks or maybe like a small restaurant cafe.

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Premi, maybe you can share one of your methods that work and then we can jump into our first

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discussion question for the team.

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Yeah, of course.

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Okay, so setting methods.

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I think the one that helps me the most would be active recall.

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So when I like go through the material, I'll close the textbook and then I'll have a piece

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of paper and then I'll just write everything I can remember.

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I think this works a lot better than passive reading because I think for me, passive reading

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isn't as effective because this is you reading information over and over again.

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But like that information is always in front of you and that information isn't going to

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be in front of you in the test.

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So I think that really helps.

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And then another thing that I also do would be just giving myself incentives to study.

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So like if I finished this chapter in half an hour, I'm going to get myself a chocolate,

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something like that.

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Okay, now let's move on to our first study question.

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It is what study method have you found to be the most effective in retaining information

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long term?

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And why do you think that works so well?

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China's taking our first question.

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That's crazy, Primi.

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I use the same technique as you.

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The study method that I found the most effective is the Feynman technique.

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For this technique, you basically try to explain the subject in your own words as you were

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teaching someone.

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I think this technique works well because it forces you to think deeper into the subject

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you're studying.

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It forces you to simplify things, but also get to the main point and idea of the subject.

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Hmm, that's a good technique.

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Maybe I should try it too.

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Moving on to our next question about studying, Rebecca, this one's for you.

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It is, can you share a popular study method that you tried and found to be ineffective?

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And why do you think that it was ineffective?

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I learned from a Harvard student on Instagram that if we draw circles with our dominant

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hand while memorizing schoolwork, that can help us remember the information better and

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faster.

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However, from what I've tried, it doesn't do much and can be distracting.

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Oh, that's interesting, drawing circles.

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Well, okay, I'll see if I should try that one.

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But yeah, those sounded distracting.

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Okay, and you've got this next question.

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It is, how do you adapt your study methods to different types of content, such as theoretical

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subjects versus practical skills?

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I'd say when you study theory, it's kind of like more memorization.

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So I just need to keep on studying over and over again until I fully remember all the

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content and maybe ask a friend to help quiz each other or teach each other, which is like,

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I guess, Chania's method.

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But with like practical skills, like they're kind of harder to study.

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There's a bunch of other ways you can do those too.

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Like I think for physics, it's like a more practical based class because you have a lot

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of labs and real world relevance that's emphasized.

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So I guess how I would study, I guess I just learned all the theory first and then tried

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to learn how to apply it.

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But the problem with that is it takes a longer time to do because it's like a two step process

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and it's all the harder to study with friends.

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I see.

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Our next question brings in technology.

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In your opinion, how important is the role of technology in modern learning methods?

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And do you have any specific tech tools or apps that you recommend?

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For me, I like Canva.

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Back to you, Chania.

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I think technology is pretty important in modern learning methods.

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It definitely provides a lot of benefits and convenience in finding information.

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Personally, I like to use Google Tasks, which you can actually add to the side of your Gmail.

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I use Google Tasks to organize my assignments and work for the week.

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Yeah, I think technology definitely plays a role now, like especially more now in like

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learning methods and not just learning methods to like organization system.

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Okay, here's another intriguing thought.

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We've been learning about like studying and memorization methods in psychology, whether

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that's chunking, spacing, or like methods of locat and sleep.

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I don't think we stress the importance of sleep enough.

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Back in our unit about sleeping, I felt like really a lot worse, just staying up late just

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to study.

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Did you know that like not getting the sleep actually makes you lose actual brain cells?

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I'm not kidding.

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And I think like studying wise, study before an hour before sleep proves to be helpful,

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better for retaining the information since you'll receive less distractions from that

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information or stimuli before going to sleep.

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But if you study a few minutes before drifting to sleep though, it's proven that you will

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definitely not recall anything in those few minutes.

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So yeah, it's been interesting to see how that how we've been learning that in psych

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and how it plays out in real life and also here.

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So I think the underlying principle though with like studying and memorization tools

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would be just like the purpose of long term potentiation, right?

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And then so like so studying and the retention of information won't be as effective or meaningful

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if you're only looking to remember the material for a day just to pass this quiz or this test.

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And that I think that defeats the purpose of learning a little bit.

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What do you think Rebecca?

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Personally, I find that chunking works best for me as a high school student, especially

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this year, I took a lot of difficult classes, and I was overwhelmed by the amount of information

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I had to learn every day.

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However, I later realized that the chunking method is really helpful for my study.

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It helps me to memorize the knowledge better and understand each point better by categorizing

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them into different sections.

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That's a good tactic.

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Moving on to our next study in question, and it's about groups.

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How do you find learning in a group setting versus an individual setting, for instance,

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in projects?

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Do you find one more beneficial than the other?

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And in what context?

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Yan Hao, what do you think?

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I think they're both pretty important.

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Like group projects have potential depending on if the project works better as a group.

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Like for example, using psychology as an example, if you go break social norms at the mall,

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it's easier to do it with a group because it's not as embarrassing and you can actually

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include more variables in your experiment.

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But then there's always a risk of somebody that doesn't do much in that group.

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But in an actual study group, not a group project, it's harder to do that because everyone's

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expecting you to know some of that information and actively participate so that you can actually

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gain that knowledge from the session.

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But like, I guess like groups can help more with, I guess, reviewing and clarifying specific

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niches that you don't really understand if you already know most of the general content

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and studied up before the session.

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So studying on your own is still important since you have to understand the content yourself

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in order to like start learning and building healthy habits rather than depending on your

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friends to help you carry you in a study session, teach you everything.

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Yeah, absolutely.

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And I think another aspect that goes into this is just comes down to like personal preference.

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Like some people just tend to do better studying alone versus studying in groups.

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Okay, now moving on to our last discussion question for this segment, which will be for

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Tanya and Rebecca.

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What advice would you give to someone struggling to find a study method that works for them?

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And how would you suggest that they go about experimenting with different techniques?

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I think the best advice I could give is to start by knowing what you find the most interesting.

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For me, I find interest in drawing and visualizing concepts.

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I would start off with finding study methods that center around visualizing subjects and

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explore from there.

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I think starting off with something that you connect with and find interest in would help

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you retain the information you learn better.

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So in short, start off with what's familiar and comfortable to you and then explore from

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them.

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The advice I would give is to try different study method when you are studying and try

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it for a week and see if it works for you.

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If not, it can always develop your own method of studying and share it with others.

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Making your own method is a great way to know yourself and give more options for other students

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to try in their study life.

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And with those final thoughts and advice about studying, we hope this discussion was thought

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provoking and helpful, especially to all the students out there who are entering final exams.

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Stay tuned for part two, as we'll be right back after this short PSA announcement about

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how you can get involved with Students Incorporated.

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Join us in this exciting journey and become a part of our podcast family.

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And we are back with a part two.

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In this segment, we'll be discussing the topic of academic cheating and ongoing issue

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worldwide.

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We'll explore the effects and consequences of this unethical practice from how it undermines

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the integrity of education to its impact on future careers and personal development.

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We'll try to understand the ripple effects that academic dishonesty can have.

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But before we get into this topic more, we have collected a few teacher stories about

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cheating.

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Mr. Jason, can you share what several teachers wrote to us about this topic?

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Sure.

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Our first story is about getting caught red handed.

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The teacher writes, I used to like to watch my science classes from the back of the room

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during test.

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As I was looking around, I noticed a student very interested in his hand.

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I looked a little closer and noticed he had something written on his hand, and it was

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written in red ink.

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I caught him literally red handed cheating on the test.

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Our next cheating story is about the excuse of oversleeping.

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The teacher writes, I had a student who didn't come to the final because the student overslept

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and had to take it on the makeup day.

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Talking to other teachers, it was discovered that this student made the same claim for

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other finals to other teachers.

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Apparently, she wanted to find out what was on the exam before taking it.

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The makeup exams were definitely harder and this student did not benefit from the curve

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because it was a different exam.

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The worst part is that this student tried to do this again the next year but was caught

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immediately because the student was already on the teacher's radar.

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Our third and final teacher story about cheating is about makeup quizzes.

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The teacher writes, I assigned a matching quiz to my students, but one student was absent

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that day and had to take the makeup quiz later.

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To create the makeup quiz, I shifted the questions around, taking the last question and placing

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it at the beginning.

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This meant that every subsequent question was moved down one number.

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Interestingly, the student ended up scoring a zero on the makeup quiz.

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However, had they taken the original unmodified quiz, they would have scored a perfect 100.

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Apparently, the student didn't bother to read any of the questions to check if the

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answers made sense.

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And that ends our teacher stories about cheating.

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Hopefully, these stories can serve as a caution to all potential cheaters out there.

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The simple message we can take away from this story is to just don't do it.

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It's just not worth it.

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Moving on, maybe some of us have different understandings about what constitutes cheating.

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Primi is here to set the record straight.

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Can you give us the definition of what academic cheating is?

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According to the dictionary, cheating is to act dishonestly or unfairly in order to gain

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an advantage, especially in a game or examination.

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Cheating violates the principles of academic integrity, which includes honesty, trust,

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fairness, respect, and responsibility.

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It undermines educational purpose, but also hampers the teacher's own learning and ethical

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development.

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Basically, it's ethically wrong.

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And in some cases, as we heard in the news, cheating is breaking the law, and you could

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be prosecuted if caught.

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Mr. Jason has a list of some common cheating behaviors that we will be discussing in this

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segment and then we'll end up with a top 10 list presented to you by a special guest.

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Mr. Jason, can you start us off with your list of common cheating behaviors?

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That's right.

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I have a list of seven common behaviors that can constitute academic cheating.

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The first item is plagiarism.

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Plagiarism is copying someone else's work, ideas, or expressions without proper acknowledgement

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or citation and presenting them as your own.

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Our discussion question is, how does plagiarism impact the value of academic achievements

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and what steps can be taken to better educate students about the importance of originality

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and proper citation?

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Yen Hao, this question is for you.

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Plagiarism occurs in a large variety of academic work, but it arguably occurs the most prominently

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in essays.

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Writing a whole essay by researching everything you know and revising it in order to make

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it look better and ensuring your own thoughts in the essay is something that most students

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can be proud of doing once they finish or they can be tired.

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But plagiarism basically takes away a huge part of that work since you're essentially

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just copying and pasting something into your work that someone took the time to think and

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write about.

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It doesn't benefit the student in any way since they are unable to gain a deeper understanding

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of the topic and stricter measures should be imposed in order to discourage plagiarism

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and students can easily be told about citations and ways that plagiarism negatively affects

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them.

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Alright, the second item is unauthorized collaboration.

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Unauthorized collaboration is working with others on assignments that are meant to be

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completed individually.

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Alright, our discussion question is, in what way is this unauthorized collaboration blur

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the line between cooperative learning and academic dishonesty and how should schools

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define and regulate it?

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This reminds me of the honor code.

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From my perspective, unauthorized collaboration should be considered as cheating, which should

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be treated seriously because it is basically using someone else's idea in your own paper

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and certainly blurs the lines between cooperative learning, which should be group work where

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each team member equally distributes the work and contributes equally to the team.

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However, for unauthorized collaboration, students simply copy and paste others' work and turn

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it in as their own.

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There's no way for a teacher to make every student follow the honor code.

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It is entirely up to them and their conscience.

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Alright, thank you Rebecca.

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And on that same idea of unauthorized, the next item is the use of unauthorized materials.

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The use of unauthorized materials is accessing notes, books, electronic devices, or any other

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resources during an exam or assignment when these materials are not permitted.

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Our next discussion question is, what are the implications of using unauthorized materials

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during exams and how can educators create an environment that discourages this behavior

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while still encouraging to learn?

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Chonya, what do you think?

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Some implications of using unauthorized materials is probably somewhere along the lines of having

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your exam taken away, score canceled, or having to meet with higher authority.

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I think educators could try to discourage this behavior by creating a less competitive

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and stressful environment.

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I think the best way of doing this is probably through giving out more encouragement and

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promoting positive productivity.

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Okay, our fourth item is called fabrication.

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Fabrication is inventing or falsifying data, research, or sources.

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Premi, you've got the next question.

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What are some of the long-term consequences of fabricating data in academic work, especially

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in research and fact-finding?

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And how can it affect future scholarly pursuits?

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Yen Hao, what are your thoughts?

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00:21:19,340 --> 00:21:23,700
So making up data or sources can definitely affect academic work since it takes away the

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purpose of researching accurate data and replaces it with pure finesse.

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Point that you're trying to support with that false data is extremely weak and can

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be exposed almost instantly if no sources are provided, and an overwhelming amount of

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research that opposes that point is easily found.

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That's why some teachers require citations in their work.

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In order to ensure that the students are finding reliable sources to draw information from,

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if you're unable to find scholarly sources that aren't fabricated and use them to your

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advantage while in high school, you will definitely struggle in university with all the research

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papers that you will have to submit and the thesis that you will have to write.

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Alright, thank you, Yen Hao.

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Our next item is impersonation.

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Impersonation is having someone else sit for you at an exam or perform an assignment on

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your behalf.

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Patience.

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So our next question is, why do you think students resort to impersonation and what

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measures can be implemented to prevent this form of cheating?

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Rebecca, what are your thoughts?

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In my opinion, this happens a lot in our daily life because some students don't have the

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confidence to be able to write great college essays.

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Therefore, they are afraid that what they write won't be accepted by the admissions

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officers.

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Thus, they resort to impersonation because they have belief in them instead of themselves.

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This should be attributed to the fact that students don't put in a 100% effort during

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their school days.

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Their laziness and procrastination prevent them from completing tasks on their own and

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00:22:50,460 --> 00:22:52,940
therefore leave them in the hands of others.

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If there's a will, there's a way because people will figure out how to get away from

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getting caught.

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So the only thing we can do is to pray for them and to bear the spiritual fruit inside

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them and honor God in every aspect of their life.

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Thank you, Rebecca, for that answer.

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Our next item is tampering with work.

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Tampering with work is altering graded exams or assignments for the purpose of a regrade.

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Premi?

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Our discussion question is, how does tampering with graded work undermine the academic grading

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system and what ethical dilemmas does it pose for both students and educators?

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Chanya, can you take this one?

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Since the grading system is meant to be a reference point and evaluation tool for equal

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and fair grading, tampering with the system would cause unfairness.

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The tampering of a grading system for students would be discouraging to them and it is unfair

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because it does not reflect the actual ability and quality of the student and their work.

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I think for educators, it would definitely cause a loss of integrity and organization.

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Alright, thank you, Chanya.

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And our last item is facilitating dishonesty.

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00:24:04,420 --> 00:24:09,060
Facilitating dishonesty is helping another student cheat or providing them with unauthorized

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00:24:09,060 --> 00:24:11,060
material or information.

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00:24:11,060 --> 00:24:12,300
Patience?

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Our final discussion question is, what are the ethical implications for students who

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facilitate cheating among their peers and how should institutions address this form

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of complicity?

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00:24:22,100 --> 00:24:24,860
Yanhao, what do you think?

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00:24:24,860 --> 00:24:28,380
Encouraging your peers to cheat and helping them do so is not only a breach of academic

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conduct but also affects the morality of the students involved in the cheating and increases

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the chances that they will repeat this kind of behavior in the future.

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It's also unfair to the students who did study or work hard for the assignment.

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Institutions should address this by comparing students' work to each other or create more

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isolated environments for testing so that it's harder to cheat.

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They could also ask students to explain their work periodically or apply the content to

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their own personal lives so that students are forced to write something original.

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Yeah, thank you so much, Yanhao.

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And now, as we close out this segment, we've been invited another guest to join us.

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Welcome to the podcast, Mrs. Amber.

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As a high school principal, we'd love for you to end this segment by reading our top

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10 list titled, 10 Outrageous Cheating Methods That Probably Won't Work.

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Some of these methods may sound familiar or maybe you've seen it dramatized in a movie.

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Either way, they're quite creative.

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Mrs. Amber, go ahead and share our creative cheating list.

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Sure, and thanks for having me.

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Okay, here are 10 outrageous cheating methods that probably won't work.

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Number 1.

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The water bottle label.

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Students printing answers in tiny font on the inside of water bottle labels.

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Number 2.

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Morse code blinking.

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Printing answers in a classroom using Morse code by blinking.

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Number 3.

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The eraser code.

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Using different shaped erasers to represent different answers in a multiple choice test.

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Number 4.

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Invisible ink revelations.

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Writing notes with invisible ink and using UV light to reveal them during the exam.

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Number 5.

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Mathematical nail art.

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Painting formulas in tiny notes on fingernails only visible up close.

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Number 6.

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Fake arm sling.

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Hiding notes inside of a fake arm sling.

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Number 7.

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Hacking the school system.

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Tech savvy students hacking into school systems to change grades.

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Number 8.

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Elastic band stretch.

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Writing notes on an elastic band and stretching it to read during a test.

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Number 9.

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The classic tiny paper.

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Writing notes on extremely tiny pieces of paper and hiding them in pens, sleeves, or

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under watch bands.

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And number 10.

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The coughing Morse code.

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A group of students using a coughing system to indicate the correct answers to each other.

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00:26:53,340 --> 00:26:58,860
And with that final method, coughing Morse code, that seems like a lot of work to do.

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We have run out of time.

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Cheating may provide a short term advantage if you don't get caught.

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However, the long term effects can be pretty damaging to an individual's learning development.

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Not to mention the slew of other negative things we've already talked about.

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As we end this episode, we'd like to encourage everyone out there to be lifelong learners.

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You don't have to be an official student or enrolled in the class to be a learner.

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Being a lifelong learner is as much about attitude and intention as it is about taking

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a specific class or subject.

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We are never too old to learn something new, right Mr. Jason?

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That's right.

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And as always, this podcast would not be possible without the hard work and support of our international

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student production team.

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All music and sound effects are courtesy of Pixabay.com, a vibrant community of creatives

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sharing copyright free images, videos, and music.

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And we are signing off until next time.

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00:28:02,180 --> 00:28:08,700
Be your student incorporated because your voice matters.