ABOUT EXAMHATCH · THE INTERVIEW · PART ONE
Why did we start with how students learn?
THE INTERVIEW
ExamHatch12:02
We wanted students around the world to understand how learning actually works. Schools teach knowledge. We want students to develop the methods and behaviours that help them learn that knowledge, starting as early as primary school. They can then put those methods into practice, see what happens and keep improving.
ExamHatch12:04
Because the way children approach learning starts taking shape long before major exams. When they learn how to plan, concentrate, understand and practise from an early age, they have more opportunities to develop those skills as they grow.
ExamHatch12:06
There are. The challenge is knowing which method to use, when to use it and how to carry it out. We want to turn useful ideas into specific actions students can follow, rather than leave them with another collection of study tips.
THE INTERVIEW
ExamHatch12:08
A student might be struggling to remember something in science or solve a maths problem. ExamHatch helps them identify where the difficulty lies, choose a suitable method and try it in their existing schoolwork. Afterwards, they can review what helped and what needs adjusting.
ExamHatch12:10
Students differ, and so do their subjects and learning tasks. That’s why we focus on each student’s circumstances and actual experience. A method is useful when it fits the problem and helps the student make progress.
ExamHatch12:12
We hope they become more capable of managing their own learning. They should be able to recognise a difficulty, choose an approach, put it into practice and learn from the outcome. Better grades matter, but so does developing an ability they can carry into the next stage of their education and beyond.
THE INTERVIEW
ExamHatch12:02
We wanted students around the world to understand how learning actually works. Schools teach knowledge. We want students to develop the methods and behaviours that help them learn that knowledge, starting as early as primary school. They can then put those methods into practice, see what happens and keep improving.
ExamHatch12:04
Because the way children approach learning starts taking shape long before major exams. When they learn how to plan, concentrate, understand and practise from an early age, they have more opportunities to develop those skills as they grow.
ExamHatch12:06
There are. The challenge is knowing which method to use, when to use it and how to carry it out. We want to turn useful ideas into specific actions students can follow, rather than leave them with another collection of study tips.
ABOUT EXAMHATCH · THE INTERVIEW · PART TWO
The conversation went a little deeper.
THE INTERVIEW
ExamHatch12:47
We encourage students to use methods in real tasks and record what happened. Over time, those records help them look at what they've tried, what seems to be improving and what may need changing.
ExamHatch12:49
That's true. One result rarely tells the whole story. We want students to look at evidence carefully, notice patterns and make better decisions. We shouldn't pretend every improvement has one simple cause.
ExamHatch12:51
The aim is to connect it with learning they're already doing. A revision session, an assignment or a difficult topic can provide an opportunity to try something and reflect on the outcome.
THE INTERVIEW
ExamHatch12:53
That difference matters. The same method can have different effects across subjects, tasks and stages of learning. Keeping those experiences helps students make more informed choices next time.
ExamHatch12:55
They need to consider what happened and whether there's enough experience to make a judgement. Sometimes it makes sense to continue. Sometimes to adjust. Sometimes to replace an approach that isn't helping.
ExamHatch12:57
How to recognise a problem, choose a reasonable approach, try it, pay attention to the result and decide what to do next. That's a skill they can develop through experience.
THE INTERVIEW
ExamHatch12:47
We encourage students to use methods in real tasks and record what happened. Over time, those records help them look at what they've tried, what seems to be improving and what may need changing.
ExamHatch12:49
That's true. One result rarely tells the whole story. We want students to look at evidence carefully, notice patterns and make better decisions. We shouldn't pretend every improvement has one simple cause.
ExamHatch12:51
The aim is to connect it with learning they're already doing. A revision session, an assignment or a difficult topic can provide an opportunity to try something and reflect on the outcome.