Supporting Students to Learn HOW they Learn so they WANT to Learn

Study Smart’s assessment platform supports academic growth, cognitive development and social and emotional growth

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What Educators Get

MINDspeak helps educators teach smarter — not harder — by turning student insight into practical action.

Understand every learner in your classroom

Quickly identify student strengths, needs, and learning preferences through a one-page class profile.

Save time on planning and differentiation

Access ready-to-use strategies aligned to each student — no need to start from scratch.

View Sample Learner Plan
Support every student with confidence

Use real insights to guide instruction, increase engagement, and drive accountability.

View Sample Educator Report

Know Every Learner

with a CLASS PROFILE

A class profile is a one page snapshot of every learner in the class or group. It provides educators with a holistic glance of each student’s strengths, needs, interests, learning preferences and motivators to help BUILD STRONG STUDENT RELATIONSHIPS.

Empower Every Voice

with UDL STRATEGIES

Universal Design for Learning (UDL) considers the needs of all learners by providing:

  • Multiple means of ENGAGEMENT
  • Multiple means of REPRESENTATION
  • Multiple means of ACTION and EXPRESSION
  • ENGAGEMENT– Supports student motivation by allowing learners to interact with the material in different ways
  • REPRESENTATION– Helps learners understand content through different formats that align with their learning preferences
  • ACTION and EXPRESSION– Allows students to demonstrate what they know in ways that work best for them

UDL provides a flexible approach that supports ALL learners by giving students choice in how they learn and show their understanding

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Teachers’ Views about Study Smart

  • “I loved how quickly I could get a snapshot of the student: their interests, talents, learning strengths, academic challenges. In just a minute, I could get a holistic picture of the child”
    Mariah
    Grade 6 teacher, Ontario
  • “It provides meaningful conversation starters and helps build a better understanding of their instructional preferences”
    Anthony
    Grade 6 teacher, New Brunswick
  • “I think the assessment tool is helpful in understanding how students learn, but more importantly, from their perspective. So, the bias of adult perception is removed”
    Monica
    Grade 7 / 8 teacher, Ontario
  • “If I see multiple learning challenges that come up over and over again, that gives me a good sign that those are things that many students are going to need to be able to spend time working on”
    Amir
    Grade 9 Math teacher, PEI
  • “I like how it’s broken down into simple definitions for the student to understand themselves as well”
    Kane
    Grade 6 teacher, PEI
  • “Whenever I’m speaking to teachers at meetings where adults are talking about the student, I wonder if we have talked to the student? Students want to be asked, and they want to talk”
    Rachelle
    Grade 8 teacher, Toronto
  • “I think it’s great. A lot of teachers just don’t know how to implement UDL in their classrooms or even understand how it works. So, if you give them a step-by-step model to follow, they’re learning while using it”
    Molly
    Grade 10 English teacher, Ontario
  • “They know themselves best, especially at this point in grade 8. They know themselves better than I do. So, they could definitely tell me what things they enjoy doing in class and what’s going to keep them engaged”
    Justin
    Grade 8 teacher, Moncton, N.B.
  • “I thought it had a lot of really good information. I did like it, because it can be challenging as I teach 97 students in the course of a day, so to have their likes and dislikes, and just being able to get to know them a little bit more, was really nice”
    Sarah
    Grade 10 Math teacher, New Brunswick
  • “I like that the kids have goals, that’s something that was a goal for our school improvement plan was trying to get into goal setting with their students”
    Diego
    Grade 6 teacher, New Brunswick

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frequently Asked Questions

The holistic assessment was designed to help students understand how they learn and give students a voice and choice of strategies that work best for them. Students want to learn when they know how they learn. The learning plan can also be shared with educators who support the students inside and outside the classroom so educators can better understand the student’s strengths, needs, interests and learning preferences and build positive holistic relationships with them.

It is sometimes difficult for educators to identify the diverse strengths and needs of students, and build holistic relationships with limited tools and resources. Study Smart’s class profile enables educators to receive a one page snapshot of the learning plan summaries of all their students. Since the assessments are initiated and completed by the students, the educators save time in efficiently identifying and effectively supporting the needs of all their students.

No. Our holistic assessment is a screening that can be completed within 70 minutes by each student instead of waiting for an IEP which could take months or years to identify the student’s needs, and develop and implement strategies. All students in a class or educational setting have access to a holistic assessment instead of only those with diagnosed needs that qualify for an IEP. This ensures no student falls through the cracks and minimizes the stigma of being one of the few students in the class to have an IEP.
Finally, the holistic assessment is initiated by the students instead of the teacher. After the student completes the assessment, a learning plan and customized instructional strategies are generated aligned to each student’s strengths and needs. The most effective strategies are then selected by the student and can be used by an individual student with a tutor or with the entire class by a classroom teacher. The individual plans are then consolidated into a class profile so the tutor or teacher can easily access a one summary snapshot of the profiles of each individual student. 

No. Our holistic assessment is an affordable condensed version of a psychological assessment that is accessible to all students regardless of their socioeconomic status. The holistic assessment includes a screening of students’ academic and cognitive skills as well as their interests, learning preferences and motivational tendencies. The strategies recommended by the holistic assessment are practical and can be used by the student as well as the entire class.

The total time to complete the assessment is approximately 75 minutes but the assessment is broken down into 3 modules with a series of 5-10 minute activities, so students can complete the assessment at their own pace.  We do not recommend the assessment to be completed in one sitting as the assessment contains a lot of information for students to absorb and reflect on. Students will be more engaged and motivated if they complete the assessment within 3-5 sittings. 

Educators are not obligated to follow the strategies in the holistic assessment; however educators may appreciate having a better understanding of each student’s strengths, needs, interests and learning preference as well as strategies to support the students. Unlike the strategies within an IEP or psychological assessment which may be difficult to implement with a large class size, the strategies in our holistic assessment are based on the principles of universal design for learning. This means the strategies can be used by all students in the class which makes them easier and faster to implement.

Absolutely.  In fact, the strategies were designed to be used by individual students independently or with the support of an educator within or outside the classroom. One of our goals is to help students learn how they learn so they can become confident, self-directed learners who want to learn regardless of the support available to them.  We make it easy for students to implement the strategies with step-by-step instructions which illustrate the strategies and guide students to apply and reflect on the effectiveness of each strategy. 

Although each student can complete the assessment independently, an educator or parent should be in the room while students complete the assessment to help students stay on track and minimize distractions of phones and other computer activities. The assessment can also be completed in a small or large group setting where each student is separated and guided to complete it independently. More supervision is required by the educator in a group setting to keep students on track and offer support as needed. 

Students can complete the assessment on a computer, laptop, tablet or phone. Since there are videos and audio recordings embedded in the assessment, it is recommended that students in the group settings use headphones to minimize distractions by others.

We offer affordable solutions to ensure all students are able to access the support they need. Compare our price options .

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