FOCUSED FLASHCARDS (Feedback)
Description: Based on Sebastian Leitner’s method, Focused Flashcards offer students a tried-and-true system that provide immediate feedback and an opportunity to remedy incorrect answers in an efficient and effective way by prioritizing those things that are hard to understand in spaced repetition.
Application: Teaching students how to effectively use flashcards as a study tool is the overall goal of this strategy. Flashcards can be created by hand or online through knowledge management system like Anki (https://apps.ankiweb.net/) or in a Chrome Extension labeled “Leitner Box.”
Process: Early in the school year, take time to show students how to use the Leitner system. Instruct students to bring blank flashcards and create a set of flashcards based on possible testable items within a chapter, unit, or section, for example. Explain the method:
1. There will be three stacks and all cards start in stack one.
2. Read clue on card, silently answer to self, and then flip over to confirm answer.
3. If correct, flashcard goes into stack two. If incorrect, flashcard remains in stack one.
4. Repeat procedure until all of the unanswered stack one cards have been attempted.
5. Review all cards in stack two. If correct (again) advance flashcard to stack three. If
incorrect, flashcard goes back to stack one.
6. Review until all cards are in the highest stack (three).
Remind students that spaced repetition is important. Set-up an example review time as follows:
Stack one review three times a day
Stack two review two times a day
Stack three review one time a day
Students will begin to see the strength of study because they are focused on what they are answering incorrectly, yet still keeping the other answers fresh. Optional: When students have all items in the highest stack, tell them to learn the cards back-to-front using the method.
Harris, R. Benefits of Flash Cards: The Leitner System www.virtualsalt.com/learn10.html.
SLIDE DECK (Feedback, Discussion, Writing)
Description: Just like movie theaters use a slide deck loop as patrons enter the theater (The loop features things like movie facts, advertisements, trivia, and reminders.), the Slide Deck is used to focus, remind, and inform students as they enter the classroom.
Application: Use the Slide Deck in any subject as a class starter either daily or weekly depending on focus.
Process: Create an attention-getting slide deck of five to ten slides that will loop as students enter the class. Include slides related to the course material, but also items such as multiple-choice questions, quotes from a reading, a picture with a “What is this?” question, fill-in-the-blank statement, and/or important announcements that outline upcoming deadlines. If available, post the Slide Deck for students to use as an additional resource.
Honeycutt, B. Three Focusing Activities to Engage Students in the First Five Minutes of Class www.facultyfocus.com
DOUBLE-TAKE TEST (Feedback, Writing)
Description: Based on an article by Maryellen Weimer, PhD, a Double-Take Test allows students to correct their own tests giving them opportunities to learn material missed during study or to clear up any misunderstandings of the content. It can also be used as a measuring stick for the effectiveness of a student’s study methods.
Application: Use this two-stage testing method for multiple-choice tests in any subject.
Process: Create a multiple-choice test with a separate answer sheet. Before administering the test, decide corrections format. (Will students make corrections independently or in a group, during class time or at home?) Review the guidelines with students: 1) Read question, review answer choices, select best answer, and mark answer on both test book and answer sheet; 2) at completion, submit answer sheet and keep test book; and 3) follow format instructions and review answers in book, make corrections, and submit next class meeting. Score both test book and answer sheet awarding two points if answers to question are correct on both, one point if answer was correct on one but not the other, and no points if answers to question are incorrect on both. (If cheating is a concern, avoid “at home” corrections and provide time the next class meeting for students to make corrections.)
Weimer, PhD Maryellen http://www.facultyfocus.com/articles/teaching-professor-blog/getting-exam-debriefs October19 2016
Alison Thetford, M.Ed