Flush Cards

I have added two topics to the Thinkerer:
Parenting:
http://thinkerer.org/Parenting/ParIntro.htm
Studying:
http://thinkerer.org/Topics/TopicsStudy.htm
These are interconnected, but have somewhat different audiences. The studying section would be directly used by college students an up. Parents might use it to help younger students. The Studying section uses a sparks Clipit with generic study questions and suggestions. Later I will put this in Cuepon format or something like that.

I am thinking of a variant that could be conveniently cut into strips that would serve as book marks. (Put them in your book before you start reading, use them as you come to them.) I am also thinking of a related format that works somewhat like flash cards only with less sadism.

This line of thinking comes from another site I found on the web. It would allow you to make flash cards of any subject you wanted to teach your children to hate. I only looked at one, a vocalulary builder. It said Homeostasis. On the back were several dictionary definitions.

Cognitive engineering would recommend multi-module memory. Instead of a definition, I would use a picture of a thermostat. I found several graphics available in standard clipart. So I could replace the dictionary definitions with graphics if the person has received instructions showing homeostasis in these terms. That would connect the word to visual memory and even to event memory if the student has seen or imagined the operation of the thermostat. That way, the Storyboarders don’t feel left out.

Then there is the issue of format. My Engineer wants to put the items next to each other. That would go better with printing.

Shudoff: Properly made flash cards have the stimulus on the front and the response on the back. It has always been done that way.
Whys Guy: Why has it always been done that way?
Shudoff: So the student can’t read the answer.
Networker: Flash cards were mainly used for drill and practice in rote memory tasks, such as the add and multiply tables.

Vulcan: We are now talking about a different kind of learning. Different objectives. The Boss called the example a vocabulary builder, but that seems to represent confusion of objectives. The term refers to a technical concept. It is of little use except in a technical context. The objective would be able to understand and use the concept. A dictionary definition would be little use. Moreover, while the name is an important part of the concept, effective use requires a two-way connection. In summary, if we limit our plans to concept learning, the side by side format may be more appropriate.

Canter: But we can’t use that because students will just read the answer.
Engineer: The Canters can’t. Engineers can. If we want to keep the students from reading the answer, we will put the strip art in a book with only one side sticking out. That way, they can learn in either direction.
Empath: They can also do it by themselves. Parents will like that.
Un: And so will teens. Teems have always known that the real reason for flash cards is to make it look as if parents have all the answers.
Hunter: But specifically, what will we do with this format? We could make strip are for concept learning. But to do that, we would have to gather a large number of concepts.
Engineer: Or we could just give people a plan on how to do it and let them make the strips themselves. Anybody with a computer and printer could do it. Even a child could do it.
Empath: And that part might really be popular with parents.