Review: Beating the Badlands
Here is a summary of our discussion Monday, 8-1. A prime reason for the designation Badlands in part of a chapter is that it contains details that do not connect easily and specifically with the other content. Examples are lists of words, ordered lists, definitions of terms, formulae, dates, and names of people.
A related situation, which may not always be recognized as Badlands, is content that will call for “distinguish between,” “compare and contrast,” or “give pro and con.” Here the problem may not be directly with the content but with implied content. These questions call for selection and recall of an appropriate set of features for the distinction or contrast.
We identified one general plan that seems to apply, with variations, to all of these cases. The general plan starts with a set of 3x5 cards. We call these study cards or review cards, not flash cards. Here are the generalized instructions:
Making
1. In reviewing the chapter, pick a few items that you think are likely to appear on the test and likely to be hard to remember.
2. Fill out a card for each item. The front of the card carries a phrase as it would appear in the question on the test. The back of the card carries one or several items that describe the answer. These may be specific names, graphic representations, memory aids, or other things that the person thinks will help. In the case of formulae, we will suggest some particular descriptors for the back, including a verbal description of what it does, the formula itself, units if applicable, and example of use. For vocabulary items, we will mention root words.
Using
3. Use these cards soon after you make them. With a formula, write out the formula as best you can. The purpose here is not to get it right on the first try. The purpose is to find the parts that you do remember. That tells you what you still need to focus on.
4. Use the cards a few hours later. If possible, put this second pass close to bedtime.
5. Use the cards the next day. The expression “know it cold” applies if you get all the answers right after leaving the cards alone for at least a day.
6. If you need further study, carry the cards around with you. When you have a free moment, take out one of the cards and make the answer in your head.
7. When you are satisfied with what you can answer, enjoy your satisfaction. One of the main benefits of the study cards is that they tell you when you have finished studying. If you now have to study a new chapter, go through it and put your review cards where you think they fit. Carry forward your review cards to new chapters, but don’t expect to use all your cards on subsequent chapters. Try for at least ten cards per chapter.
Reviewing
8. When you review for a test, bring out those review cards again. If you have review cards for several chapters, mix them together. The more cards you have, the more time you should allow for review. A simple rule of thumb: start one day earlier for every ten cards in your deck. (TBR)
9. Use the cards in preparation for the final. Not necessarily for review. You will know most of the cards cold. Put those aside on the first pass and just review the ones that need a bit more polish. (You may want to rework the backs of these cards. The problem may be in what you originally wrote.)
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We have some further uses for the cards, such as cooperative review. There might also be cooperative preparation. We will also suggest content-specific variations, such as time lines, maps and good gestalt. In some cases, the cards might be retained for use with the next level course. If parents use these with their children, they (parents or children) could use them for review before the new school year. Particularly difficult items might be put in audio format with mp3 players.
We have good reasons to believe that this method will improve recall. I won’t write them here, but will summarize them later. We would want to use them as principles in specialization and in other contexts. I think the set of principles might be called multi-module learning.
A related situation, which may not always be recognized as Badlands, is content that will call for “distinguish between,” “compare and contrast,” or “give pro and con.” Here the problem may not be directly with the content but with implied content. These questions call for selection and recall of an appropriate set of features for the distinction or contrast.
We identified one general plan that seems to apply, with variations, to all of these cases. The general plan starts with a set of 3x5 cards. We call these study cards or review cards, not flash cards. Here are the generalized instructions:
Making
1. In reviewing the chapter, pick a few items that you think are likely to appear on the test and likely to be hard to remember.
2. Fill out a card for each item. The front of the card carries a phrase as it would appear in the question on the test. The back of the card carries one or several items that describe the answer. These may be specific names, graphic representations, memory aids, or other things that the person thinks will help. In the case of formulae, we will suggest some particular descriptors for the back, including a verbal description of what it does, the formula itself, units if applicable, and example of use. For vocabulary items, we will mention root words.
Using
3. Use these cards soon after you make them. With a formula, write out the formula as best you can. The purpose here is not to get it right on the first try. The purpose is to find the parts that you do remember. That tells you what you still need to focus on.
4. Use the cards a few hours later. If possible, put this second pass close to bedtime.
5. Use the cards the next day. The expression “know it cold” applies if you get all the answers right after leaving the cards alone for at least a day.
6. If you need further study, carry the cards around with you. When you have a free moment, take out one of the cards and make the answer in your head.
7. When you are satisfied with what you can answer, enjoy your satisfaction. One of the main benefits of the study cards is that they tell you when you have finished studying. If you now have to study a new chapter, go through it and put your review cards where you think they fit. Carry forward your review cards to new chapters, but don’t expect to use all your cards on subsequent chapters. Try for at least ten cards per chapter.
Reviewing
8. When you review for a test, bring out those review cards again. If you have review cards for several chapters, mix them together. The more cards you have, the more time you should allow for review. A simple rule of thumb: start one day earlier for every ten cards in your deck. (TBR)
9. Use the cards in preparation for the final. Not necessarily for review. You will know most of the cards cold. Put those aside on the first pass and just review the ones that need a bit more polish. (You may want to rework the backs of these cards. The problem may be in what you originally wrote.)
---
We have some further uses for the cards, such as cooperative review. There might also be cooperative preparation. We will also suggest content-specific variations, such as time lines, maps and good gestalt. In some cases, the cards might be retained for use with the next level course. If parents use these with their children, they (parents or children) could use them for review before the new school year. Particularly difficult items might be put in audio format with mp3 players.
We have good reasons to believe that this method will improve recall. I won’t write them here, but will summarize them later. We would want to use them as principles in specialization and in other contexts. I think the set of principles might be called multi-module learning.
posted by Selby Evans at 7:47 AM
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