Flashcards in the Classroom

In this brief article, I intend to explain how I will put my previous article (how and why flashcards are effective) into practice.

First, I started by teaching my students how to use flashcards. This is paramount! Do not assume they understand how to use them effectively. To model how to use flashcards I borrowed a student’s set and put it under the visualizer so the whole class could see.

First, I read the card.

“Hydrosphere.”

Then I modeled my thought process.

“Hmm. Hydrosphere, well, I know that hydro means water and I know that sphere means ball. Hmm. Earth is round and has water. Hmm. Water on Earth? Wait. All the water on Earth!”

Next, I flip the card over and check my answer.

“Awesome! I got it right. Ok, so now I will put this card into the correct pile.”

I move on to the next card.

“What causes convection currents in the geosphere?”

I model my thinking again.

“Hmm. Geosphere, well that is the Earth. Hmm. The wind causes convection currents because the sun heats the Earth unevenly.”

I flip the card over.

“Oh. I was wrong. Convection currents in the geosphere means inside of the Earth. Convection currents are actually caused by heat from the Earth’s core heats the rock and which makes it less dense so it rises. Then it cools, gains density, and falls.”

I put the card in an incorrect pile.

I then tell the students to finish the deck. Next, students need to go through the “incorrect” pile until all the cards are in the “correct” pile.

I tell my students that they must read the card and say the answer in their head before flipping the card over. I also give them a small printout that includes the steps.

Introducing New Flashcards

I introduce new KOs and flashcards on the last day of a unit because I give some sort of assessment, and when students finish they can pick up their KO and flashcards to get a head start on the new unit.

When students finish the assessment, they will turn it in and pick up a knowledge organizer (KO) and a flashcard sheet (or several) that includes vocabulary and concept Q&As based on the KO (I will explore how I make them in a future post. For now, just note that this has helped reduce my workload).

In order to assure that students actually cut out and use the flashcards, I will begin the next class by having students practice using their flashcards either by themselves or with a partner for 5-10 minutes. This approach allows me to give a quick check to see if they actually did the work and serves to get the students familiar with the chapter’s terms/concepts. A study by Kelly Grillo in 2011 found that flashcards can have a positive impact in a short amount of time, at least in terms of test scores.

One benefit I have found in implementing flashcards is that all my students are more familiar with the terms, and my more motivated students learn the entire chapter’s terms by the end of the first week. This has helped my class to engage with key concepts and to apply what we are learning on a deeper level. I have also found, both with KOs and flashcards that it improves how I use class time in the margins. If we finish a lesson early and there are a few minutes left, I can have students practice their flashcards or review their KO which helps reinforce what we are learning. Before I would ask if there were any questions or would ramble about what we were learning. Both can be useful and helpful, but they are not the best ways to spend class time.

I am sure that I will refine my methods in the future, but I am quite happy with how integrating KOs and flashcards has been so far.

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