Flash cards?? Didn’t work!

I got called on last blog’s reference to flash cards. Okay, I did promise a blog about flash cards. I was going to do that later, but thought then that talking about students, flash cards and customizing a pretty straightforward low-tech tool could give a window into what a customized coaching session looks like.

Making flash cards work is not rocket science, but it happens more often when collaborating with a coach that helps you think outside the box you got stuck in. Most of my students have heard about flash cards, and maybe encountered them in a workshop. Let’s look at some of the students I have worked with who said, “Steve, I’ve tried those. They just don’t work.” (Names altered, of course.)

Frank: “I might as well just underline the text and recite it as copy down the definitions on the back of the card.”

Frank is right. Yes, you should know the definitions in the text. But to recall those words come exam time, you have to hook them into what is real in your own life. I had Frank explain the concept in his own words, without using the text, and then jot down a few of his own words underneath the textbook definition on the card.

Amy: “I get the words down on the card, but don’t really get what they’re about. So what is the point!”

Amy is right. Even if she had been remembering the exact words, parroting them back without any understanding of the underlying concepts is pretty pointless. I had Amy reread the text as though she had to explain it to her younger brother, then pretend she was explaining it to him, then write down a few of the key words under the text definition on the card.

One student who was really engaged in their art classes started sketching cartoons under each definition.

Another student made up exam questions for each card.

Same tool, different customization needed for each student. Sometimes I came up with the method to link the flash card to real life; sometimes just clearing the air for the student to be creative about what could work for them was what was needed. Studying was less painful and took less time for the same result. Grades went up.

This is what customized coaching is about–creatively finding what will work for each individual student to move to gain academic goals. 

I hope this sample has given you a few ideas about how to make flash cards useful for your work, as well as a picture of one way we could work together to improve your academic effectiveness. I’d like to hear about other tools you’ve tried and dropped, or adapted on your own–email me. [email protected] 

(Reminder: if you qualify for funding, students on come campuses are getting their registrations and applications in now.)

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