Flash cards are a very useful revision activity for many reasons. They work across all subjects, they can be used with the recall of facts, dates, quotes, definitions and more. They are a very simple technique for learners to use – low effort but high impact. As well as being an effective learning strategy flash cards are also popular with students. In a research survey carried out in 2018 more than 50% of college students reported that they do use flash cards to study.
In recent years retrieval practice (combined with spaced practice) has completely changed my teaching practice – for the better. I have seen many of the benefits of Retrieval Practice first hand, which go far beyond the ability to recall information from long term memory. I have fully embraced the research and this evidence-informed strategy, as have many others around the world. However, there are still some classroom teachers and students that are quite sceptical and wary about the hype surrounding retrieval practice.
The exam season is fast approaching and this can often be a time of stress, anxiety and pressure for students and teachers alike. I have taught GCSE and A Level throughout my career and whilst some aspects have become much easier, for example in the first few years of teaching I would have fears that I wouldn’t teach all of the required content in time … but I always managed to with time to spare. Careful planning, confidence and experience can help teachers with these worries but I like many other experienced teachers are teaching new exam specifications for the first time. This has brought new challenges such as being the first year to sit the new exams, meaning limited examples of past papers and a lack of clear grade boundaries.