Previously, we looked at ideas for recording vocabulary as part of a learning to learn approach in class. In this post we’re going to look at using flash cards for studying vocabulary, the spaced repetition system (SRS) of learning, and example sentences. All three are excellent ways to encourage methodical, self-guided learning.
Flipped learning, flash card style
Flash cards are a tried and tested method for studying vocabulary and a great way to encourage students to take more control of their own learning, not only in the sense that they can actually make the flash cards themselves, but also if you allow them the freedom to choose the vocabulary they personally wish to focus on.
There are various types of flash card that can be made, with the target word or phrase on one side and a definition, an antonym, a synonym, a gapped sentence, a translation, or even a picture on the flip side.
Repeat, now wait, repeat again
The spaced repetition system is founded on the theory that when faced with a large number of items to learn – in the context of second language learning, items of vocabulary – we’re far more likely to commit them permanently to memory if we review them not only repeatedly but at increasingly spaced intervals. The idea is that learning has most effect when the items in question are beginning to slip from our memory and require some effort to recall, as opposed to cramming, which works well when we need to learn and recall information in the short term – say, for an exam – but is not very effective for long-term acquisition.
Software has been developed using algorithms that make use of SRS in learning apps such as Anki and Quizlet. However, there’s no reason why your students can’t use sets of good old-fashioned homemade flash cards as an easy and effective low-tech alternative.
Here’s how
Step 1. Students make a set of flash cards for the vocabulary to be learned. These can be items you assign yourself, or, better still, you can get the students to mine their notebooks for vocabulary that has come up during previous lessons which they personally want to focus on. The set should be reasonably large not only to make it worthwhile in terms of how much they eventually learn but also to make sure they have to really exercise their memory.
Step 2. During the following lesson, students work in pairs to test each other with the flash cards.
Step 3. A couple of lessons later, students test themselves again.
Step 4. Wait several lessons and then have the students test themselves again. By now, it should be clear which ones they have learned and which ones still aren’t sticking.
This process can be repeated, at increasingly spaced intervals, until the students can confidently recall all the items when first presented with the flash cards. In terms of learning to learn, it’s important to draw students’ attention to the process itself and to explain to them exactly why you are doing it, including pointing out its effectiveness vis-à-vis cramming, so that they can go away and use it for themselves when studying at home and even for other subjects.
Now let me give you a personal example
Of course, learning vocabulary doesn’t merely entail memorisation but also understanding how to use the words and phrases context. To this end, encouraging students to compose example sentences is an ideal way to help make that vocabulary part of the English they actually use.
As far as possible, students should come up with sentences that are personal to them and therefore memorable. However, to ensure the sentences are grammatically correct and that the vocabulary is used properly, you might also want to ‘crowdsource’ examples; that is, get pairs of students to write example sentences for the vocabulary to be learned, elicit their ideas, and then board the best (or most original or humorous) examples, making any necessary corrections as you go. Everyone then copies the final list from the board.
You might also consider having students divide the pages of their notebook into 2 columns, with the example sentence in one column and a translation in the facing column. When it comes to revision, they can then test their memory simply by covering one or other of the columns and translating either from or into English.
But learning to learn isn’t just about vocabulary, is it?
Not at all. In the next post, we look at some techniques to encourage students to be more self-reflective when speaking and writing.
Check out part 1 of the series by Daniel Vincent on ideas for note taking and recording vocabulary as part of a learning to learn approach in class.