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Flashcard Tutoring
[Effective in small and large classes—Potentially difficult to structure for online courses]

Purpose: To maximize the chances that student actually master and retain key vocabulary words in courses such as biology, anatomy, astronomy, and foreign languages or ESL that require memorization of key terms. This approach is useful for relatively low-level thinking (the knowledge and comprehensive levels on Bloom's well-known Taxonomy). The pairing reinforces the value of teamwork.

Steps: Students prepare flashcards, often for pre-test coaching, with a word, concept, or short answer question on the front of the card and the answer on the back. How the students use the flashcards make this a powerful learning tool. Working in pairs, one student assumes the role of tutor, holding up in rapid succession the vocabulary cards. If the "tutee" gives an accurate response, he or she receives the card. If the answer is incorrect or partially correct, the tutor shows the flip side of the card and allows time for study and reflection. The two might discuss ways to master the elusive definition or answer, such as through a mnemonic device. The card is then placed at the back of the tutor’s deck for a subsequent response. During the next round, only the incorrectly answered cards are displayed, and the tutor gives appropriate hints or clues if the partner is still stumped. After the final round, when the tutee has earned all of the cards through correct responses (without the hints), the roles are reversed until both partners have mastered the material.

Caveats: The task of creating flashcards—a study aid in itself—could be perceived as busy work. To avoid this perception and to save student time, each pair can be responsible for preparing—using a label program—a percentage of the course vocabulary cards. Other pairs could then print individual cards for study and later tutoring using the label program. Faculty worried about "spoon-feeding" students by using class time for material they should presumably have mastered on their own need to remember that without peer coaching some students will never master some or all of the key terms/concepts. Or, class time may be squandered by quizzes to "force" students to study, a punitive rather than reinforcing practice. The tutoring sessions move very quickly, absorbing only 10 minutes or so of actual class time.

Assessment and follow-on: Vocabulary tests will determine the degree of learning. [Note: an interesting research project might be to use experimental and control groups to measure learning gains for those using the “Flashcard Tutoring” approach as opposed to students studying independently.]

Examples from various disciplines: Virtually every discipline has basic vocabulary words and key terms.