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Foundation course flashcards
- 1. FOUNDATION COURSE FLASHCARDS The benefits of using flashcards in Job Corps Foundation Courses
- 2. Why use flashcards? • We’re forgetful! • 75% loss of memory within 48 hours if information is not repeated • Studying before forgetting makes the brain remember longer
- 3. Why use flashcards? • Active recall • Space learning • Self-reflection
- 4. Flashcard Components What does a good flashcard look like?
- 5. Front
- 6. Back
- 7. Front Job Corps Mission (Jawb Core MISHun)
- 8. Back
- 9. Lower Left Quadrant A mission is something like a job or an assignment. It’s the major thing you’re supposed to do. For a business, it’s why they exist. Job Corps’ Mission is to do everything possible to get us ready to be successful in a career and in life.
- 11. Upper Right Quadrant No prefixes, suffixes, or roots
- 12. Upper Left Quadrant A = Attract young people E = teach Employment skills I = teach Independent Living skills O = find good Occupations/jobs U = University or more education
- 13. Back A = Attract young people No prefixes, suffixes, or roots E = teach Employment skills I = teach Independent Living skills O = find good Occupations/jobs U = University or more education A mission is something like a job or an assignment. It’s the major thing you’re supposed to do. For a business, it’s why they exist. Job Corps’ Mission is to do everything possible to get us ready to be successful in a career and in life.
- 14. Front Microscopic (mi crow SCAW pic)
- 15. Back Micro- small (Student generated memory device.) Scope – look at -ic – pertaining to An object is microscopic when it is too small to be seen by the eye but large (Student generated picture of enough to be seen through a microscope. description of the word.) (Student developed based on prior knowledge and brief class discussion of term.)
- 16. EMBED MODEL VIDEO HERE OF HOW TO FILL OUT A FLASH CARD
- 17. Tournaments and Games Reviewing vocabulary
- 18. Using Flashcards •Individual review •Work Teams •As a review game •Study Groups
- 19. Blank Body Game
- 21. Bodlish (imaginary word game) Anatomy “Spanglish”
- 22. Video demonstration OR Examples • If it is 0° Celsius, my dermo is not sweating. • Please move your ulna and radius so I can put these books down. • Girl, you are putting weight on those iliums!
- 23. Flashcards
- 24. Somalingua (imaginary medical terms game) • Medical terminology • Prefixes • Suffixes • Roots • Connecting vowels • Create new, imaginary words • Examples: • Diplo (double) + blepharo (eyelid) = diploblepharo (double eyelid) • Macrobrachitis – large arm inflammation • Orthopedosis – condition of a straight foot
- 25. Somalingua (imaginary medical terms game) EMBED VIDEO OF THIS TO SHOW HOW THIS IS DONE
Notas del editor
- What is a flashcard? A flashcard is a note card with a question or term on one side and the corresponding answer on the other side. You can learn and repeat pieces of information by reading the question and trying to recall the answer. You can then check if your answer was correct by flipping the card.
- Why use flashcards? We forget things! That ’s just the way it is. Our memory capacity is limited. Studies have shown that we forget more than we remember if it is not repeated. 75% of what we learned 48 hours ago is lost if the information hasn’t been repeated. We remember major events, traumatic experiences, but the little things we just can’t remember. Learning trade vocabulary is like learning a new language; so, studying before forgetting makes the brain remember longer.
- That ’s why flashcards can play a key role in helping students remember what they are learning. Students engage in active recall because flashcards force them to remember. They can space their learning, concentrating on those items they can’t remember and frequently reviewing those they can remember. The use of flashcards automatically encourages metacognition, that self-reflection piece that is so critical to embedding knowledge in the memory.
- The emphasis on vocabulary instruction in the Foundation Course is to fill in the blanks in students’ background knowledge. The goal is to give them the kind of basic understanding of anatomy and physiology that they would have gained in a good high school Biology course. That kind of introductory learning is different from the intense and deeply developed understanding that is cultivated in a regular academic or career technical training course. The flashcard format for the HFC mirrors the the vocabulary organizer, so once students learn the format of the HFC flashcards, the transfer of skill to the vocabulary organizer will be seamless. Let’s look at the HFC flashcard.
- The vocabulary terms for the Foundation Course are pre-printed and found in Appendix B. It is the responsibility of the foundation teacher to print the cards on lightweight stock, one set of cards per student. The front of the Foundation Course flashcard has this information.
- After students have written how they hear the word pronounced on the front, they should flip the card over and draw a cross on the back. Each quadrant has a specific purpose which allows the student multiple opportunities to interact with the term. Here each quadrant is defined to show where specific information goes. The key information that all students must have on this side of the card would be the description of the word, in the lower left quadrant, and understanding the word parts, or morphology, in the upper right quadrant. Initially, you will want to provide a Memory Device (upper left quadrant) as an example to help them remember. But as their skill increases, they will be able to develop their own memory devices. In the lower right quadrant, students should draw a picture that helps them remember the description of the word. This is not a work of art, and it should make sense to the student. There is no right or wrong in either of these quadrants.
- An example of a flashcard for the Foundation Course is displayed here. Students are given a 3x5 card with the term, Job Corps Mission, printed on the front. Pronounce the word at a normal pace, have them repeat it, pronounce it, have them repeat it. Instruct them to write the word as it sounds to them. Where there are two or more syllables, use capital letters to show the part that receives the most emphasis. There is no right or wrong here, however, after they have been given a few seconds (30 or less) to do this, write how you hear the word pronounced.
- Have students turn the card over and put a cross on the back so the area is divided into 4 quadrants. Start the discussion of the term by askinga a question like, “What do you know about an organization or business mission statement?” Use the word “mission” several times as you clarify the meaning and talk about the word, describing how it might be used, telling stories about it, showing examples, etc. However, don’t provide a dictionary definition . Then ask students to DESCRIBE the word in the lower left quadrant. A student description should use the information you’ve presented, along with correct prior knowledge; it is not a formal definition. For example, a student may write, “A mission is what businesses or organizations do for their customers or the people they serve. It’s their purpose for existing.”
- It is important that students have the correct information in the this quadrant, so after they have have a few minutes (90 seconds) to write their description, show them what you have written. If there are key elements you want to make certain they have in their description, point them out and have students underline or highlight them in their description to make sure they are included. If they are missing key facts, have them include it. Practice being very specific and purposeful so students will develop the skill of capturing important facts.
- In the lower right quadrant, have the students draw a picture of something that reminds them of the meaning of the term. It’s important for students to make sense of the word themselves, so the picture needs to be an original to them. After they’ve had a few seconds to draw a picture, show them what you have drawn, or have a student volunteer show their picture.
- In the upper right quadrant the student writes any prefix, root, and/or suffix that may be used in the word/term. This will help students figure out words they don’t know when they see them in context. It increases reading skills and greatly enhances students’ ability to learn trade words and terms. For now, just give them the information by showing them where the root or affixes are in their “Roots, Prefixes, and Suffixes” chart in their binder. Later they will look it up on their own and eventually they will remember the most common ones. The words “Job,” “Corps,“ and Mission” do not have common prefixes, suffixes, or roots, so you can leave the quadrant blank.
- Then in the upper left quadrant, the student writes how s/he will remember the specific term “Job Corps Mission.” That’s where students will write the A-E-I-O-U acronym with the explanation that was used earlier in Day 1.
- A completed teacher example card for the term Job Corps Mission could look like this.
- Another example of a flashcard for the Health Care Foundation Course is displayed here. From Day 16, is the term, microscopic. The word is introduced, said at a normal pace, repeated, and then students write how they hear the term. You again show how you write the pronunciation as a way to model the expectation.
- Beginning on Day 16, the HFC cards will have the definition included on the back of the card. This is to ensure accuracy and consistency in the learning of these foundational terms. However, the students will be expected to complete the remainder of the card. (FINISH THIS CARD)
- In this model video, watch how the flashcard is developed. Use the (checklist or rubric from vocabulary organizer—edit)
- There are specific review activities, games and tournaments used in the Foundation course that provide multiple opportunities to interact with the vocabulary.
- There are multiple ways to use flashcards other than merely memorizing the information on the card. Reviewing the vocabulary noted on the flashcards in a variety of ways provides opportunities for multiple exposures to the term. Let’s look at some ways to use activities, games and tournaments when studying vocabulary.
- Blank Body Game. To play this game, you must first make 4 chart-size posters of each of the diagrams from the text —one for the classroom, one for the women’s dorm, one for the men’s dorm, and one for the hallway or cafeteria. There are many diagrams of body systems in the anatomy/physiology unit. By removing the identifying names of the tissues and organs that make up those systems, you have a perfect set up for a variety of blank body games. The basic game has the instructor using a pointer to designate a certain part of the diagram, and student teams vying for the answer. The Work Teams are the units that collect points, but to add variety this can be played with whole Work Teams competing, Pair-Share partnerships within the Team competing, or individual Team members competing. (If you use individuals, you need to name the students in each Team who will compete against each other, so the highest achiever in one team competes against the highest achiever in the other, etc.) You always adjust the answer to be perfectly correct if it’s just close. Use a scorekeeper or mark points on the board yourself.
- This is a form of the blank body game…teams have relays to see which team can recognize parts of the heart. Prior to the game, label a post-it with each part of the heart and stick them across the top of the chart. For example, according to this blank heart diagram, there are 15 different parts of the heart. Across the top of the chart should be 15 different label : Introduce the Heart Relay. Each Work Team competes independently against time . The team lines up behind a taped line on the floor in any order they choose. The taped line should be about 10’ from the Blank Heart on the wall. At the word “GO” from the instructor, the first person in line runs to the Blank heart, selects a post-it, places it correctly on the heart, runs back, and tags the next runner. (Students with physical issues preventing them from running get to move up by the Blank Heart and have a “designated runner” who runs up to the chart, takes the post-it requested by the student stationed there, puts the post-it where s/he tells him to, and runs back to tag the next runner.) Each team has 90 seconds . At the end of that time, the instructor says “STOP” and counts the number of correct post-it placements , and awards that many points to the Team . The order of Work Teams might be the one with the least points to date goes first and so on to the Team with the most points to date. That gives the last place Team first pick at the post-it terms.
- Bodlish. Bodlish is a mixed language, imaginary word game which mixes formal anatomy/physiology terms with English
- . Example: If it’s 32 o Celsius, my dermo is not sweating; please move your ulna and radius, so I can put these books down; girl, you are putting some weight on those iliums! This will be difficult at first because students are just learning the terms. But as their knowledge increases they will become expert Bodlishers!
- Flashcards. This is an old-fashioned technique for memorizing vocabulary words/terms, facts, steps in a process, or virtually anything else. As a Work Study Team, the first player on the team chooses a card and holds up the front for the others to see. S/he asks, “Describe this term,” waits 3 seconds, and calls on another member of the group who answers. S/he asks another team member if the answer is correct, and that person agrees or clarifies with a more correct answer. The player then reads the description and asks one Team member, “How did you remember that?” After answering, that student gets to select the next card, and the process goes around again. Each student works from his/her own set of cards. When the Team makes a given number of points, they treat themselves to a break, soft drinks, a game of cards, etc.
- Somalingua. Somalingua is a method of learning medical terminology—prefixes, roots, suffixes, and connecting vowels, to create new (and imaginary) words, such as ad + lip = adlip, toward fat, as in “I see you’re growing a bit adlip these days.” As a game, one Team makes up words in Somalingua, and the other Team has to figure out what they mean.