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Notecards: An Effective Study Tool

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Title: Notecards: An Effective Study Tool
Language: English
Authors: Conderman, Greg
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2019 92(3):85-92.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Notetaking, Study Skills, Thinking Skills, Skill Development, Academic Achievement, Vocabulary Development, Middle School Students, Prompting, Test Preparation, Teaching Methods, Educational Benefits
DOI: 10.1080/00098655.2019.1588212
ISSN: 0009-8655
Abstract: As students advance to and through middle school, teachers expect them to meet higher academic expectations. Students' ability to meet these expectations depends, in part, on their use of effective study skills. Using notecards represents one study skill that students can use flexibly in many subjects to prepare for upcoming assessments. With some creativity and practice with teachers, students can develop vocabulary, question-answer, and short answer response notecards that promote higher level thinking skills. Examples of notecards and teaching ideas are included.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1220056
Database: ERIC
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  Value: <anid>AN0137144156;clh01may.19;2019Jun26.03:02;v2.2.500</anid> <title id="AN0137144156-1">Notecards: An Effective Study Tool </title> <p>As students advance to and through middle school, teachers expect them to meet higher academic expectations. Students' ability to meet these expectations depends, in part, on their use of effective study skills. Using notecards represents one study skill that students can use flexibly in many subjects to prepare for upcoming assessments. With some creativity and practice with teachers, students can develop vocabulary, question–answer, and short answer response notecards that promote higher level thinking skills. Examples of notecards and teaching ideas are included.</p> <p>Keywords: Achievement; academic performance; middle school; study skills</p> <p>As sixth grade team members meet to discuss student performance, they agree that many of their students need considerable support for preparing for exams. They have determined that providing study guides has helped, but some students still confuse vocabulary terms and many need more practice writing short answer responses. They wonder what else they can do to help students organize course material and prepare for quizzes and tests.</p> <p>As students advance from elementary to middle level grades, teachers expect them to work more independently, monitor assignments and homework, and assume more responsibility for meeting other school-related obligations (Cooper and Valentine [<reflink idref="bib8" id="ref1">8</reflink>]). Students also need to organize materials for each class, retain information, and apply recently learned skills to novel situations or assessments. Successful students often navigate these types of study skills and expectations with few reminders from adults.</p> <p>However, these skills are not automatic for some students. Some students enter middle grades with minimal study skills preparation, some have special needs that require additional instructional support, and others may not yet appreciate the importance of study skills because they were successful in elementary school without needing to consistently apply study skills. As expectations in middle level grades increase and as the curriculum becomes more complex, part of the success of middle level students is related to their ability to use various study skills. Interestingly, teachers rarely teach study skills to students even though effective study skills promote student learning (Gettinger and Seibert [<reflink idref="bib9" id="ref2">9</reflink>]).</p> <p>Researchers have defined study skills as tools associated with acquiring, recording, organizing, synthesizing, remembering, and using information and ideas in school (Hoover and Patton [<reflink idref="bib11" id="ref3">11</reflink>]). One study skill that middle level students can use flexibly in many classes involves their development (and use) of notecards. Generally, the process of developing and using notecards is associated with the fundamental cognitive skills of rereading and rehearsing information. Students find rehearsal strategies easy to learn and use. Therefore, these are often among the first types of study skills taught to students (Gettinger and Seibert [<reflink idref="bib9" id="ref4">9</reflink>]). Consequently, due to their relative ease of use, notecards can be one of the first study skills middle level students learn with advanced study skills introduced subsequently. Therefore, this article summarizes advantages of notecards, provides examples of notecards, and shares instructional tips for teachers to consider when teaching students how to develop and use notecards.</p> <hd id="AN0137144156-2">Notecards</hd> <p></p> <hd id="AN0137144156-3">Description and student advantages</hd> <p>Notecards are electronic or paper index cards that contain critical content typically in a question–answer prompt format associated with a topic or unit of study. Students use them primarily as a test-preparation tool. Historically, students have used them to prompt their memory regarding factual course content. However, teachers and students can develop notecard prompts that promote higher-level thinking skills, as well. Often the front of the card contains a vocabulary term, question, or concept, and the back includes the definition, answer, or elaboration as well as the location where students discovered the answer such as a page number in the text, reading, or class notes. Page numbers written on the back serve as a reference for students to consult for additional later study and review.</p> <p>Notecards offer many advantages for students. First, students can use notecards in almost any subject area. For example, notecards in math, science, or music could include discipline-specific symbols on the front with their explanation or examples on the back. Notecards in language arts or social studies could include practice test questions, concepts, and important dates, authors, or events. Foreign language notecards could include vocabulary terms and their English equivalents, phrases in both languages, and language rules.</p> <p>Second, students can use various materials or equipment when developing their cards. They can use lined (or unlined) notecards (of various sizes and colors) or cardstock. Students can place notecards on a ring for convenient use. Their size allows easy transport in notebooks or backpacks. Students can use their electronic devices to develop electronic notecards. Websites such as Quizlet (Quizlet [<reflink idref="bib15" id="ref5">15</reflink>]) allow students to develop, save, and quiz themselves over notecard content with various practice and rehearsal options. Electronic cards are especially helpful for students who prefer electronic systems, have access to technology, have illegible handwriting, find physical notecards bulky, or frequently lose course-related materials.</p> <p>Third, students can use different notecard formats. Conderman ([<reflink idref="bib7" id="ref6">7</reflink>]) described three main types of notecards as vocabulary cards, question–answer cards, and short answer practice cards. Each of these will be described in the next section. Color-coding these types of cards within a unit of instruction supports content organization for students. Notecards also support active learning as students (not teachers) develop their cards, locate and write answers, and rehearse questions and answers in preparation for an exam. Including an active learning component into a study skills component is especially suitable for adolescents as learning is a constructive process that occurs best when adolescents are actively engaged in creating their own knowledge (Meece [<reflink idref="bib13" id="ref7">13</reflink>]).</p> <p>Next, the process of developing and studying notecards reflects effective study skill protocol. As students write their cards, they connect important information and make cognitive associations. The process of preparing notecards and rehearing answers promotes active recall, self-reflection, and metacognitive skills (Cohen [<reflink idref="bib5" id="ref8">5</reflink>]). This process aids student understanding and preserves information in a written document for later study (Boyle [<reflink idref="bib3" id="ref9">3</reflink>]). Also, students can quickly retrieve portable cards and review information in short intervals, which is highly recommended over last-minute cramming for an exam (Loveless [<reflink idref="bib12" id="ref10">12</reflink>]). The process of self-testing, which includes reading one side of the notecard and attempting to remember information on the back, promotes self-regulation, the process of continuously monitoring progress toward a goal, checking outcomes, and redirecting unsuccessful efforts (Berk [<reflink idref="bib1" id="ref11">1</reflink>]). Therefore, as students self-test with their cards, they should place known information aside and focus on more challenging material (Wissman, Rawson, and Pyc [<reflink idref="bib19" id="ref12">19</reflink>]). Students who are self-regulated are aware of their own thought processes and are motivated to participate actively in their own learning (Zimmerman [<reflink idref="bib20" id="ref13">20</reflink>]). Researchers have noted the importance of self-regulation among successful middle level learners (Cleary and Chen [<reflink idref="bib4" id="ref14">4</reflink>]).</p> <p>Finally, the practice of using notecards represents a useful developmental study tool that middle level students can use and refine in future grades. Initially using notecards as a study tool provides a foundation for more elaborate study systems such as mapping, mnemonics, and question generation (Gettinger and Seibert [<reflink idref="bib9" id="ref15">9</reflink>]). College students frequently use notecards to self-test as a way to monitor learning (Wissman, Rawson, and Pyc [<reflink idref="bib19" id="ref16">19</reflink>]). Therefore, when students learn to use notecards, they are learning a college-readiness skill.</p> <hd id="AN0137144156-4">Teacher advantages</hd> <p>Notecards provide several advantages for teachers, as well. Notecards are relatively easy and inexpensive to use. Teachers can provide instruction regarding their development and use within the existing curriculum. Also, because notecards promote student engagement, teachers can develop various hands-on small group and partner activities for students for practice and discussion. Their flexibility allows teachers to incorporate them into various lesson components such as reviews, exit slips, or homework assignments.</p> <p>Notecards can be differentiated for students based on their preferred choice of material (i.e., paper or electronic forms), choice of level of support (i.e., developed individually, with a partner, or small group), or choice of notecard components (i.e., illustrating vocabulary terms rather than writing definitions). Grade-level teachers across subjects can collectively teach students how to develop and use notecards for consistency across disciplines. Also, teachers can collaborate with families by encouraging them to engage with their children in fun ways by quizzing them using notecards.</p> <hd id="AN0137144156-5">Types of notecards</hd> <p>Three popular types of notecards include vocabulary cards, question–answer cards, and short answer cards (Conderman [<reflink idref="bib7" id="ref17">7</reflink>]). This section will provide information and examples of each of type of notecard.</p> <hd id="AN0137144156-6">Vocabulary cards</hd> <p>Understanding vocabulary terms is a critical component for content specific learning (Vacca, Vacca, and Mraz [<reflink idref="bib17" id="ref18">17</reflink>]). Poor vocabulary knowledge is associated with difficulties in handling the demands of content-based textbooks. Often, in content area reading, students need a thorough understanding of vocabulary because words are labels for important concepts (Harmon, Hedrick, and Wood [<reflink idref="bib10" id="ref19">10</reflink>]). Vocabulary notecards can be one instructional tool (used in combination with other approaches) to support vocabulary instruction.</p> <p>As shown in Tables 1 and 2, the front of a vocabulary notecard includes the term from a given study guide, wordlist, or italicized words within a chapter or reading selection. Students can underline or highlight syllables, prefixes, and suffixes in different colors to signify word parts and word meanings. Helping students focus on word parts such as meanings of Latin and Greek roots is beneficial in all subject areas (Vacca, Vacca, and Mraz [<reflink idref="bib17" id="ref20">17</reflink>]). Developing class posters or student cue cards with common roots can increase student automaticity of these word parts. To promote deeper understanding of words, the back of the notecard can include several components. These could include: (<reflink idref="bib1" id="ref21">1</reflink>) the definition (encourage students to paraphrase the definition and recall meanings of word parts); (<reflink idref="bib2" id="ref22">2</reflink>) the student's original sentence using the term; (<reflink idref="bib3" id="ref23">3</reflink>) the student's personal connection to the word or other known words and concepts with similar word parts or meanings; and (<reflink idref="bib4" id="ref24">4</reflink>) the location (i.e., page number) where the term was first introduced.</p> <p>Table 1. Example of vocabulary notecard.</p> <p> <ephtml> <table><thead><tr><td>Front of Card</td><td>Back of Card</td></tr></thead><tbody valign="top"><tr><td>Loquacious</td><td>lo qua cious My definition: Talks a lot My sentence: The guest on the Jimmy Kimmel show was loquacious. Connection: Rochelle and Margaret are loquacious in language arts class. Page 84</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Example of vocabulary notecard.</p> <p> <ephtml> <table><thead><tr><td>Front of Card</td><td>Back of Card</td></tr></thead><tbody valign="top"><tr><td>Seismograph</td><td>seis mo graph My definition: A piece of equipment used to measure and record details of earthquakes. My sentence: A seismograph indicated that the earthquake trembling lasted for 20 seconds with three spikes in intensity. Connection: When we lived in California and had a mild earthquake, scientists analyzed the earthquake's activity through details provided by a seismograph. Page 84 (with a picture)</td></tr></tbody></table> </ephtml> </p> <p>Teachers can engage students with various activities using their vocabulary cards, so cards serve more than just a tool for learning definitions. For example, in small groups or with partners, students can play various vocabulary games, act out words, share when they have encountered the word in a different context, and sort words in various categories (Bintz [<reflink idref="bib2" id="ref25">2</reflink>]). Students can also use the cards as a storehouse for words to use in their own writing.</p> <p>Teachers can decide what components are required for the back of the card, which they can change throughout the year. However, each notecard should contain only one term. To differentiate vocabulary notecards, some students can draw a picture rather than write a definition, and others can include interesting information about the word such as its part of speech, pronunciation, and origin.</p> <hd id="AN0137144156-7">Question–answer cards</hd> <p>Students need to remember and process critical information from a unit of study. Sometimes, students need to know factual information. A factual question–answer card includes one question on the front. The back includes the answer and location where the student located the answer. To facilitate student association of the question and its answer and to parallel the way teachers write exam questions, students should write these cards in the form of a direct question. These questions should begin with a question word such as Who? What? When? Where? (and depending on the context), Why? and How? If students are accessing texts electronically, they can copy and paste their response from their text onto their electronic card. Students using a traditional text can use removable highlighter tape while locating the answer and then write their response onto their paper card.</p> <p>Question–answer cards are especially useful in short class-wide peer-tutoring segments. With their partner, students quiz each other by showing the question, which is the front of the card. The partner orally reads the question and attempts to answer verbally. If the partner responds correctly, the tutor provides verbal reinforcement such as "Way to go! Great job!" If the partner does not know the answer or responds incorrectly, the tutor reveals the answer, says the answer, and requests the student to say the question and answer before advancing to the next card. Teachers should encourage pairs to return to missed items for additional review. Each student should have the opportunity to be the tutor and tutee in each class tutoring session. Class-wide peer tutoring involves all learners, engages them repeatedly with the content, and provides students with immediate feedback of their performance (Veerkamp, Kamps, and Cooper [<reflink idref="bib18" id="ref26">18</reflink>]).</p> <p>Other times, students need to process information more deeply beyond memorization. In those situations, based on course outcomes, students develop notecards involving questions that require them to respond to higher-level questions such as: How do you know? Provide your own examples of, and cite evidence from the text that supports. These higher-level questions support common core standards (Common Core Standards Initiative [<reflink idref="bib6" id="ref27">6</reflink>]). The front of the card provides the context for the question and the higher-level prompt, and the back includes the answer and answer location. Table 3 includes an example of a question–answer card from an English class that promotes higher-level thinking skills.</p> <p>Table 3. Example of question–answer notecard.</p> <p> <ephtml> <table><thead><tr><td>Front of Card</td><td>Back of Card</td></tr></thead><tbody valign="top"><tr><td>What evidence from our story suggests that the character, Minnie, grew up in a poor home?</td><td char=".">She wore "hand-me-downs" (p. 2) Her children had jobs (p. 5) The house was a "tiny, old shack that caused me much embarrassment" (p. 12) Her brothers and sisters did laundry for the neighbors in trade for food (p. 15) Pages 2–15</td></tr></tbody></table> </ephtml> </p> <hd id="AN0137144156-8">Short answer cards</hd> <p>A third type of notecard prepares students to write short answer responses. Practice preparing responses is an important writing and test taking skill. Students write the short answer question on the front of the card and bulleted points responding to that question on the back. For practice activities, teachers can provide possible short answer questions that are similar to those that may appear on the exam. Additionally, students can look for "big idea" questions in their readings, turn chapter headings and subheadings into short answer questions, or respond to end-of-the chapter questions.</p> <p>Providing examples and non-examples of short answer responses help students differentiate acceptable and unacceptable responses. After initial instruction, teachers can provide the question and possible answers and ask students to evaluate the answer based on a checklist or short rubric. Using such tools, students learn to assess answers (including their own) by asking questions such as, did my bulleted points directly answer the question? Did I respond to the writing prompt (i.e., list, describe, compare and contrast)? Does the notecard include all the required information? Students can practice fixing non-examples as a guided practice activity. Table 4 presents an example of a short answer notecard.</p> <p>Table 4. Example of short answer note card.</p> <p> <ephtml> <table><tbody valign="top"><tr><td>Front of Card</td><td>Back of Card</td></tr><tr><td>In class, we have learned about our role in taking care of our environment. In at least three complete sentences, describe three specific things you can do to take care of our planet.</td><td char=".">My notes:<list list-type="Bullet"><list-item><p>Conserve energy around the house (water, lightbulbs, compost)</p></list-item><list-item><p>Recycle materials (papers, plastics, etc.)</p></list-item><list-item><p>Walk or ride my bike instead of having parents drive me places</p></list-item></list> Pages 80–90; class discussions; videos in class</td></tr></tbody></table> </ephtml> </p> <hd id="AN0137144156-9">Instructional tips</hd> <p>Regardless of the type of notecard, students will be more successful developing and using their notecards if teachers follow certain instructional tips. These steps gradually fade responsibility for developing notecards to students but only after sufficient teacher modeling and opportunities for sufficient student practice. As noted in Step 5, teachers must demonstrate how to use the card as a study tool. Otherwise, student time and effort in developing cards will not be purposeful.</p> <p></p> <ulist> <item> Pre-teach necessary prerequisite skills. To prepare students to make vocabulary cards, practice with them the steps of locating vocabulary definitions (using various resources such as a glossary, dictionary, or online tools) and paraphrasing definitions. Help students shorten definitions, restate definitions in easier terms, provide examples (and non-examples) of the term, and examine syllables for clues that provide meaning. Practicing these skills prepare students for constructing vocabulary notecards.</item> </ulist> <p>Second, to help students with question–answer cards, teach students how to identify different types of comprehension questions and locate corresponding answers to those questions. Raphael and Au ([<reflink idref="bib16" id="ref28">16</reflink>]) described four main types of comprehension questions. These include:</p> <p></p> <ulist> <item> Right there questions have answers in one place within the reading passage, such as one sentence. For example, after reading about the skeleton system in science, students searched for the answer to: how many bones are in the adult human skeleton? The answer was located in the first sentence of the paragraph: The human adult skeleton has 206 bones.</item> <p></p> <item> Think and search questions have answers that require readers to read several sentences, paragraphs, or pages to determine the answer. While reading a historical feature describing life on the farm in the early 1900s, students needed to read three consecutive paragraphs to answer the question: What three inventions helped early farmers in the Midwest? Each paragraph described one invention, so students needed to read all three consecutive paragraphs to answer the question.</item> <p></p> <item> Author and me questions are inferential questions that require readers to use their background knowledge and the text to arrive at an answer. For example, after reading a dialog (which included descriptions of facial expressions) between two main characters who were debating a political view, students were asked to describe the emotion(s) of each character. Because the text did not specify each character's emotions, students needed to consider the text and their own knowledge and experience with debates and facial expressions as they wrote their written response.</item> <p></p> <item> On my own questions ask the reader's opinion or perspective. After reading about challenges many immigrants experienced while coming to America, students wrote their response to: knowing the challenges faced by early immigrants, would you have stayed in your country of origin or immigrated to America? Explain your response. Student responses may vary, and teachers would grade responses based on supportive evidence.</item> </ulist> <p>Helping students identify these types of questions, find corresponding answers in the text or from their background knowledge, and write answers equips them to develop various types of question cards. This practice also improves students' comprehension skills and prepares them for similar type questions appearing on district or state assessments.</p> <p>Third, students need to be able to outline a short answer question. As an ongoing mini-lesson, teachers can practice with students the skill of responding exactly to the writing prompt. The prompt should begin with the cognitive task (i.e., describe, compare and contrast, summarize, predict, explain,) note how many items students should include in the response, include how many sentences students should write, and include the point value.</p> <p></p> <ulist> <item> Demonstrate developing each type of card with the class by using a think aloud. A think aloud is a teacher-led verbal demonstration of a specific task. In the demonstration (or modeling), teachers use the word "I" to model the thinking that builds their comprehension. Teachers also provide quick explanations of what is going through their mind at periodic stopping points (Ness [<reflink idref="bib14" id="ref29">14</reflink>]). For example, a think aloud for the first steps of a vocabulary notecard might include a self-dialog such as: "Let me see ... I want to make a vocabulary notecard for the word ecology. I know this is an important word because it is on our word list. I am going to write the word neatly on the front of this notecard. First, I'll double check the spelling</item> <p></p> <item> Support students through guided practice activities. Make each type of card with students. Involve students in these activities by asking critical questions that keep them involved and thinking about the task. For vocabulary cards, ask questions such as: what is our first, next, and last step in making a vocabulary card? Does this word have any word parts that help us remember its meaning? Does this word remind you of other words or concepts from any of your other classes?</item> </ulist> <p>For question–answer cards, ask: What type of question is this? (i.e., right here, think and search, author and me, on my own). How do you know? Where can we find the answer? For short answer notecards, ask questions such as: what is our first step in making a short answer card? What does this prompt tell us to do? What does this prompt (i.e., compare and contrast) mean? Where can we find the answer? What would make a good outline or bulleted list response based on this prompt?</p> <p></p> <ulist> <item> Have students make cards independently. After sufficient practice with the three types of cards, have students develop cards on their own. Consider incorporating independent notecard practice into bell work, exit slips, or homework assignments. Assigning a grade to the assignment signifies its worth.</item> <p></p> <item> Demonstrate how to use the card as a study tool. Developing the card is the first step in using notecards. The second step is teaching students how to use the card as a study tool. Demonstrate orally reading the front of the card, thinking about the response, saying a response aloud, and checking the back of the card for the answer. Be sure to model what to do if you do not remember the answer or if your answer was wrong (i.e., I don't remember the answer. I'm going to read the question and answer twice and place the card in my "I need to practice this more" pile. I will return to these cards once again in just a few minutes to see if I remember the answer).</item> </ulist> <hd id="AN0137144156-10">Other recommendations</hd> <p>Teachers can consider additional ways to maximize the potential of student-developed notecards. Some ideas include:</p> <p></p> <ulist> <item> Post your videotaped demonstrations on your class website for student and family viewing. This provides students and families with an accurate model of what to do if they forget the process of developing and studying notecards.</item> <p></p> <item> Post good examples of various types of notecards on your website, so families and students have examples they can consult. Over time, you will have assembled quite a collection of exemplars for students.</item> <p></p> <item> Encourage students to share their developed notecards in class to generate interest and enthusiasm. Often, students will find new ways that helped them remember information that teachers had not considered.</item> <p></p> <item> Encourage students to share their success stories using notecards as a tool that helped them prepare for a test. After returning tests, ask students what helped them remember information and prepare for the exam.</item> <p></p> <item> Remind family members that they can be active partners in developing their child's study skills repertoire. Family members can support their child's notecard development. They can also make reviewing information for an upcoming quiz an engaging and fun activity.</item> </ulist> <hd id="AN0137144156-11">Summary</hd> <p>Notecards can be an effective study tool due to their wide applicability and flexibility. They represent an appropriate initial study skill for middle level students due to their relative ease of use. Purposeful notecard prompts can facilitate higher-level thinking skills. Students can use notecards to prepare for assessments by developing vocabulary cards, question–answer cards, and short answer cards. Explicitly demonstrating how to develop and use cards as a study skill increases their usefulness. When students learn how to learn, they have the tools to be successful in school and life.</p> <ref id="AN0137144156-12"> <title> References </title> <blist> <bibl id="bib1" idref="ref11" type="bt">1</bibl> <bibtext> Berk, L. 2003. Child development. Boston, MA : Allyn & Bacon.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref22" type="bt">2</bibl> <bibtext> Bintz, W. 2011. Teaching vocabulary across the curriculum. Middle School Journal 42 (4): 44 – 53. doi: 10.1080/00940771.2011.11461773.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref9" type="bt">3</bibl> <bibtext> Boyle, J. R. 2010. Note-taking skills of middle students with and without disabilities. Journal of Learning Disabilities 43 (6): 530 – 40. doi: 10.1177/0022219410371679.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref14" type="bt">4</bibl> <bibtext> Cleary, T., and P. Chen. 2009. Self-regulation, motivation, and math achievement in middle school: Variations across grade level and math context. Journal of School Psychology 47 (5): 291 – 314. doi: 10.1016/j.jsp.2009.04.002.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref8" type="bt">5</bibl> <bibtext> Cohen, A. 2017. The top three reasons why flashcards are so effective. 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  Data: Notecards: An Effective Study Tool
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  Data: <searchLink fieldCode="SO" term="%22Clearing+House%3A+A+Journal+of+Educational+Strategies%2C+Issues+and+Ideas%22"><i>Clearing House: A Journal of Educational Strategies, Issues and Ideas</i></searchLink>. 2019 92(3):85-92.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Notetaking%22">Notetaking</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Preparation%22">Test Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink>
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  Data: 10.1080/00098655.2019.1588212
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  Data: 0009-8655
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  Label: Abstract
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  Data: As students advance to and through middle school, teachers expect them to meet higher academic expectations. Students' ability to meet these expectations depends, in part, on their use of effective study skills. Using notecards represents one study skill that students can use flexibly in many subjects to prepare for upcoming assessments. With some creativity and practice with teachers, students can develop vocabulary, question-answer, and short answer response notecards that promote higher level thinking skills. Examples of notecards and teaching ideas are included.
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  Data: 2019
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      – SubjectFull: Educational Benefits
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