Revision Card Game

Preparing for Paper I

If you are like me, there is nothing less engaging then revision for the exam. It is important that we help students to clarify questions in the days that lead up to the exam, and it is not really helpful to "re-lecture" them on the material that they have already studied. It is important that they be put in charge of their learning at this point in the exam preparation. In order to make this a bit more engaging, you may consider having them play Paper I poker.

You will find two files attached below. The first is called "Study cards." This is a collection of studies that is taken from the IB Psychology Course Companion. Recognizing that this may not be the text that you are using, there are several empty cards on which you can add studies that you have done with your students and which you would expect them to use for the exam. The second file is called "Learning Objectives Cards." This contains all of the learning objectives from Paper I - except for the "define culture and cultural norms" learning objective which would not require a study.

I recommend that after you have added any cards to the Study cards that you think necessary, you should then xerox a few sets of each page and then laminate them. This will allow you to use them repeatedly with minimal wear and tear. Then you have to cut out each of the cards. This is a bit of work, but it should be worth it in the end.

Once all the work is done, then the fun can begin. Have students get into groups of three or four. There should be two decks of cards. Each player should get 3 studies. The remainder should be put face down in a deck in the center. The learning objectives should be passed out until there are none remaining.

Going around the circle, players should put down one study that satisfies one learning objective. They need to be able to explain how the study meets the learning objective for it to count. The study should go on the bottom of the deck in the center. If they do not have a study that meets one of their learning objectives, they should draw another study from the pile. If they still cannot make a connection, then the player passes to the next player. The winner is the one who gets rid of all their learning objectives first.

Variation on a theme

Another way to do this is to put all of the learning objectives around the room. Have students list as many studies for each learning objective that they can think of. The more the better. Then have them see where there is a cross-over. Have the students try to limit the learning objective to three studies - and each study should have at least one other learning objective that it answers.

I have the students do this in teams with the goal of having the fewest (different) studies. So, even though they have three studies for each learning outcome, if Bandura is used for five learning outcomes, it is only one study.

A final way to help students to prepare is to ask them to prepare their own flashcards. I would give them the studies as listed on the handout below, and have them go to Flashcard machine to create their own study guide. This is actually a great thing to do at the end of every unit. That will save a lot of data entry in April!

Study cards

Learning objective cards

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Comments 2

ZAHRA BHATTY 16 March 2017 - 07:53

Hi John,

I was wondering if you knew of any way to help students distinguish between command terms. At the moment, my students are able to vaguely distinguish between AO1, 2 and 3 in terms of command term demands, but I was wondering if you knew of any task that could help them become more familiar with them?

Thanks in advance!


John Crane 16 March 2017 - 18:03

Dear Zahra

Under skill development in this section, you will find some activities. Students do not need to distinguish between A01, 2 and 3. They simply need to know the demands of each command term.

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