Paper 1 Poker
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 are 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 may be used to answer questions on Paper 1. Recognizing that you may have taught other studies than the ones that I have taught, 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 centre. 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 centre. 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!