Module
Number
A.21
Facilitator’s
Objectives (volunteer)
Expected Learning
Outcomes of participants (teachers)
Suggested Curriculum
Links
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Flashcards Duration 2 hours
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To introduce rationale, methods and ideas for using flashcards in the classroom
By the end of the session, participants will:
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Understand how flashcards are a very flexible teaching tool
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Know several effective games / activities using flashcards
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Have made some simple flashcards for use in their classrooms
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Primary (P1 – P3)
P3, Maths, Metric
Systems, Telling the time on a clock
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Primary (P4 – P6)
P4, English, Topic 3,
Our role in Society,
Helping at home and in the community
Secondary (S1 – S3)
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S1, Science, chapter 3.1,
Water
Methodology
Suggestions
(for facilitators to deliver training – in school or through a workshop)
(Workshop Activity 1)
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Show how flashcards can be used to introduce, learn and reinforce new vocabulary / terminology, and how cards with pictures alongside cards with words reinforce understanding, rather than rote learning.
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This can be done through introducing pictures first and using class/group repetition.
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Explain that this sort of repetition develops understanding (because of the visual aid), rather than mindless repetition of unfamiliar words. Once new vocabulary has been introduced, many and various games/activities can be used to commit the words/terms to memory.
A few possible games/activities to demonstrate / play with teachers:
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Matching activities
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Sequencing activities
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Prioritising/ordering activities
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Slap the board – flashcards are displayed, students are in 2 teams, 1 student from each team comes to board, teacher describes (or simply says) one of words on board, first student to slap the correct flashcard earns a point for his team, winner stays up and someone else from other team comes to board.
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Hide the card – one student is asked to leave the room, teacher (or student) hides one flashcard somewhere in classroom, student re-enters classroom and has to find the card, being guided by the whole class chanting the word over and over, getting louder when he gets closer to the hidden card, getting quieter as he moves further away (à la hot/cold). This is excellent game for difficult words/sentences, as whole class repeats over and over , without really realising it.
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Alphabet shuffle – students are given a flashcard each (words for younger children, pictures with older classes) (they are lined up at front of room) and have to rearrange themselves so that the flashcards are in alphabetical order
(e.g. health centre, hospital, police station, school, etc.). This works best if it is a speed competition – e.g. boys are timed to do it, then girls are timed to do it, etc.
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Memory – who can remember all the cards, without looking? Another student can ‘cross off’ the cards as they go.
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Kim’s Game - cards are displayed on board, students close their eyes, teacher removes a card, students open eyes, students identify missing card as quickly

Resources Needed
Any Other
Information
Inclusion as possible
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Guess my card – amazing how simple, yet popular this games is – especially with young children. Teacher holds all cards and students must guess the top card!
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Brainstorm possible ‘groups’ of flashcards (some with individual words [e.g. cow, hen, goat, etc. with corresponding picture], some with pictures to match/discuss/order [e.g. picture of school, picture of teacher – children would use to practise discussing jobs ‘A teacher works in a school.’, or pictures of different stages of soil erosion that children have to put in sequence and explain] and some with sentences corresponding to pictures.
(Workshop Activity 2)
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All participants make a set of flashcards – using paper / card / rice sack.
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Remember that print must be large enough for whole class to read.
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Gallery Walk to view each other’s work.
(School Based Activity)
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Model for teacher how to use flashcards as prompt for memory → discussion
→ explanation – eg The Water cycle:
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Use flashcards of different stages of Water Cycle (cards of both pictures and words – to reinforce understanding of terms) to introduce the cycle and commit to students’ memory (e.g. ask students to come to board and match pictures to words / stick in correct sequence / play Kim’s Game / etc.).
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Progress to using flashcards as a prompt to describe and explain the cycle – orally first, then in writing, if desired.
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Flashcards – made on paper / card / rice sacks, markers
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Blutak / masking tape
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Definition of Flashcards given in the glossary of the new English Curriculum:
These are small pieces of paper with letters or words to practise reading or spelling skills. They can also have pictures on them to practise vocabulary. Print must be large enough for learners in the whole class to see.
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Ensure the range of flashcards are appropriate in style, presentation and content for all learners.