Comments on: Crib Sheets Help Students Prioritize and Organize Course Content

By: Mary Bisson

Mary Bisson — Mon, 04 Mar 2013 15:50:17 +0000

I am careful not to call them "crib" sheets or even "cheat" sheets, which is even worse. I call them study sheets.

By: Margaret

Margaret — Sat, 02 Mar 2013 00:12:02 +0000

I don't give exams in the traditional way because I teach writing, but I do use study guides as crib sheets. I create study guides for my writing classes. My guides ask specific questions about the essay or story's content and the writing.Then, the student is asked to add at least three points or pieces of information they feel would be critical if they had to write a paper about the concepts in that essay. [We can get some lively disagreements about these.] Students bring their completed guides to class and are much more comfortable discussing the texts and asking questions of each other. As the term goes on I find fewer of them referring to their crib notes because they've become better readers, thinkers, and discussants. They tell me they like them because they have a better idea of how to read this kind of material–which they didn't get in high school. They also then use their cribbed notes as they write their papers. Their writing improves with more depth and, consequently, their grades improve.

By: Tara Cleveland

Tara Cleveland — Fri, 01 Mar 2013 22:47:48 +0000

I have used the "crib sheet" idea for years in my high school science classroom. Students can make one sheet of paper (81/2 X 11) of handwritten notes and diagrams-front and back. However, I only allow them to use it for 5 minutes at the end of the test. I call it a "magic moment". It is supposed to help with the one or two answers that they just couldn't quite remember. I tell them that the "crib sheet" cannot replace actual studying and that there is no way that they can do the whole test from the crib sheet in only 5 minutes. I find that during the process of making the "crib sheet", they are indeed learning the material!!!

By: Gloria

Gloria — Fri, 01 Mar 2013 14:49:56 +0000

Good article and enjoyed the comments.

I've done something similar but never called it a "crib sheet", just simply, "notes". The Learning Communities in the class will develop key points from the text. Then, they are shared with the entire class. Ultimately, students make their own "notes" to bring for the quiz. I had not thought about collecting the notes. Now that I've read the other comments, I will collect them in the future. Thanks!

By: DrJLevine

DrJLevine — Fri, 01 Mar 2013 14:35:11 +0000

I personally find the idea of using cheat sheets (and I'll call them that, because I'm not terribly interested in trying to elevate its status to something legitimate) appalling. Is there anything else we can do to dumb down our students? Remember, these are the folks who may, one day, be taking care of you or a loved one. I agree wholeheartedly with the gurney journey above. Heaven forbid someone actually be made to remember something for more than a week. Just put the degrees in the vending machine and let the students buy one. Gonna need some machines that take $100 bills, and a lot of 'em.

By: Vicente

Vicente — Thu, 28 Feb 2013 09:10:59 +0000

Great. Article, great comments.

I think that any effort done regarding the subject I am teaching reienforces the results, I have never encouraged them to bring a special handmade cribsheet for the exam (they are unemployed workers, I don't force them to memorize), but seems an amazing idea.

I teach telecommunications, very teachy, but this activity would also have impact over some other Key competences for lifelong learning, as communication in the mothear tongue, learning to learn and even cultural awareness and expression.

Thank you!

By: ZooProfessor

ZooProfessor — Thu, 28 Feb 2013 00:12:28 +0000

I teach math and I have a three-pronged test that I employ before I make students memorize a formula. 1. Is it silly not to memorize it because you are going to need it all the time? (like the quadratic formula for any intermediate algebra student or above) 2. Does memorizing it actually aid in your understanding of the material? (like the fundamental identities for a trigonometry student) 3. Should a college-educated person know this formula? (like the area formula for a rectangle)

Unless the information hits at least one prong of the three, then students do not have to memorize it.

I will allow "crib sheets" (note cards) in certain venues. When I have students make note cards I tell them if there are things that they are NOT allowed to have on the cards (I don't allow examples on the cards, but I generally allow all notes and formulas on them). I have students sign their cards and turn them in with their exam so that I will know that they are following the rules.__

By: Glenn

Glenn — Wed, 27 Feb 2013 23:45:25 +0000

Great topic of discussion Maryellen.Great topic of discussion Maryellen.

I have allowed students to bring a 1xA4 page (double sided) crib sheet (or we did call them "cheat sheets" or notes page) to the final exam in a 300 student 2nd year physiology subject here in Australia for some years. This final exam (worth 40-50% of subject) was all case studies and students really appreciated having to condense and summarise their heavily factual physiology content and then use this page to help them construct integrated case study answers in the 3 hour paper (2 cases).

The sheets were turned in with the exam and I did give a small mark out of 5 for the sheet (how it was used to answer the case, not what it looked like).

The array of crib sheets over the year is amazing (in terms of amount of info per page, style, layout of information) and I have kept them in my office as a testiment to my students work. They have been the source of much reflection about the subject and my teaching of physiology.

I agree with others that there is a huge amount of high order learning that goes into creating and then using the sheets appropriately. There was even a black market for sheets in following years (buy and sell). It was culture in itself!!!

Give them a go, students love them and you can elevate the standard of answers expected.

By: April

April — Wed, 27 Feb 2013 22:19:14 +0000

I found this discussion most helpful. I make up "study guides" for each chapter, that have matching of terms, fill in the blank, true/false and sentence completions. I allow the student to use the study guides on chapter quizzes, but not on chapter tests which cover several chapters. Many students have said the study guides really help them learn and I can tell who has really read and dug into the chapter to complete the guides. The scores on the quizes show the difference.
After reading about using "crib sheets" I may try that on a couple chapters. The crib sheets sound like they require higher learning skills. However, anything that requires them to get into the book and apply the knowledge helps with learning. Thanks for all the great ideas.

By: Gary

Gary — Wed, 27 Feb 2013 21:20:37 +0000

I can certainly appreciate some of the comments regarding "learning beginning with acquisition" and I suppose if the courses being taught are simply to 'fill the bucket' with knowledge, memorization would certainly be essential. I guess it all goes back to how far up the Bloom's scale a course is intended to take a student.

BioProf…next time you get a chance ask a local ER doc if you can see some of the "knowledge aids" they are (hopefully) using. You will feel much better about ending up on the gurney.

By: Dawn O. Braithwaite

Dawn O. Braithwaite — Wed, 27 Feb 2013 21:19:45 +0000

I have used this technique for years for undergraduates, masters and doctoral students for 30 years. The “space” has grown from 3×5” cards, to 4xg” to full pages, depending on the students and exam. Of course it is the synthesis and organization of the material that does the trick. I have had student tell me they could still picture the content of their card several years later. I appreciate the stress reduction for the students (and if done well students will not need their cards much anyway). And having the basics down on a card means that I can ask more of the students—not just regurgitating material from the notes, but asking them to tackle questions of application that require knowledge of the material to formulate effective arguments. I don’t care if they write or type. I tell them they can put anything on their cards—recipes, photos of their dog, or class materials. And if they pass their card on to others, I suspect the notes will do the beneficiary little good. It is the preparation of the notes that makes the difference. Works like a charm. And, best of all, this strategy should tamp down or eliminate most cheating, which is a relief.

By: BioProf

BioProf — Wed, 27 Feb 2013 20:13:01 +0000

oops, " Learning begins with the acquisition of knowledge"

By: BioProf

BioProf — Wed, 27 Feb 2013 20:11:39 +0000

When NCLEX, the GRE, MCAT and similar tests allow "crib sheets" that's when I will allow them in my class. My approach is to teach students how to convert their notes into usable study tools. The first step is convincing them that the kinesthetic action of writing and re-writing the notes to create usable study tools accomplishes a surprising amount the learning they need to do. Learning begins with the acquisition, that acquisition takes time and effort. Yes, in the real world, information is often accessible, but I don't want my doctor or nurse using a crib sheet when I am dying on the gurney.

By: Jaime

Jaime — Wed, 27 Feb 2013 19:09:51 +0000

This makes a lot of sense to me. I teach a Lifespan Development course that covers A LOT of info. These crib sheets sounds like a useful tool to study a lot of information for 2 larger exams. Just a question for those that use them,….do you allow them to write on both sides of a 4X6 card or just one?

By: @eSCKWID

@eSCKWID — Wed, 27 Feb 2013 18:49:30 +0000

When I'm designing courses for business, we call them "Job Aids." Some companies keep this information accessible by a mobile device like a smartphone or tablet. That's real-world and nobody considers it "cheating."

By: Diane Allen

Diane Allen — Wed, 27 Feb 2013 18:37:13 +0000

I consider the "crib sheet" to be my diabolical way of getting the students to review and study for the test. Otherwise, many of them wouldn't review or study for the test. I also find that most of them never refer to the "crib sheet" during the test. When teaching mathematics this is an excellent pressure valve.

By: Doréus

Doréus — Wed, 27 Feb 2013 18:15:22 +0000

I teach undergraduate-level history. It has become pretty obvious to me (and I do tell students that) that the factual knowledge is, in real life, something that they would be able to find through easily accessible resources… and the minutiae is often what gets them needlessly stressed about taking exams. My purpose in assessment is not the retention of factual knowledge which, while important, is only useful as a support for the broader understanding of the historical dynamics and their complexity. As a result, I allow students to have access to their notes for the in-class open-book quizzes that take the place of midterms, but require that they summarise the entire term's important information (what they are likely to forget, timelines, mind maps — whatever works best for them) on two letter-size sheets that they can bring to the exam.
This article and some of the comments above made me think, however, that I could go a few steps further and require review sheets for quizzes, organise review sessions where they would create said review sheets (and thus get a sense of how they are done), and collect the sheets. Thanks for the post.

By: Amy Grams

Amy Grams — Wed, 27 Feb 2013 18:12:04 +0000

I have for years allowed/encouraged students to create a crib sheet for exams. They must be handwritten, they must be handed in with the exam. i have not done an "official" study of the results but i am very certain that students, as the article stated, spend a lot of time organizing these crib sheets (some are done in amazing detail and color!) and by the time they are finished, they have the material down. When i ask students how the sheet helped them it typically comes out as 1.) i worked so hard on the crib sheet i didn't need it when it came to the test and 2.) just knowing i had this available if my mind went blank put me at ease so that i felt i could do this test even with my test anxiety.

The students that put in the effort do better, those students that don't bother, nothing i could have done would have helped. This way it is the student's responsibility to manage their learning also. i work hard to present and facilitate material, the students have to put some effort in also. i have never had a complaint and i have never felt it detracted from their learning–win win for everyone.

By: David

David — Wed, 27 Feb 2013 17:15:40 +0000

Brilliant!! This wasn't allowed when I was in Engineering school but this totally makes sense. The ability to synthesize and apply knowledge is more important than memorizing specific formulas. This puts more pressure on teachers to develop exams that test higher order thinking in accordance to Bloom's taxonomy ( knowledge, comprehension, and critical thinking on a particular topic)

By: Gary

Gary — Wed, 27 Feb 2013 16:28:27 +0000

I am not teaching at the college level but instead technical/vocational subjects. When students leave my courses they must be able to quickly recall and apply a wide range of often only occasionally useful knowledge covered in the class. Whatever we choose to call it I find creating crib notes extremely useful for getting the information to 'stick'. The process forces the student to analyze all the material and formulate what they feel will be most important or useful in their application of the material…all much higher learning activities than simply memorizing for the test. At the end of the day,my focus is on r helping them to be able to put their new knowledge to work in very demanding time-intensive work environments. There is so much to know in my field crib sheets (written, mind-mapped or online) are essential to keeping on top of my work.