By and large, teachers are interested in helping students to organise, conceptualise, debate, apply and test information: in short, “deep learning”. However, inherent within this definition is the unavoidable fact that students must first have information with which to organise, conceptualise, debate, apply and test.

The existence of Google does not eliminate the need for students to form internal memories any more than the existence of Encyclopaedia Britannica did for previous generations.

Just as we must tackle surface waters in order to reach deeper waters, so, too, must we tackle surface learning in order to reach deeper learning. This is why memorisation remains a very important (arguably integral) aspect of education.

Memorisation need not be by rote. It can occur via play, enactment, quizzes, illustrations, construction and more. However, flashcards that contain a question on one side and the relevant answer on the other are still one of the fastest, easiest and strongest tools we have for explicit memorisation. This is true for three reasons.

1. Recall

Memory is constructive: this means that the more we internally access or recall a memory, the deeper, more durable and more accessible it becomes. For instance, I remember Game of Thrones so well not because I repeatedly watch the show but because I repeatedly talk about it - and each time I recall it, my memories become stronger.

With a question-on-the-front format, flashcards require individuals to internally recall information, leading to deeper memories than simple rereading or reviewing of material.

2. Feedback

Memory is notoriously malleable. Each time we access a memory, we can tweak, change or amend it. One way to combat this is to employ immediate feedback: allowing students access to relevant information after recall can ensure that the memory remains accurate.

With an answer-on-the-back format, flashcards supply this feedback so that we don’t unwittingly change our memories. A good rule of thumb is recall for deep memories, feedback for accurate memories.

3. Linking

Within the brain, facts become tied together into large, interconnected webs called schemata. With these structures in place, whenever we recall a fact, we immediately have easier access to all other facts within that schema. When flashcards are organised into thematic, conceptual or shared characteristic groups, this helps individuals to form relevant schemata.

For this reason, tell your students that when they are using a group of flashcards, they shouldn’t ditch the cards once they have answered them correctly. Always keeping the group together will ensure that they are linking relevant ideas into an effective schema.

Not the villain of the piece

In the end, do not fear memorisation: simply do not stop with memorisation. Embodying facts may be surface learning, but this is what opens the door and allows for deep learning.

I’d love to hear how memorisation impacts your students and what strategies you use.

Jared Cooney Horvath is a neuroscientist, educator and author, and is director of the Science of Learning Group. He is an honorary research fellow at St Vincent’s Hospital and the Melbourne Graduate School of Education

Full references can be found at tes.com, and if you’d like to ask our resident learning scientist a question, email AskALearningScientist@gmail.com

This article originally appeared in the 13 December 2019 issue under the headline “Flashca-ards! Saviours of the universe?”