Plenty Think Blog

Blogging about all things evidence-based and trying to keep up with current strategies during this time…

How can teachers use Quizlet to develop children’s recall of key vocabulary?

Quizlet is an educational website which allows teachers to create ‘sets’ of vocabulary cards for a particular National Curriculum subject. You simply type the term you would like into the box and suggested definitions will appear (as shown in the image below). This makes it very quick to generate your set.

Once a set has been created, teachers can share the set with pupils via email, URL, Google Classroom or Firefly.

Children can use the sets in a variety of ways to support their recall of key vocabulary. Besides spelling and learning activities, one example is the matching activity where children match terms to definitions. This is shown in the image below:

Another example is the writing activity, where children are given the definition and must type the term as their answer:

Children are given feedback once they have completed the tasks:

There is also the option to browse the pre made sets:

Overall, I found my favourite feature to be the ‘diagrams’ feature. Children can be given one of the key terms and a multiple choice on the diagram. For the example below, ‘Malleus’ was the term and children would need to click the green circle that correctly showed the Malleus. The pre made study sets are mainly above KS2 curriculum and not matched to the English National Curriculum. However, teachers can easily create their own diagram set by uploading images.

Finally, Quizlet live allows children to play in teams and race against each other. The teacher can view a ‘competition board’ to monitor children’s progress. There is also an individual mode for children to play alone. To support home learning, children could play some of the fun sets during their lunch times and break times. For example, ‘Disney’ trivia.

How can we use Popplet for home learning?

Today I played around with the website Popplet. This is a brilliant website that could be used at home to consolidate learning in National Curriculum core and foundation subjects. The popplet boards are like mind maps. I took the Y3 Science curriculum as an example and made a popplet board to demonstrate my understanding of some of the key knowledge.

This is brilliant because it is an opportunity for children to retrieve information they can remember from before school closures. Also, teachers could give feedback and prompts for children to add to their popplets. This will help them to build a robust schema. A schema is an interconnected web of items and knowledge (Didau).

You could set this as a home learning activity and children can make a popplet board on the demo mode, without any sign up. You can just share the website URL and ask children to take a photograph of their work. The dark blue box is a set of simple instructions to show you the steps to follow when making a board. This is helpful and children could follow this with very little adult support. There is also a draw feature so that children can demonstrate their understanding of the graphic parts of Science. For example, how a shadow is formed.

These would be great to use alongside the Plenty Think retrieval mats. These activities include all of the key knowledge and vocabulary for History, Science and Geography National Curriculum topics. You could use them to set a Popplet task and then prompt children to add further information.

Planning Opportunites for Retrieval Practice

Retrieval practice can be used to consolidate and develop knowledge already taught. The Plenty Think Retrieval Practice Mats offer printable mats with varied activities to try. By planning opportunities for children to take part in activities where they are expected to remember and use information from previous lessons, this supports long-term recall. When they use recall, children have to reconstruct and reinforce the knowledge they have already learned (Agarwal et al, 2018). Where possible, retrieval activities should be planned frequently and without prompts so that children develop their confidence and speed when remembering key knowledge. It is important for teachers to be clear about what the specific knowledge from their lesson is when using this within their retrieval activities (Sherrington, 2019). Over time, pupils are able to retrieve this knowledge with ease. Please see some ideas for how to implement retrieval in your lessons below: