# Study Groups: Shared Materials, Peer Explanation & Feedback > 32 practical concepts for planning group study, organizing shared materials, explaining ideas and checking answers. Combine discussion with individual practice and reliable sources. - **Canonical URL:** https://flashcards.world/flashcards/sets/a63b61d8-e9ec-49e4-a2d2-66a9e34edc23/ - **Markdown URL:** https://flashcards.world/flashcards/sets/a63b61d8-e9ec-49e4-a2d2-66a9e34edc23.md - **Level:** advanced - **Languages:** en → en - **Total Cards:** 32 ## Flashcards (32 Cards) | # | Front (Term / Prompt) | Back (Definition / Answer) | Example | Multiple-Choice Options | | :--- | :--- | :--- | :--- | :--- | | 1 | What should a group do when it cannot resolve a disagreement? | Compare definitions and assumptions, record the competing explanations and sources, and take a specific question to an instructor or tutor. | | | | 2 | What distinguishes a concept map from an unconnected list? | Concepts are joined by labeled relationships that form meaningful statements, including cross-links where appropriate. | | | | 3 | How can explaining material to another person support study? | It can prompt organization and reveal gaps; seek accurate feedback and correct the explanation rather than assuming teaching guarantees mastery. | | | | 4 | Do “why” questions guarantee transfer to new problems? | No. They can ask for an explanation, but application to unfamiliar problems needs its own practice and assessment. | | | | 5 | How should you check whether confidence matches exam readiness? | Compare confidence with performance on representative practice tasks using reliable scoring and feedback. | | | | 6 | Does agreement within a study group prove that an answer is correct? | No. Compare the answer and reasoning with relevant evidence; a group can share the same misconception. | | | | 7 | What should you check before doing coursework with a study group? | The course rules on collaboration, especially which tasks require individual work. Ask the instructor if the rules are unclear. | | | | 8 | Why check feedback after a recall attempt? | To identify errors and compare the response with a reliable answer. An attempted retrieval does not guarantee that the recalled information is correct. | | | | 9 | What does self-explanation add to a worked example? | The learner explains why each step follows and connects it with underlying principles, then checks those explanations. | | | | 10 | Must retrieval practice always use short question–answer cards? | No. Problems, explanations and concept maps can also require retrieval; choose the format that matches the learning objective. | | | | 11 | What study sequence combines peer discussion with an individual check? | Answer alone, discuss the reasoning, check the explanation against a reliable source, then try a related question independently. | | | | 12 | What is a useful way to organize shared course materials? | Use clear course folders and subdivisions that fit the syllabus, such as units or topics, with consistent file names. | | | | 13 | What preparation makes a study-group discussion more focused? | Attempt the relevant work first, then bring specific questions and the steps you found difficult. | | | | 14 | How can delayed self-testing inform judgments of learning? | Try recalling without the answer visible, then check accuracy and confidence; a delay can improve judgment without making it perfectly accurate. | | | | 15 | How can varied examples support understanding of an abstract principle? | Compare their shared principle and relevant differences, then try a new case; no fixed example count guarantees transfer. | | | | 16 | How can a group make its file organization easier for new members to use? | Keep a short index or explanation of the naming system, and check that members can find the current materials. | | | | 17 | How can a group check whether its study routine is helping? | Check each member's progress on tasks matched to the learning goal, and adjust the routine where difficulties remain. | | | | 18 | What is cognitive offloading? | Using external aids such as notes or reminders to reduce memory demands; practice unaided retrieval when that ability is a learning goal. | | | | 19 | What is a useful Feynman-style explanation routine? | Explain a concept in your own words, identify gaps, check reliable sources and revise; explain necessary technical terms instead of banning them. | | | | 20 | How can drawing be used for retrieval practice? | Draw the relevant structure or relationships from memory, then compare with a reliable source and correct errors. | | | | 21 | Why give an answer before revealing the back of a card? | It makes the recall attempt assessable and reduces the temptation to count a familiar-looking answer as one you independently knew. | | | | 22 | What should a study group agree on before choosing activities? | A specific learning goal tied to the course, such as explaining a mechanism or solving a type of problem. | | | | 23 | How can a card distinguish two easily confused concepts? | Ask about one meaningful difference under stated conditions, with an accurate comparison on the back. | | | | 24 | What makes peer feedback useful for correcting an answer? | Identify the specific claim or step, explain the problem, and support the correction with a reliable source or valid reasoning. | | | | 25 | Why might a study group rotate practical roles? | To distribute the work of facilitating discussion, keeping time and following up on unanswered questions. | | | | 26 | How should a group choose its discussion agenda? | Prioritize difficult concepts and tasks relevant to the session goal, rather than rereading all the material together. | | | | 27 | What should repeated failure on a card prompt you to inspect? | Check understanding, ambiguity and excessive scope, then revise or suspend the card as needed; no universal failure count applies. | | | | 28 | What should a group record before ending a study session? | The unresolved questions, the next actions and who will follow up, so the questions are not simply forgotten. | | | | 29 | Why label shared notes as drafts or checked versions? | To distinguish unverified material from material checked against a reliable source. A checked label does not guarantee correctness. | | | | 30 | What discussion norms support participation in a study group? | Share speaking time, invite reasons and questions, and challenge ideas respectfully. | | | | 31 | What source details help a group check a shared note or card? | Record the source and page or section, plus the date or edition when relevant. | | | | 32 | What does an analogy map between two domains? | A pattern of relationships, not every property; identify both useful correspondences and where the analogy fails. | | | --- Study this deck interactively with FSRS-6 spaced repetition, audio review, and multiple-choice mode at [Flashcards World](https://flashcards.world/flashcards/sets/a63b61d8-e9ec-49e4-a2d2-66a9e34edc23/).