The last post 'Using Anki flashcards as an IB DP Diploma student' outlined the use of Anki flashcards to support spaced repetition. In this post I want to focus the use of Anki for the revision of IB DP Geography detailed examples and case studies.

Detailed examples

When examples are used, students should not just provide one-word responses but should offer some development. An example is a sentence or two that enriches an answer; it may include a specific location, an amount, or a date, all showing a greater depth of knowledge and understanding.

DP Geography guide

I believe students should be aiming for about 6 flashcards for a detailed example working in the 5w1h structure of What happened?, When did it happen? Where did it take place? Who was involved? Why did it happen? How did it happen? This links to the advice I give that when hand writing the notes in class a detailed example should take up one side of an index card maximum. I have created some example flashcards using this support in Unit 1 detailed examples →

The Anki flashcards can be downloaded using the link near the bottom of this post.

Case studies

A case study is located, detailed and used for discussion or a discursive approach.

DP Geography guide

I believe students should be aiming for somewhere between 12 and 18 flashcards for a case study. This links to the advice I give when hand writing case study notes in class that they should be around one side of A4.

One of the case studies required for Unit 1: Changing population is for a country benefiting from a demographic dividend. Working from the resources curated in this geographyalltheway lesson → 1.3.4 Demographic dividend I would produce the flashcards in the following way:

[Cloze] means the use of cloze flashcards which allow for the quick generation of missing word style cards. [Basic] means just the normal text on the front and back style cards.

Case study of a country benefiting from a demographic dividend - Kenya

  • [Cloze] Demographic dividend is the economic growth potential that can result from shifts in a population’s age structure, mainly when the share of the working-age population (15 to 64) is larger than the non-working-age share of the population (14 and younger, and 65 and older).
  • [Basic] How many Kenyans are there between the age of 10 and 24? → 15 million (who are tomorrow's working adults)
  • [Basic] What % of Kenyan women were using a modern contraceptive method in 2003? → 32%
  • [Basic] What % of Kenyan women were using a modern contraceptive method in 2014? → 53% (leading to smaller families)
  • [Cloze] With less births each year there will be more economically active then dependent people.
  • [Basic] What was Kenya's total fertility rate in 1990? → 6.1 children per woman.
  • [Basic] What was Kenya's total fertility rate in 2015? → 4.4 children per woman.
  • [Basic with image] Describe how Kenya's population structure (pyramid) will change from 2020 to 2040.
  • [Cloze] To make the most of the potential population dividend Kenya needs investment in health, education, governance (reducing corruption) and economics/jobs.
  • [Cloze] If Kenya continues to make substantial investments in reproductive health and family planning, fertility levels may continue to decline, and children will be more likely to achieve better basic levels of health.
  • [Cloze] Traditionally, high youth populations have been cited as a potentially destabilising factor for societies. The general consensus is that there is a strong correlation between the youth dependency ratio and instability. This is thought to be in part, a result of strain on resources, high unemployment and poor integration into key social institutions necessary for collective cohesion.
  • [Cloze] One of the goals of the Kenyan government is to concentrate on four interconnected pillars: Education and Skills Development; Health and Wellbeing; Employment and Entrepreneurship; and Rights, Governance and Youth Empowerment.
  • [Cloze] Achieving the demographic dividend requires concerted efforts by stakeholders as well as systems re-thinking. Skills training is inadequate without job creation in the formal economy that can contribute to GDP, policy recommendations are futile without indicators/monitors of progress to ensure long and short sustainability, family planning is ineffective without empowering women, and socioeconomic corruption undercuts faith in public systems.

Download flashcards and combining two decks

I have produced a deck of flashcards with the detailed examples and case study and it can be downloaded here. It is possible to merge/combine decks and support to do that can be found here.