Multiple choice only, one best answer each. Weeks 2 and 3 are where every example she gave in the exam prep came from, so they come first here.
Who argued what and in what order, as eleven cards with a line between each saying how it leads to the next. Then every term the course uses, defined plainly and grouped by where it comes from.
The map on side one and the glossary on side two, three columns a side, margins at 7mm, in colour. Prints as it looks, with no reflowing.
The map on side one and the glossary on side two, three columns a side, margins at 7mm, in colour. Week 4 is left off, along with four entries that were never taught, and the five longest definitions are cut down. Fifty terms and eleven cards.
There is also a web version of the same layout, for printing straight from the browser.
Plato on the cave and on education, Aristotle on form and telos, Schadewaldt on physis and techne, Bacon on the ant and the spider and the bee, Lynn White on work as worship, and Rousseau.
The plague town, the panopticon, docile bodies and normalization. Then normal science, paradigms, incommensurability and why Kuhn says a revolution is not progress.
Greyed because the exam prep said the last lecture on the paper is Kuhn, while the course outline says all lectures so far. Citation and funding, discrimination, then what it means to call a fact constructed. Worth a skim after the other two.
Twenty-five questions that appear nowhere else, jumping between weeks the way the real paper will. Use it last, once the week sets are done, as a dress rehearsal.
Weight is not the same as scope. Every one of the eleven example questions she gave in the 30 September exam prep came from week 2 or week 3, so that is where the questions cluster. The outline still puts weeks 4 and 5 on the paper, so they get studied second and never skipped.
Answer first, read second. Guessing before you know and then being corrected beats studying first. The order is the whole technique.
Never leave a wrong answer without reading why it was wrong. Multiple choice without feedback plants the error and does not remove it, which is a measured effect and not a worry.
The research behind this: Dunlosky and colleagues 2013 on which study techniques work, Roediger and Karpicke 2006 on testing against rereading, Butler and Roediger 2008 on why feedback is required, and Butterfield and Metcalfe on confident errors.