Leitner Mechanics Slides Leitner Mechanics
Foundations of Graduated Intervals
The Forgetting Curve
Without active retrieval, new information degrades rapidly. For students with cognitive or memory-based disabilities, this decay is often accelerated.
Memory Paradox
"Efficiency is not about studying more; it's about studying at the precise moment of near-forgetting."
The Analog Solution
1
Flashcards are sorted into boxes based on the user's familiarity with each card.
2
Correct answers move the card to the next (less frequent) box.
3
Incorrect answers send the card back to the first box.
Box 1 Daily
Box 2 T/Th
Box 3 Weekly
Box 4 Monthly
Logic of Intervals
Promotion
When a card is moved "forward," the interval between reviews increases. This tests long-term storage and retrieval strength.
Demotion
A single failure resets the card. This ensures that shaky foundations are addressed immediately before the interval grows too large.
"The interval is a proxy for memory strength."
System Parameters
As a system architect, you must define:
Capacity
How many new cards enter the system per week? (Cognitive Load)
Scheduling
What are the specific intervals for Box 1, 2, and 3?
Success Criteria
What constitutes a 'correct' answer? (Mental Effort)
Leitner Simulation Activity Leitner System Simulation
Applied Systems Design for Memory Support
Module 01
Mechanics & Process
System Architect Name
Deployment Date
Simulation Scenario
You are designing an analog Leitner system for "Leo," a 4th-grade student with working memory deficits. Leo is learning 15 core multiplication facts. Your goal is to move all 15 facts into Box 3 (The "Mastery" Box) within a 5-day school week.
System Rules
• Box 1 (Daily): Reviewed every day.
• Box 2 (Graduated): Reviewed on Day 3 and Day 5.
• Box 3 (Mastered): Once here, card is safe.
Failures in ANY box return the card to Box 1.
Performance Data
Leo's historical performance on these facts:
Fact Accuracy (Initial) 40%
Retrieval Speed Slow (>5s)
Phase 1: Scheduling Logic
Complete the schedule for the 15 facts. Assume Leo gets 3 facts correct in Box 1 each day. Map where the cards are at the START of each day.
Timeframe Box 1 Count Box 2 Count Box 3 Count Day 1 (Initial) 15 0 0 Day 2 (Post-Session) Day 3 (Post-Session) Day 4 (Post-Session) Critical Failure: Day 4 Leo fails 4 cards previously in Box 2. Where do they go? Adjust the Day 5 start counts. Day 5 (Start)
Phase 2: Architectural Analysis
1. System Bottleneck: In your simulation, which box became the most congested? Why might this happen in a real special education classroom?
2. Error Correction: The "All-the-way-back-to-Box-1" rule is standard for Leitner. For a student with extreme frustration triggers, how might you modify this rule while maintaining retrieval integrity?
3. Scaling: If you were to add 10 new cards on Day 3, how would you adjust Leo's daily review limit to avoid cognitive overload?
Digital SRS Slides Digital Algorithms & Tools
Scaling Memory with Software
The SM-2 Algorithm
The foundation of modern SRS (Anki, Mnemosyne) is the SuperMemo-2 algorithm. It replaces physical boxes with a mathematical Ease Factor (EF) .
I(n) = I(n-1) * EF
Translation: Today's interval = Yesterday's interval multiplied by the card's difficulty factor.
Comparing SRS Software
Quizlet
Very High Usability
Game-based modes
Weak SRS Logic
High "Fluff" content
Anki
Open Source / Powerful
Deep Customization
High Learning Curve
Poor UX for Kids
RemNote
Note-SRS Hybrid
Concept Mapping
Complexity
Subscription Based
The "Accessibility Audit"
Visual Processing
Are there high-contrast options? Is the font dyscalculia/dyslexia friendly?
Motor Control
Can the app be used with keyboard-only? Is there voice input/output?
Attention/EF
Does the UI have distracting animations? Is the 'Review' session timed?
Cognitive Load
Can we limit 'New Cards per day' globally across the IEP team?
Framework for Tool Choice
The Ease-of-Use vs. Power Tradeoff
For early elementary or severe disability, prioritize UX and multimodal cues. For high-school/college transition, prioritize algorithm rigor and portability.
SRS Accessibility Audit Software Accessibility Audit
Evaluating EdTech for Diverse Learners
Module 02
Case Study: Digital Tools
Audit Mission
Select one digital SRS tool (Anki, Quizlet, Brainscape, or RemNote). Perform a "Stress Test" using the criteria below. Imagine you are evaluating this for a middle-school student with Processing Speed deficits and Executive Functioning challenges .
Selected Software
Evaluator Name
1. Visual & Motor Accessibility
Screen Reader Compatibility
Does the app use semantic HTML/ARIA labels? Can images be described with alt-text easily?
Findings...
Keyboard Navigation
Can a student flip a card and rate their performance (1-4) without using a mouse?
Findings...
2. Cognitive Load & Executive Function
Algorithm Transparency
Does the student know WHEN a card will reappear? Does the app allow "manual" rescheduling if a student is overwhelmed?
Findings...
Visual Clutter / Distractions
Are there ads, unrelated gamification streaks, or social features that distract from the retrieval task?
Findings...
Architectural Recommendation
Overall Verdict: Would you recommend this tool for a student with significant working memory deficits? Why or why not?
The "One Hack" Suggestion: If you had to use this tool, what's ONE modification (add-on, setting, or workflow) you'd implement to make it more accessible?
Atomization Masterclass Slides Atomizing Curriculum
The Art of Retrieval Unit Design
What is an "Atom"?
In SRS, an atom is the smallest possible unit of information that can be retrieved independently.
Complex Idea
"Explain the causes of the American Revolution." (Too broad, high failure rate, hard to schedule)
Atomic Units
"What 1773 tax protest involved dumping tea into a harbor?" (Specific, binary, clear)
The Minimum Information Principle
The complexity of a card should be inversely proportional to its retention rate.
One card = One answer
Avoid "and" in the question
Answer should be 1-3 words
Efficiency Math
Review Time < 5 seconds
Recall Success > 90%
Cognitive Load Low/Targeted
Avoid "False Competence"
The "Pattern Trap"
When a student recognizes the sentence structure instead of the concept .
"The [______] is the powerhouse of the cell."
The "Active Recall Trap"
Recognition is NOT Retrieval. Multiple choice often tests recognition.
"What organelle produces ATP?" -> [Answer]
"Design cards that force the brain to generate the information, not just identify it."
The "Cloze" Strategy
The most efficient way to atomize complex sentences for students with language processing needs.
"In a {{c1::Leitner Box}}, cards moved {{c2::forward}} on success and {{c3::backward}} on failure."
c1
Identity
c2
Promotion
c3
Demotion
Curriculum Shredder Worksheet The Curriculum Shredder
Mastering the Minimum Information Principle
Module 03
Atomic Unit Design
Mission: Atomization
Your task is to deconstruct a dense educational passage into "Atomic Units." Each unit must be a single question-answer pair that can be retrieved in under 5 seconds. Avoid cues, hints, and compound questions.
The Input Material
"The water cycle, also known as the hydrologic cycle, describes the continuous movement of water on, above, and below the surface of the Earth. Evaporation occurs when liquid water turns into vapor due to solar heating. As vapor rises into the atmosphere, it cools and undergoes condensation to form clouds. Eventually, water returns to the Earth through precipitation, which includes rain, snow, and sleet. A significant portion of this water is stored in glaciers or underground as groundwater in aquifers."
Target Retrieval Prompt (Question)
Atomic Response (Answer)
What is the scientific term for the continuous movement of water on Earth?
Hydrologic Cycle
Quality Control Check
Binary Check
Is the answer either 100% right or 100% wrong? No "partial" credit allowed.
Context Strip
If I read this question in 6 months, can I answer it without remembering this specific worksheet?
The 5s Rule
Could a student with moderate processing speed retrieve this in under 5 seconds?
Reflection: Why is "Precipitation (Rain, Snow, Sleet)" a POOR atomic unit? How would you shred it further?
SRS in the IEP Slides SRS in the IEP
Data-Driven Goal Writing & Progress Monitoring
Why Use SRS for IEPs?
Traditional progress monitoring is often "snapshot" based. SRS provides a longitudinal data stream of student performance.
Retention Data
Proof of long-term mastery, not just short-term cramming.
Latency Metrics
Measuring processing speed and fluency (Automaticity).
Effort Tracking
Measuring 'Days Studied' and 'Total Reviews' for EF goals.
The Anatomy of an SRS Goal
1
Condition: Using a digital SRS tool with an established deck of 50 phonics rules...
2
Metric: ...will maintain a 'Mastery' status (interval > 21 days)...
3
Criteria: ...for 90% of the deck with a retrieval latency under 3 seconds.
SMART Check
Specific? Yes (Phonics Rules)
Measurable? Yes (SRS Metrics)
Attainable? Yes (Graduated Intervals)
Relevant? Yes (Reading Fluency)
Time-bound? Yes (IEP Annual)
Implementation Framework
Tier 1
Weekly vocabulary SRS for the whole class (Quizlet/Blooket).
Tier 2
Targeted small-group SRS for foundational skills (3x weekly).
Tier 3
Individualized SRS protocol for IEP goals (Daily intensive).
The Sustainability Pitch
"How do we move SRS from a 'Special Ed' intervention to a school-wide memory culture?"
Pacing
Staffing
Technology
Goal Architect Worksheet The Goal Architect
Transforming Qualitative Objectives into Quantitative Metrics
Module 04
Legal & Instructional Integration
SRS Metric Toolkit
Retention Rate
% of cards recalled today.
Maturity Ratio
% of cards with >21d interval.
Retrieval Latency
Avg seconds to respond.
Streak / Load
Days studied / Cards per day.
Vague Goal
"Student will improve their sight word recognition and memory during reading sessions."
Metric Selection
Which SRS metric(s) best prove this goal is being met?
Implementation Frequency
MTSS Tier & Schedule (e.g., Tier 2, 3x/week)
Architected SMART Goal Statement
By [Date], given [Tool/Deck], student will [Metric/Criteria] as measured by [SRS Report]...
Vague Goal
"Student will demonstrate increased automaticity with math facts 0-12."
Metric Selection
Implementation Frequency
Architected SMART Goal Statement
The "Ghost Deck" Scenario
"A student reaches 100% mastery on an SRS deck in February. By April, the teacher stops the daily reviews, assuming the knowledge is permanent. In June, the student fails the end-of-year assessment on those same topics."
1. System Failure: What happened to the 'Spaced' logic here?
2. Maintenance Goal: How would you write an IEP goal specifically for "Maintenance" of mastered skills?
Intervention Pitch Slides The Intervention Pitch
Launching Your SRS Prototype
Justifying the ROI
Principals care about Instructional Time . You must prove that SRS doesn't "take" time—it "saves" it by preventing re-teaching.
30-50%
Time spent on "Review" of previously taught but forgotten material.
10 mins
Daily SRS session required to achieve 90%+ retention across months.
Blueprint Architecture
The Tooling
Why did you choose this platform over others? (Accessibility features, data export, cost).
The Deck
Analysis of your atomic units. How do they map to the curriculum standards?
The Onboarding
How do you teach the student to use the tool? (Metacognition & Honesty Training).
The "Human" Factor
SRS only works if the student is an active partner.
Rating Honesty (Learning "Hard" vs "Easy")
The Power of a "Zero Inbox" streak
Normalizing "Forgetting" as part of the loop
Goal: Independence
We want students to move from "The teacher assigned this" to "I need to review this to keep it in my head."
Today's Pitch Challenge
You have 5 minutes. Present your prototype to the "Board of Directors."
Focus on One Student , One Problem , and your Atomic Solution .
Prototype Project Guide SRS Prototype Brief
Final Project Synthesis: Intervention Design
Module 05
Program Design Portfolio
Capstone Deliverable
You will design and pitch a comprehensive Spaced Repetition intervention for a specific student or small group. Your prototype must balance cognitive science principles with the practical constraints of a special education setting.
Part 1: Learner & Content Profile
Target Student/Need
Curriculum Domain (e.g., Geometry Proofs)
Accessibility Barriers identified in Case Study
Describe visual, motor, or cognitive barriers...
Part 2: System Architecture
Tool Selection
Physical, Anki, RemNote, etc.
Daily Load Limit
New cards/day.
Intervention Tier
Tier 1, 2, or 3.
Part 3: The Atomic Deck (Sample 5 Cards)
Question (Atomized) Binary Answer
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Mastery Rubric
Criteria
Novice
Proficient
Architect
Atomization Quality
Questions are compound or include hints.
Questions are mostly binary and atomic.
All cards follow Minimum Info Principle; <5s retrieval time.
Accessibility Alignment
Tool chosen without specific needs in mind.
Tool features match student profile.
Advanced settings (latency, fonts, UI) optimized for IEP profile.
The Pitch (ROI)
Focuses only on student mechanics.
Explains how it saves class time.
Compelling evidence of long-term time savings & sustainability.
