- In class, most students don't have an incentive to watch me redo a problem they already completed the night before.
- I spend a lot of time correcting work, which they likely don't review when I return it.
This approach gives students three times to check their work: once with their partner; once, immediately afterwards, when the answer is put on the board; and once, the next day, when I return their cards. It takes some of the burden of checking off of me and puts it on the students, who are the ones who need the practice. It also makes them responsible to each other (rather than to me) for their own learning. With the work done in pairs, I also have only half the work to check. I'm learning that the best teaching is also the easiest and most fun.