Recover the teaching context
Group slides by learning objective and mark slides that only contain a diagram, equation or abbreviated phrase. Compare these with your lecture notes and assigned reading. If the deck relies on an explanation you do not have, flag the gap rather than asking a summary to invent the missing context.
Explain relationships, not bullet order
For each group, explain how its ideas connect. Describe diagram arrows, define equation symbols and identify the conditions behind a claim. Create questions that require reconstructing those relationships. Copying each bullet onto a card can miss the reasoning that the exam is likely to require.
Verify without the visual cues
Hide the slides and answer your prompts, then return to the original slide to check detail. Use a fresh example where application matters. Keep the slide number beside an error so the next review returns to the relevant explanation instead of reopening the full deck.
Worked example
A 40-slide deck contains four learning objectives. For the objective 'explain a feedback loop,' the student creates a blank diagram and a prompt asking what happens if one link is removed. A slide with only three arrows requires lecture-note context before it becomes a question. The final review uses the blank diagram rather than rereading all 40 slides.
Before you finish
- Abbreviations and unexplained diagrams have been resolved or flagged.
- Questions test the relationships the slides illustrate.
- Every correction links back to a slide or source section.