How can I support my child with revision? 13 th March 2016

What do we want? Unconsciously Incompetent Consciously Incompetent Consciously Competent Unconsciously Competent Independent Learners

Regular review and revision of work improves memory Why revise? Image borrowed from: Ryan, L. (1996) ‘Chemistry for You’. Stanley Thornes: Cheltenham It doesn’t matter how much I revise – when I get into the examination hall I forget it all

Knowledge: Revise the basic facts Understanding: Describe and explain the knowledge Application: Apply the knowledge to an examination question Revision is a three step process

Using time effectively 40 minutes revision 10 minutes break Write down everything you can remember and compare to the original

Planning effectively /Create-the-perfect-revision-plan.html

What are your barriers to success? Complete the procrastination quiz The action of delaying or postponing something Oxford English Dictionary The action of delaying or postponing something Oxford English Dictionary

What did you get? Mostly A Mostly B Mostly C Mostly D Mostly E Avoiding discomfort Emotional barriers Fear of failure Complacent Action illusion

How to revise ‘actively’- The Cornell System 5cm 4cm Summary Write down a mini summary of the notes which appear in the box above. This must be in your own words. Include all the key words and phrases. Key points Read through the notes you have made. Write down the key words and key phrases in this section Blank A4 Paper Key questions Look at the key words and key phrases. Devise some questions linked to them. Write them on this sheet. Notes Write the revision notes in this space here Transfer your summary onto a cue card

How to revise ‘actively’- Mind Maps Mind map Generate your mind map using short sharp sentences, key words and diagrams. Learn it Place the mind map in a prominent place – you need to actually learn it! Cover it Cover the mind map with a blank sheet of paper try to redraw it Compare it Compare the new mind map with the original – the difference between the two is what you now need to learn Learn; Cover; Draw; Compare

How to revise ‘actively’- Effective use of YouTube Examination board Different examination boards cover different material GCSE or KS4 This will ensure the work is at the right level Other suggested videos Be careful you do not end up on the You Tube video link trail that always leads to… Kittens

Ok – so what can I actually do? Encouragement – positive language Ask them ‘how’ Provide a space without distractions Help them create a realistic plan of action Test them on the facts Ask them to explain Test them using past papers (examination boards; old SATs papers)

If you want something you have to go get it; work at it. No-one is going to hand it to you on a plate Life’s a stick; go fetch

You can lead a horse to water… You need to make it thirsty!