1. How can I support my child with revision?
18th March 2015

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

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

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

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

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

7. How to revise ‘actively’- The Cornell System
Notes
Write the revision notes in this space here
Blank A4 Paper
5cm
4cm
Key questions
Look at the key words and key phrases. Devise some questions linked to them. Write them on this sheet.
Transfer your summary onto a cue card
Key points
Read through the notes you have made. Write down the key words and key phrases in this section
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.
Go through the system and how to use it – explain why it is an effective system.

8. How to revise ‘actively’- Mind Maps
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!
Learn; Cover; Draw; Compare
Cover it
Cover the mind map with a blank sheet of paper try to redraw it
Go through the system and how to use it – explain why it is an effective system. Remind students that they need to actually learn what is on the mind map – not just draw one! Explain how they can do this.
Compare it
Compare the new mind map with the original – the difference between the two is what you now need to learn

9. 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
Go through the system and how to use it – explain why it is an effective system. Remind students they need to be careful that they don’t end up in the YouTube race to kitten videos down the side.
– is an excellent video on procrastination – there is a hyper link on the kitten

10. 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)

11. Life’s a stick; go fetch
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
Cat has hyperlink to the O2 cat/ dog advert