1. Revision Skills – Session 1
What works and why

2. Task 1 – Revision Strategy
On your tables are a set of cards, each one names a type of revision:
Varying Study Topics (Interleaved Practice)
Highlighting/underlining
Generating Explanations
(Elaboration)
Self-explanation
Summarization
Practice tests
mnemonics
Long Term Revising
(Distributed Practice)
Using Imagery
Rereading

3. Which ones do you not understand?
Varying Study Topics (Interleaved Practice)
Highlighting/underlining
Generating Explanations
(Elaboration)
Self-explanation
Summarization
Practice tests
The keyword mnemonic
Long Term Revising
(Distributed Practice)
Using Imagery
Rereading
Which ones do you not understand?
Which 2 techniques are you most likely to use?

4. What the research says…
In a recent study each of these revision strategies were ranked according to how effective they were…

6. Is this a shock?

7. Our Aims
To build your confidence with revision – so you know it makes a difference and actually helps you!
To introduce you to proven revision skills and methods, telling you what works (and why!)
To teach you the practical skills needed to use them
To maximise the impact of your revision

8. Task 2 – Familiar?
You have 3 mins to draw a map of the UK and Ireland.
Some will be shared with your peers
Give your drawing as much detail as you can.
Label it.

10. The conclusion…
If we are not able to remember and understand the things we are most familiar with, how poor might our understanding be of less familiar topics?

11. “The Illusion of Knowing”
Familiarity IS NOT Understanding

12. Effective revision must involve:
Application
Understanding
Memory / Knowledge

13. Shopping list Dog biscuits Stapler Dog chews Bananas Beans Book Scarf
Pear drops
Dairy Milk
Lawn Mower
Poster
Alarm Clock

14. Understanding Memory Severely limited - 7 ish items
Short term memory
Long term memory
Severely limited - 7 ish items
Storage is sequential
Unlimited
Storage is by association
Problems occur when we try to build long term memory by repeating familiar sequences

15. Task 3 - Shopping list – 1 min
Dog collar
Stapler
Chews
Bananas
Beans
Book
Scarf
Pear drops
Dairy Milk
Lawn Mower
Poster
Alarm Clock

16. How to make “stuff” stick
Practice Tests
Deeper Explanation
Acronyms/Mnemonics
Strengthens memory even when we fail
Proven to be the most effective method for strengthening memory
Involves regular memory practice
Keep asking ‘Why?’
Builds association by testing your understanding of the information
Involves reducing a list of items into a single item
‘SOHCAHTOA’,
‘MRS GREN’
‘Every Good Boy Deserves Football’

17. Flash cards - What are they used for?? Subject content Case studies
Key words and definitions
Key questions
Examples e.g. Maths

18. Flash cards – Shuffle the stack regularly
DO:
DO NOT:
Shuffle the stack regularly
Have others test you on their content
Write prompts on one side and answers on the other
Elaborate on the basic information presented on each card
Just repeatedly read through the stack
Spend hours meticulously crafting each card
Squeeze every last detail onto a card in the smallest handwriting possible

19. Task 4 – Creating Memory Prompts
Look at the science topic presented on your tables
How might some/all of this information be revised using an acronym, mnemonic, spidergram or original image?
Try and draw one of the above as if you were revising one of the topics

20. Final questions from today’s session: Write this down on named A4 paper
1. Which study skills/approaches do you think you will use for the mocks?
2. If you have to say one thing you’ll remember from today - what is it?
3. Are there anything approaches to revision that you will now bin?

21. Study Skills – Session 2
Retrieval Practice

22. Task 1 – Memory retrieval
What did we cover in our last session?
You have 2 minutes to recall as much information as possible.
Some “volunteers” will be asked to share with the room.

23. Quick Recap
Re-reading and highlighting are the least effective.
This is because familiarity tricks us into the "illusion of knowing“
Regular re-testing was proven to be the most effective revision technique. Test yourself on past questions/papers
Application
Understanding
Memory / Knowledge
Memory is only the first goal of effective revision, which must also check understanding and practice applying knowledge.

24. What is retrieval practice?

25. The technique Test Before reading, test yourself on the content Check
Check your answers against your notes
Gaps
Record any gaps in knowledge and re-read this information
Re-test
After allowing time to pass, retest.

26. The technique – IN CAPITALS!!!!!!
Test
DO A PAST PAPER OR PAST QUESTION
Check
WHAT DID YOU GET WRONG?
WHAT DID YOU MISS?
Gaps
GO BACK AND REVISE THE BITS YOU MISSED OR GOT WRONG
Re-test
SIT THE SAME OR ANOTHER PAPER

27. How to remember #1 – Dual Coding
Choose a suitable visual way to represent a concept / topic:

31. Retrieval Tool #1 – Dual Coding
Choose a suitable visual way to represent a concept / topic:
Spidergram / concept map
Timeline
Diagram

32. Not into drawing?
A simple table can be used to organise your retrieval. E.g:
Dates
Background
Key Vocabulary
Possible questions

33. TASK 2 – ‘Dual Coding’ Choose one of the subject sheets on your table:
Decide on the best way of presenting this information.
Draw out as much information as possible onto a blank sheet of paper.
Turn the information sheet over and see how much you could recall.
Science
Environmental Problems – Fossil Fuels

34. Seeking Feedback
Retrieval practice is an excellent tool for highlighting weak areas.
If you find a gap in your knowledge that cannot be filled from your revision notes, ask for help.
By completing this task first, you will avoid asking your teachers vague questions, or resorting to “I don’t get it!”

35. But it feels difficult…
DISCLAIMER: Retrieval practice feels harder than just rereading your notes.
THIS IS EXACTLY WHY IT IS MORE EFFECTIVE.
When your brain work harder, it retains more.
REMEMBER: This is effective even when you cannot remember

36. The Forgetting Curve
With every repeated retrieval practice, more is retained over a longer term.

37. Retrieval Tool #2 – Generating Questions
Past papers are the best source of practice questions, but they can be limited
It is better to isolate questions, rather than complete entire papers (interleaved practice)
For essay-type questions, it might be quicker just to plan the essay for retrieval practice
Creating your own questions will add to your practice material and is good practice in itself

38. TASK 3 – Generating Questions
Pick one of the topics on your table.
Come up with 5 closed questions on the topic.
Now, come up with at least 3 open questions.
Finally, share your questions with the rest of the table.
FLASHCARDS
Remember:
Flashcards should have questions / prompts on one side, answers / information on the other

39. Takeaways
Test
Check
Gaps
Re-test
Retrieval practice is the technique of testing yourself on material before you revisit it.
It is the most effective tool you can use.
Retrieval can be helps through using exam questions, visuals, organising into tables or generating questions.
Retrieval should feel difficult. That is why it works.

40. Final questions from today’s session:
1. What skills/approaches do you think you will use when revising for mocks?
2. When will you revise?
3. Where will you revise?
If you have to say one thing you’ll remember from today - what is it?
Are there any approaches to revision that you will now bin?

41. Study Habits & Commitment Devices
Study Skills – Session 3
Study Habits & Commitment Devices

42. What we’ve learnt so far
Most Effective Revision
Ineffective Revision
Last minute cramming
Revising whole subjects in blocks
Re-reading / highlighting
Repetitive list-learning
Focuses solely on memorising information
Feels easy

43. What we’ve learnt so far
Most Effective Revision
Ineffective Revision
Starting early (Distributed Practice)
Last minute cramming
Varying subjects/topics (Interleaving)
Revising whole subjects in blocks
Self-testing (Retrieval Practice)
Re-reading / highlighting
Building connections (Elaboration)
Repetitive list-learning
Checks understanding and applies knowledge
Focuses solely on memorising information
Feels difficult (Desirable difficulty)
Feels easy
…we also drew a bike.

44. TASK 1: Barriers to Effective Revision
On your tables, come up with a list of things that might prevent you from revising effectively.
Individually, consider which you consider the biggest threats to your revision.
Each person should come up with their own
‘Volunteers’ will share these with the room.

45. Procrastination – Why?
Inside your head there is a constant battle raging between your limbic system and pre-frontal cortex.
Limbic system:
Primitive
Focused on survival and immediate gratification
Responsible for our fight-flight- freeze responses
Pre-frontal cortex:
The most ‘human’ part of the brain
Focused on long term planning and goals
Must work hard to override the limbic system

46. Procrastination TASK 2: Which type of procrastinator are you?
If you answer ‘none’, bear in mind that studies predict that 80 – 95% of pupls procrastinate!
What strategies might you employ to combat your procrastination?
Perfectionist
Defier
Avoider
Dreamer

47. The Perfectionist
Set such high standards for revision that they find it impossible to compromise and put tasks off.
Often spend their time organising their desk/books/pens etc. instead of revising;
Treat every page on which they leave a mark as a pristine piece of work.

48. The Avoider
Would rather be seen as lazy than as a failure, so will avoid work (and let others know that they do);
Will search for any opportunity to do something easier than revising, such as tidying their room;
Is very easily distracted by technology/other people/inanimate objects.

49. The Defier
Has every intention of revising, until the moment someone tells them to do so;
Requires that everything they do is their decision and theirs alone;
Revision instantly feels like a chore as soon as it is mentioned by a parent/teacher/concerned relative.

50. The Dreamer
Would definitely revise, if only there weren’t so many more interesting things to do;
Binge-watch whole series on Netflix or click through endless links on social media;
May have issues taking responsibility for themselves
Are often over-optimistic about deadlines and time required to complete work.

51. Taking Charge
Understanding ways in which we procrastinate and why does not mean that we cannot tackle it.
Instead, it gives us the opportunity to be proactive and build habits to help us compensate.

52. Taking Charge Perfectionist Defier Avoider Dreamer
Ask what is ‘realistic’
Change ‘have to’ for ‘want to’
Set time limits
Simplify your revision habits to make them achieveable
Defier
Reframe peoples demands as caring
Pre-empt demands by announcing your plans first
Mean what you say
Avoider
Set up commitment devices to hold you to account
Remove distractions
Set your own goals, ignore what others say they are doing
Dreamer
Plan ahead, with simple, specific tasks
Co-opt others to keep you focused on goals
Ask ‘how will I get there?’

53. Commitment Devices How to commit
Use your phone’s flight mode during revision sessions
Hand your phone to a parent and agree terms for it’s return
Help each other by avoiding social media at peak revision times
Announce your intention to revise via social media
Plan leisure activities into your schedule, so you are less tempted to skip revision for them.
Agree fines for straying from a course of action
A commitment device is a tool that makes you stick to/complete a specific task.
They are most successful when you’re parents are involved.

54. TASK 3 - Revision Contracts
Allow you to take control of your revision - no distractions
Help you to communicate with family members in advance of the stress of exams

56. Timetables, Prioritising and Deliberate Practice
Study Skills – Session 4
Timetables, Prioritising and Deliberate Practice

57. Revision Contracts - Feedback
Be specific about what you need:
e.g. “a quiet revision space that can be left untouched”
Be specific about terms :
e.g. “phone to be handed back once you have seen my revision notes”
Be realistic:
e.g. “reward me at the end of a successful week with ____” not “pay me money every night I revise”

58. Effective Timetabling MUST:
Allow sufficient time to revise all topics multiple times
Space repetitions of the same topics over weeks / months
Focus on the most difficult material first, to allow for more repetitions (Deliberate Practice)

59. TASK 1 – How many items? For each subject you take, list each topic.
Count up how many ‘items’ you have to revise across all subjects.
Our aim is to tackle each item in a concentrated “30 minute sprint”.
If a topic cannot be revised in its entirety within this period, consider splitting it into smaller items.

60. TASK 2 – Deciding on Priorities
Now, identify your priority items (e.g. most important subjects, biggest challenges).
If it seems like there are too many, do a second pass.
You could colour code items using a traffic light system.
Remember, your priorities should change over time.

61. The Deliberate Practice Cycle
Use this cycle to help you identify your priorities for revision.
These priorities will change over time, and so should your revision timetable.
Deliberate means knowing why you are focusing in a specific area.
Identify Weakness
Devise practice activities
Practice deliberately
Seek feedback
Evaluate progress

62. What do you timetable first?
If you begin with your non-negotiable leisure activities first, you are much more likely to revise when you plan to.
Be realistic about the balance between revision and leisure – remember, the more you revise the more of a ‘reward’ the leisure activity becomes
Timetable anything you know you will want to spend time doing e.g. football practice, running, online gaming, dance school or just block out time for ‘leisure’.
IMPORTANT: By timetabling leisure activities, you are committing to keeping them outside of your revision time.

63. Remember the Forgetting Curve…
Notice that the spacing becomes greater with each repetition

64. Approaches to Revision Timetabling
1. Rigid timetabling emphasises commitment to a predetermined pattern of activities
Each subject is assigned to a specific day and time.
For this to work, you must stick to the timetable
2. Flexible Timetabling works by agreeing a set of items to be completed over a week
Items are checked off once completed, moving you closer to a weekly goal
Sessions should still be blocked out for revision, but choosing what to put where is done as you go
(see ‘Mock Timetable Pro forma’ & ‘Revision Flexi-timetable’)

65. Other things to consider timetabling
Controlled Assessment
Leisure activities
Snack breaks
Sleep
Socialising

66. Putting it all together
Study Skills – Session 5
Putting it all together

67. TASK 1 – “How should I revise?”
Declan is in Year 11 at another school.
Declan has not benefitted from any revision advice from extremely thoughtful (and well dressed) teachers.
What advice do you have to help Declan revise effectively?
Each table should come up with their Top Five Tips.

68. Final Recap – Revision Techniques
When revising, Re-reading and highlighting are to be the least effective.
This is because familiarity tricks us into the "illusion of knowing".
Regular re-testing was proven to be the most effective revision technique.
In order to form strong long term memories we must build connections and associations between information.
Application
Understanding
Memory / Knowledge
Revision must work on all of the above.
The need for repetition means starting early.

69. Final Recap – Retrieval Practice
Self-testing should take place before re-reading your revision notes.
Strategies for retrieval include:
Past papers
Diagrams
Tables
Spidergrams

70. Final Recap – Barriers to Revision
Procrastination
Understand it
Take responsibility
Plan in advance
Technology
Remove the distraction
Help each other avoid social media
Co-opt parents
Commitment Devices
Pre-commits you to action
Involves other on your terms
Best if specific terms are agreed

71. Final Recap – Revision Timetables
Include leisure activities
30 minute sprints
Vary study topics
Repetition is crucial
Be disciplined

72. What will revision look like?
The best way to avoid derailing your revision is to build a routine and stick to it.
Your routine must therefore be simple and your resources organised.
You should also have a study environment that is quiet and not disturbed by others.
Remember, your study environment should be free from distractions.

73. What will revision look like?
Post-its
(for marking pages)
Folder (one per subject)
Highlighters
(for occasional use!)
Notepad
(to dump distractions)
Revision Book
Pencil
(for diagrams)
Pen (and lots of spares)
Index cards
(for making flashcards after gap-filling)
A4 lined pad
(one per subject)
Plenty of water

74. Revision Resources for under £20
COST
Lined A4 refill paper x 8 (1 per subject)
£11.20
Pens x 20
£ 5.00
Pencils – x 10
£ 3.00
Small notepad x 1 (optional – distraction dump)
£ 0.74
Index cards (optional) x 400
£ 9.98
Foolscap document wallets (optional) x 8 (1 per subject)
£2.99
Post-its (optional)
£ 3.65
Highlighters (optional)
£1.50
TOTAL:
£19.20 – £34.41*
Revision resources (e.g. published/school-produced revision books)
(varies by subject)
*prices from – click here for wish list

75. A Simple Revision Session
Set up
Take out subject folder
Put date and topic on the top of clean page of refill pad
Test
Use recall strategies to test yourself on chosen topic, or
Complete past paper question(s) relevant to topic
Check
Compare recall with relevant pages in revision resource(s)
Use mark schemes if relevant
Check understanding by asking ‘why?’
Gap-fill
In refill pad, list the information missed during testing
Consider ways to make recall easier next time (acronyms, diagrams etc.)
Schedule
Decide when to re-test and record in timetable
Consider writing out flashcards for the least secure information

76. TASK 2 – Background Music
Recent studies have shown that listening to music whilst studying is __________ for memory.
If you choose to listen to music, it is best to avoid music with ___________ or ___________.
For motivation, music works best when listened to ________________.

77. TASK 2 – Background Music
Recent studies have shown that listening to music whilst studying is __________ for memory.
If you choose to listen to music, it is best to avoid music with ______ or ________________.
For motivation, music works best when listened to __________________.
bad
lyrics
complex rhythms
before revising

78. Sleep Sleep is crucial in consolidating memories
What you need:
WHY it’s Important
8 – 10 hours
No screens in the hour before sleep
Bed is for sleep – revise elsewhere!
Sleep is crucial in consolidating memories
Insufficient sleep causes IQ reduction the next day
If you don’t sleep enough, the revision you complete that day will be wasted, and the next day you will be less smart.

79. Exam Rehearsal Rehearse – “to drill or train for future performance.”
What does this mean when thinking about exams?

80. Know your exam papers! For each subject: How many papers? How long?
Structure of exam (sections, order)
Questions (marks, wording, expectations)
Vocabulary (command words)

81. Your Questions… On each table:
Write any questions you may have about the information presented in these sessions, or about revision in general, on the paper provided
Please make questions as precise as possible
Don’t be afraid to ask, even if you think it’s a ‘stupid’ question
We will answer as many as possible.

82. What next? Continued support through use of tutor time;
Your feedback communicated to teachers;