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The Many Faces of Revision…
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No surprises… YOU should know: WHAT you need to learn
WHEN / HOW you will be assessed and make sure your revision is planned and you make links between concepts Teachers model HOW to learn / revise HOW to test yourself WHERE to go for help
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Method Study Cycle Motivation
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Method
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Phase 2: possibly make revision notes
Phase 1: Read Passive revision What do most students do? Revision workbook Own notes Text book refresher Relevant websites e.g. quizlet Exam Phase 2: possibly make revision notes Flashcards Revision book Mind maps Graphic organisers Hope knowledge has stuck enough to answer an exam question and be successful
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What should students do?
Phase 4 RAG knowledge Phase 1: Read What should students do? Red – no knowledge – learn again – maybe try a different technique Amber – good factual knowledge but can’t apply to an exam question Green – can answer exam questions on this topic confidently Revision workbook Own notes Text book refresher Relevant websites e.g. quizlet now focus on your red topics – be effective and target revision Active revision cycle Exam Practise – short / long answer questions Quiz yourself (flash cards / quizlet – other online quizzes) Timed exam practise Essay plans for longer questions Phase 2: make revision notes – learn content Gojimo Graphic organisers Quizlet Mnemonics Cornell notes Post it note revision Flashcards Revision book Read, cover, write, check Mind maps Phase 3: test yourself
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The Thinking Hard Devices
Knowledge and understanding Reduce Transform Deconstruct Derive Analysis and application Prioritise Categorise Criticise Trends and patterns Practise Flexibility of thinking Make connections Compare Extend
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What does the evidence tell us?
Practice testing Distributed practice (the opposite of cramming – spread revision throughout the course) Interleaved practice (mixing different kinds of material within a study session) Elaborative interrogation (explaining why a fact / concept is correct) Self-explanation (explaining how information is connected) Summarising – but successful when students are shown how to summarise Imagery for text – not applicable to a wide range of subjects Mnemonics – but useful for short-term memory Rereading – although it is the most commonly used Highlighting – can actually harm student performance/ability to make inferences TOP 3 PRACTICES Dunlosky et al 2013
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End revision with the first exam:
Layered learning: Students must go through the same subject material at least 3 times There are 3 layers – each time the subject gets revised, but it becomes quicker as knowledge is retained: Layer 1: thorough – time to go through the harder areas so the YOU thoroughly understand them. Read chapters from book/specification/knowledge organisers. This layer takes the longest Layer 2: moderate – preparation for the exam itself – should not be learning new material. Past papers are one of the most effective revision tools and should be introduced at this stage Layer 3: brief - around 1-2 weeks before the exam – condense to notes to 20%. Skim read mock papers and mark schemes – refamiliarising End revision with the first exam:
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Study Cycle
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Intent Action Maintenance
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Motivation
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X PERFECT
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What will we do?
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No surprises… YOU should know: WHAT you need to learn
WHEN / HOW you will be assessed and make sure your revision is planned and you make links between concepts Teachers model HOW to learn / revise HOW to test yourself WHERE to go for help
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What can you do?
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Get ahead! - copy their timetable, talk to them about their revision plan, how is it setout, what times work for them BUT only if they want you to Plan realistically – little and often Learn what works for your child will have certain styles/ways that suit them Plan for breaks and have snacks they enjoy at home and for school Stay positive! Glass half full – try not to “nag” Healthy food and snacks Take breaks – get them outside, hobbies, exercise and away from technology (!) Establishing a specific location to revise – a good study space is key – calm relaxed and focused – have boundaries BUT discuss with your child – key is they need to take ownership
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