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2. #TMM11

3.  Many students think reading=revision.  Active revision methods are seen as harder but they’re also much more effective.  Varied tasks that involve doing something with the knowledge work much better than passive methods like reading and listening.

4. Active revision uses some or all of these ideas:  Mnemonics  Organise  Rehearse  Summarise  Extend

5.  Mental tricks and shortcuts  Kids love them  Subject-specific  How I Wish I Could Calculate Pi  Naughty Elephants Squirt Water  Often of limited use but provide a good link to organising a list of facts.

6.  Students should make links between facts  Use lists, categories or groups  Mind or concept maps e.g. bubbl.us or www.mindmeister.combubbl.us www.mindmeister.com  Venn diagrams to show similar/different  Card sorts can be used in all kinds of ways

7. Solar TidalHydroWaveWind OilCoalGas Geothermal BiomassFission

9.  Use a variety of methods to practise facts, methods and understanding  e.g. cover, write out, check  It’s the ideas not exact words that matter  Fill in printable blanks to test recall

11.  Writing summaries forces kids to evaluate their notes and decide what matters.  Make revision cards or PowerPoint slides.  Many electronic versions e.g. quizlet.comquizlet.com  PowerPoints can be saved as jpegs to a mobile phone then viewed as a slideshow.  Define a concept in a text or tweet.

12. Heat vs EM vs nuclear Wave properties f = frequency (Hz) amplitude = height Transverse/longitudinal EM, mexican / sound Wave Equation v = f λ Speed=freq. X wavelength (m/s) Hz) (m) EM Waves transverse all travel at same speed c=300000000m/s RMIVUXG Radio Microwave Infrared Visible Ultraviolet X-Ray Gamma Properties of EM Heating Alternating current Ionisation (damage) CCIR RMV UX γαβ

13.  Using what they know in a new way  Using past/practice questions is very useful, but rather than just attempting them:  Write a markscheme.  Write explanations for your answers.  Produce a hints/prompts sheet.  Marking a teacher’s ‘wrong’ answers, with feedback in red.

14.  Challenge students to come up with something different  If this is the answer what is the question?  Write a song/concrete poetry  Make a dance sequence (hand gestures?).  Create a wiki/blog post.  Script (and record) a podcast/video summary.  Speed-date, testing classmates using what they’ve produced for 2 minutes then move on.

15.  Mnemonics – mental tricks and shortcuts  Organise – making links between ideas  Rehearse – practicing facts and methods  Summarise – choosing main concepts  Extend – using knowledge in new ways  Doing not reading, acting not listening  Effective revision is a process not a product

16.  I teach Science and Physics full-time  I blog about it at Teaching Science  I’m on Twitter as @teachingofsci teachingofscience.wordpress.com