Revision Year 11 Parents' Evening
Revision Year 11 Parents’ Evening
What does not work well? Highlighting
Re-reading
Summarising texts
Why don’t these work? ● Low challenge ● Little thinking required ● Makes the student think they are “doing something”
Revising Revising must be an active process. It has a number of stages. Get organised •Get all the information you need: the specification, a revision guide, access to the VLE, Bitesize, your notes.
Redraft •Produce revision notes.
Reorganise •Get a folder and re-organise your notes into ‘chunks’ of information.
Review •Re-visit your notes at least twice to transfer your learning from short to long term memory.
Apply your learning: Practise exam questions and test yourself
Get them organised Make sure they have: • An organised workspace • The right resources - revision guides, pens, paper, flash cards • A revision timetable with regular breaks • No distractions - phones, games… • As little stress as possible • Rewards
Revision timetable
Revision tracker
Revision Activities • Mind-maps • Key words – post-its / lists • Flash Cards • Numbered / Bullet point lists
• Exam Questions and Mark Scheme • Write your own Quizzes • Family and Friends Test
Mind maps
art
Numbered lists
dep art
me nt
s
s Oathall
up o r g or
tut n io t a s year gro ani
org
ups
1.organisation a.departments
Oathall
i.art
clu
bs
ne
tball
b.tutor groups
rock orchestra
c.year groups 2.clubs a.rock orchestra b.netball
Flash cards
Interleaved Practice When you are revising a subject, the temptation is to do it in ‘blocks’ of topics. Like below:
It is much better done like this:
This encourages students to “chunk up” the topics and repeat, revisit and review.
After a one hour revision session: • • • • • •
10 minutes later revise the topic for 10 minutes 1 day later revise the topic for 5 minutes 1 week later revise the topic for 2-5 minutes 1 month later revise the topic for 2-5 minutes Before exams revise the topic as required. Each time knowledge is reinforced; it enters deeper into the long-term memory and becomes more stable.
What does not work well? Highlighting
Re-reading
Summarising texts
Why don’t these work? ● Low challenge ● Little thinking required ● Makes the student think they are “doing something”
Revising Revising must be an active process. It has a number of stages. Get organised •Get all the information you need: the specification, a revision guide, access to the VLE, Bitesize, your notes.
Redraft •Produce revision notes.
Reorganise •Get a folder and re-organise your notes into ‘chunks’ of information.
Review •Re-visit your notes at least twice to transfer your learning from short to long term memory.
Apply your learning: Practise exam questions and test yourself
Get them organised Make sure they have: • An organised workspace • The right resources - revision guides, pens, paper, flash cards • A revision timetable with regular breaks • No distractions - phones, games… • As little stress as possible • Rewards
Revision timetable
Revision tracker
Revision Activities • Mind-maps • Key words – post-its / lists • Flash Cards • Numbered / Bullet point lists
• Exam Questions and Mark Scheme • Write your own Quizzes • Family and Friends Test
Mind maps
art
Numbered lists
dep art
me nt
s
s Oathall
up o r g or
tut n io t a s year gro ani
org
ups
1.organisation a.departments
Oathall
i.art
clu
bs
ne
tball
b.tutor groups
rock orchestra
c.year groups 2.clubs a.rock orchestra b.netball
Flash cards
Interleaved Practice When you are revising a subject, the temptation is to do it in ‘blocks’ of topics. Like below:
It is much better done like this:
This encourages students to “chunk up” the topics and repeat, revisit and review.
After a one hour revision session: • • • • • •
10 minutes later revise the topic for 10 minutes 1 day later revise the topic for 5 minutes 1 week later revise the topic for 2-5 minutes 1 month later revise the topic for 2-5 minutes Before exams revise the topic as required. Each time knowledge is reinforced; it enters deeper into the long-term memory and becomes more stable.
