1. The Many Faces of Revision…

2. 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

3. Method
Study Cycle
Motivation

4. Method

5. 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

6. 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

7. 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

8. 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

9. 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:

10. Study Cycle

11. Intent
Action
Maintenance

13. Motivation

14. X
PERFECT

15. What will we do?

16. 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

19. What can you do?

20. 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