1. Planning for Exam Revision Louise Livesey Academic Skills Adviser This workshop will… −Explore what feeds into preparing for revision, including the exam itself −Assist you in setting up a revision timetable to aid effectiveness −Offer tips on dealing with procrastination

2. The Plan… 1.Being effective in examinations 2.Common mistakes in revision strategies 3.Developing a timetable: breaking the day into 6 4.How to solve procrastination

3. Be positive Make time for you and revision Create the right environment Know the exam Identify and apply recall strategies Use the time in the exam effectively Treat revision like a job 1.Being effective in exams

4. 2.Common mistakes in revision strategies Common mistakeWhat to do: 1. Leaving all revision until the last minute. - Set a date now to start your revision. - Set reminders (in diaries or using mobile devices). - If the exam date is months off, as the date draws closer formulate the first ‘units’ you will be revising. 2. Finding there is always something more important to do than revise. - Set yourself short sessions initially, leaving yourself the option of studying longer if you get engaged. - Start each revision session with a re-assessment of personal priorities. How important is hockey training compared to passing your final year at university? Are the dishes more important to your future than getting a 2:1? - ‘Plan’ for your distractions, e.g. allow yourself breaks where you will check your phone and email before starting a fresh unit. 3. Spending too much time planning revision and too little time actually revising. - Decide on a method for doing your planning and stick with it. Make it quick and visual and easily updatable (i.e. use pencil or a PC). - If, as time draws on, the revision plan needs work to make sure everything can be fit in, set time aside for this that is ‘extra’ – i.e. don’t take the time out of an allocated revision slot. - Admin is not learning, however well it’s done! 4. Meeting other people to revise but spending the time doing other things -Meet in a study space so you will ‘feel’ more like revising than chatting over a coffee -Set an alarm on your phone or other device for the end of the session -Take a list of topics you want to discuss and tick them off as you go through them 5. Avoiding revision because it is boring - Break up revision into different activities of varying lengths of time - Set yourself short tasks to start with and lengthen them each week to build up your tolerance 6. Reading, revising or making notes for some time and not being able to remember much about it -Break revision sessions into smaller sections with specific tasks -Go through your notes at the end of each session to see what you have covered -Don’t just read your notes, transform them into a different format, devise a mnemonic, or any other activity 7. Spending a long time on the same subject without feeling you are making progress - ‘Little and often’: don’t try to cover a whole topic in one session - Start with an overview and then look for details - Set specific goals for each session: e.g. read a chapter, section, or article before taking a break 8. Revising too few subjects-Plan more time to do more revising -Don’t hope there will be a question set about the subjects you have revised. Examiners may not set a question on every topic, so always revise more topics than you originally think you will need -Questions may ask for connections between subjects, so again, revise more topics than you think you will need 9. Not being able to identify the really key points about each topic -Look for the main schools of thought, theories, models, debates, individuals, etc. to give you a start. -Then, read around these topics -If still unsure, speak to your tutors 10. Revising too much information - Before the exam, filter out any detail you won’t have time to cover in the exam, and go over this material Activity 1: Common mistakes

5. Get to grips with what is required and any information from handbooks about what is being tested. Cover the actual material in a way that supports adequate knowledge recall Find or create ways to test this recall once the material has been covered. 3.Developing a timetable: breaking the day into 6

6. Break the day down into 6 segments Compulsories = external factors giving you no choice e.g. lectures, labs, assignment deadlines, exam dates, paid employment, etc. Necessaries = must be done but you have some leeway as long as you fit them in e.g. meals, sleep, etc. Protected time = things that are important to you and your well-being, e.g. gym 3.Developing a timetable: breaking the day into 6 Activity 2: Revision timetable

7. What stops you from revising? ?The task seems too big ?It’s unpleasant ?I am no good at it ?I don’t know how to do it ?The exam is far off ?I am too tired or panicking 4.How to solve procrastination ‪Break the subject down Reward yourself Revise what you like Get help Set a date Sleep and relax

8. Cottrell, S. (2008) The Exam Skills Handbook. Palgrave Study Guides, Basingstoke: Palgrave Macmillan. This study guide is well worth borrowing from JBPL or purchasing for own use, as it comprehensively covers planning to succeed in exams. References

9. Academic Skills Advice Service Where are we? Chesham Building B0.23 What do we do? Support undergraduate students with their academic skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice. Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops When can you come for help? Everyday both face to face and on-line How do I get in touch? Email: academic- skills@brad.ac.uk or website www.brad.ac.uk/academic- skillsacademic- skills@brad.ac.uk

10. Any questions?