1. Revision and exam skills Time waits for no one Time waits for no one And it won’t wait for me Or YOU!

2. Time is NOT our friend Either- “We’ve got plenty of time- there’s still 2-3 weeks before exams begin,” hopeful G 12 student. G 12 student. Or- “I’m running out of time- I’ve got two essays due tomorrow and two tests the next day,” stressed G 11 student.

3. No. 1 cause of exam failure PROCRASTINATION  lack of preparation PROCRASTINATION  lack of preparation ‘I’m Late, I’m Late for a very important date, No time to say hello, goodbye, I’m late, I’m late, I’m late and when I wave, I lose the time I save.” says the frantic White Rabbit to Alice in Wonderland. ‘I’m Late, I’m Late for a very important date, No time to say hello, goodbye, I’m late, I’m late, I’m late and when I wave, I lose the time I save.” says the frantic White Rabbit to Alice in Wonderland.

4. TIME MANAGEMENT Set daily/weekly goals- immediate (5-6), mid-term (course assgts), then prioritise those goals. Write down “Things to do” right away! Cut back on time-wasting activities-chat rooms, video games, etc. Use small chunks of time throughout the day(10-15 mins) to review key concepts in science, key events in history, formula, etc. List everything required to complete an assignment. List everything required to complete an assignment. Be realistic about how much time to allocate to complete an assignment or study for a topic. Study in 50 minute blocks with a 10 minute rest Don’t allocate more than 2 hours in a row.

5. “Attitude is a little thing that makes a big difference.” Attitude is a little thing that makes a big difference.Attitude is a little thing that makes a big difference. Be positive about what you can achieve You MUST WANT TO improve and achieve the best you can. Say to yourself: “I can do…” or “I will do…” Avoid using negative words. If you find a subject difficult, you … If you find a subject difficult, you … a) Give up and move on b) seek help c) pretend it wasn’t difficult & pray If you do poorly in a test, you… a) Give up and think “I’m dumb” b) reflect on why & plan c) blame the teacher “The only disability in life is a bad attitude.” “The only disability in life is a bad attitude.”The only disability in life is a bad attitude.The only disability in life is a bad attitude.

6. EXAM PREPARATION- organising the toolbox Creating a study timetable Assembling the list of topics and skills Making notes Training the memory Knowing the format of the exam Practicing different types of exam questions

7. THE MASTER PLAN: the study timetable Why use one? Ensures more purposeful use of your time Ensures you anticipate deadlines and the time needed to complete a task Avoids cramming and last-minute panic and stress How to make one? Use the schedule in your handout or create a digital version Block out ALL the known events- meals, classes, ECAs’,etc Highlight times when you can study and allot subjects/assgts How to stick to it? The toughest part-build in rewards for yourself Use adults to help you monitor your behaviour Develop the right habit of mind-WILLDO

8. STEP 1: Assembling the list of topics and skills Obtain study guides/ review sheets from your teachers Gather all your notes, old tests, essays, etc. Use the textbook or other handouts used in class Write down ALL the main topic headings, the sub-headings, bold words, key concepts/facts, events, processes, etc- from notes and textbook In some subjects, you will be expected to know certain skills- map making/interpreting, essay writing, applying formula, and so on. Make a flow chart or other diagram to show the procedure.

9. Organising your Chemistry stuff TOPICSSUB-TOPICSCONCEPTSEXAMPLES ORGANIC CHEMALKANES ALKENES ALKYNES

10. STEP 2: Transferring what to do onto your Master timetable  Prioritise subjects according to the amount of material you need to cover e.g. Chemistry has 5 major topics-the most  Select the topics you understand the least to work on first.  Write down the topic and sub-topics on your schedule +the approximate time to complete the note-taking.

11. Taking and Making notes Taking notes in class: Taking notes in class: A) Active listening: Being interested in the topic Note down the main points the teacher emphasises/repeats emphasises/repeats Copy material from the board or screen that helps you to understand the topic. Pay attention to the lesson summary at the end. B) Using abbreviations: Use some of the common abbreviations on the handout Develop and practise your own system

12. Making notes using SQ3R Questions Review Survey Read & Underline Restate

13. REVISION METHODS TimelinesSpidergramsMindmaps Flow charts Clustering Study sheets/cards Study groups Vocabulary flashcards Rhymes Acting out

14. FORGETFULNESS Curve of forgetting Why do we forget? Lack of attention or concentration Distracted by other things-emotional Information is rarely used  Recycle Bin

15. Developing a new habit of mind- REGULAR REVIEW Changing the shape of the curve  Improved retention Within 24 hours- review for 10 mins  90% A week later- review for 5 mins  90% A month later- review for 2-4 minutes  90% Therefore, block between 50 mins-1 hour everyday to review ALL subjects.

16. Types of exam questions Multiple choice: Eliminate the obviously wrong answers (usually two) Read all the choices, even if the 1 st seems correct If you don’t know, and there is no penalty for wrong answers, choose the longest answer When 2 opposite statements appear in the options, one of them si usually correct. Short answer: Note how many marks are allocated to the question Note each point you will use briefly, then combine ALL points in 2-3 sentences. Essay: (See handout for more details) Analyse the question- underline key words Brainstorm ideas and prepare an outline Structure the essay- intro, body and conclusion. Proof-read for accuracy and content

17. INSTRUCTIONAL WORDS Analyse: Separate into individual parts and show how they interrelate with each other. Assess: Judge the value of the issue by looking at both positive and negative aspects. Compare: Point out the differences and similarities between the things mentioned. Needs to be carefully structured Contrast: Point out the differences only. Criticise: Make your judgment about the point in question. Stress the deficiencies. Define: Give a concise and accurate definition of the topic. Describe: Write about the main features of a situation/ story/person. It needs to be clear, objective and detailed. Discuss: Give reasons for and against the topic, including your own opinion. Be analytical.

18. Evaluate: Provide both positive and negative sides of the topic Explain: Give reasons for why something is so rather than just describing it. Provide the causes. Justify: Present a reasonable argument about a topic or your opinion of the topic. Outline: Give the main features or general principles of a topic from main points to sub-points. Omit minor details Relate: Show the connection between things mentioned in the question. Do not compare but show how one influences the other Review: Provide a summary by examining the topic critically and commenting on key aspects of the question. Summarise: Provide a summary, without opinion or criticism. To what extent: Justify how much of the stated question you agree or disagree with, including your reasons for accepting only part of it. Trace: Describe the progress of a historical event from one stage to another, perhaps commenting on the causes of the change.

19. REVISING MATH- 5R’s RECOPY YOUR NOTES- all theorems, principles and definitions exactly- colour-code them REWORK the model and examples many times until it can be done without checking RECITE- talk through each step with a friend to check your understanding. RECHECK your computations- look for any errors in simple calculations and steps. REASONABLENESS- put your answer into the problem to check that it makes sense.

20. BEFORE THE EXAM Check procedure- when is it, where, what time? What will you need to take with you-remember the clear pencil case? BREATHE DEEPLY- 3X and hold for 10 secs Get a good night’s sleep- avoid late night cramming De-emphasise its importance just before you enter- “it’s only a couple of hours.’

21. DURING THE EXAM Look over the entire test during the reading time-mentally note which questions you will do, the order of questions, timing and so on. Answer the easiest questions first Underline key words-analyse the question For essays, plan and structure your answer. Check the required number of questions.

22. THE BIG PICTURE KNOW YOURSELF! What kind of learner are you?-visual, auditory, kinesthetic- refer to the Learning Styles questionnaire at the back of the handout. Recognise your strengths and weaknesses: Reserved (don’t ask for help)// Always curious & questioning; badly organised and forgetful// Keep “To Do’ lists & always on time; Easily distracted//Concentrate on a task WORK OUT A PLAN TO FIX YOUR WEAKNESSES WORK OUT A PLAN TO FIX YOUR WEAKNESSES Be persistent!- it takes time to develop good habits of mind Be both TOUGH and KIND to yourself!