1. Preparing for exams

2. Students have built up years of experience with exams But they have not always built up confidence in this knowledge

3. We know a lot about exams... So what gets in the way of using that knowledge? What makes exams difficult for many people?

4. It feels like there ’ s a lot to do...

5. So it helps if you can... … break tasks down

6. Think of revision in 3 stages Pre-revision revision managing the exam

7. Stage 1 - Pre-revision Revision means preparing for specific exams - so pre-revision means finding out what the exam is testing

8. Find out what the exam is testing? This does not mean ‘ question-spotting ’ - it means researching what the paper is asking of you, e.g. is it memory for detail, linking together theory, solving problems?

9. Pre-revision - research the paper you are preparing for How long is the paper? What sort of questions are asked - essays, problem- solving, MCQ? Are there past papers available? Is there information about exams in your course handbook? Attend any revision seminars offered by your department(s) Is it designed to allow choice in what you revise?

10. Remember! The style of the exam paper dictates how you revise

11. Stage 2 - Revision

12. Revision techniques Can we come up with a list of revision techniques what techniques have you used? or have you heard about?

13. For more revision ideas... Look on the Effective Learning website - go to Lancaster home page click on ‘ learning support ’ then click on ‘ effective learning ’

14. Revision needs to be active This means using more of your 5 senses & more areas of your brain It means injecting variety into your timetable It means actively trying to create understanding of a topic

15. Some revision techniques are active Some techniques prepare you for the exam Some techniques promote understanding Sitting in your room just rereading notes over and over again is PASSIVE revision

16. How do you decide which revision techniques to use? Personal learning style - what suits you? Style of exam - what is appropriate to the type of questions you will answer? What helps you to rehearse what you will do in the exam? What techniques allow some variety?

17. Timetabling revision What, in your experience, makes timetabling difficult? What do you do when your timetable doesn ’ t work?

18. 3 Rs of revision Review Regroup Reward

19. Review? what has been done, what needs to be done? Start the week - map out what has to be done on each day The night before or in the morning - what has to be done? After revision sessions - what is left to do on that topic? End of the day & end of the week - what ’ s left on your list to do?

20. Regroup? Reviewing can lead to regrouping - this means that if your timetable is not working, rather than get depressed you reorganise your timetable. Regrouping is a sensible tactic, not a sign of failure.

21. Reward yourself Allow yourself to have breaks Take short ‘ contrast ’ breaks for 5 or 10 minutes - something non-academic such as music, TV, radio, meditation Go out to get some fresh air Change tasks - variety means including some activities that you like

22. Stage 3-Managing the Exam Forward planning...

23. Arrive in a fit state... Double check your timetable - know where the exam is if you live a long way from school, arrange to arrive in plenty of time unbothered by traffic jams etc. Find out what you can take into the exam and what you cannot - keep your ‘ exam kit ’ together & ready for each exam

24. Exam kit?

25. Think about time in advance... If you have a long list of short-answer or MCQs to do, you cannot allocate time per question. Ensure, though, that you don ’ t spend half your time on one question Some exams ask you to complete different sections which include short and long answers - you should know this in advance & plan how to allocate time

26. Take time to think If you are doing a traditional essay- based exam, you should allow equal time for each essay If you are writing essay-answers - always allow time to plan your answer before writing

27. Plan answers? Essay questions rarely ask you to ‘ tell all you know about ’ a topic More often, they ask you to apply what you know to the question - to make sense of a topic This means your essay needs to make links - it needs a theme that links your points AND addresses the question

28. What if I can write 2 essays but I am struggling with the third one?

29. Plan an answer to this essay question... Discuss the wallaby population in the Lake District

30. Imagine... What sort of information might you discuss in this essay?

31. People have different styles of managing exam days Take time to work out what ‘ before ’ and ‘ after ’ strategies work best for you

32. Decide how you like to enter & leave the exam Do you want to wait away from other people? Do you need to be in fresh air when waiting? Do you prefer to be in the room at the front of the crowd to find your place? After, do you like to be with friends? Do you avoid post- exam discussions or do you like to hear how others have answered questions? Does exercise help you wind down after an exam?