Revision Techniques. 10 Ways To Revise Better. With exams just around the corner, students often wonder 'how to revise for exams effectively?
' We've looked through the research to find how students can improve their memory, mood and concentration. Here are 10 simple tips that are the best ways to revise. Eat Breakfast – Over 60% of teenage boys and 70% of teenage girls regularly skip breakfast. Eating breakfast, especially cereals rich with complex carbohydrates, helps boost your concentration and memory over the course of the morning. Eating breakfast will help facilitate their morning revision session. Don’t listen to music – So music can improve motivation (this is why people listen to music on the treadmill at the gym) and it can improve mood (listening to your favourite song usually makes people smile). Listen to music whilst revising? Put phones away - Having your phone out and in sight, even if you are not using it, can make you perform 20% worse than if you had put your phone away. Top 10 Exam Revision Techniques.
Revising For Exams - Top Ten Tips. Two sides to every coin. When we talk about revision, we usually concentrate on what to revise and how to revise.
However, I always point out that there are two sides to revision: technical and personal. The technical side is all about revision techniques and your revision time-table, determining how, what, when and for how long you are going to revise. The personal side is about your personal skills and values: discipline, determination, optimism, etc. The '10-minute rule' Getting started with revision is the most difficult part of exam preparation for most people, and many of us could win prizes for avoiding things we don't want to do.
But the 10-minute rule could make a difference. Ditch those three-hour sessions with good intentions, where only 10 minutes of productive work is done. Instead, start with just 10 minutes of productive work. Anyone can do that. Exam revision tips from successful pupils. Revision Guide. The Science of Successful Learning. The Learning Scientists. What works, What doesn't. Revision dos and don'ts. Effective Revision Strategies. Take Notes by Hand for Better Long-Term Comprehension. Dust off those Bic ballpoints and college-ruled notebooks — research shows that taking notes by hand is better than taking notes on a laptop for remembering conceptual information over the long term.
The findings are published in Psychological Science, a journal of the Association for Psychological Science. Walk into any university lecture hall and you’re likely to see row upon row of students sitting behind glowing laptop screens. Laptops in class have been controversial, due mostly to the many opportunities for distraction that they provide (online shopping, browsing Reddit, or playing solitaire, just to name a few). But few studies have examined how effective laptops are for the students who diligently take notes. “Our new findings suggest that even when laptops are used as intended — and not for buying things on Amazon during class — they may still be harming academic performance,” says psychological scientist Pam Mueller of Princeton University, lead author of the study. Supporting Learning Through Effective Revision Techniques. The 15 minute forum tonight was led by yours truly.
As Y11 begin the final countdown from mock exams to the their final exams in the summer, Andy Tharby and I have been reviewing the resources and guidance that we give them, to support their revision. Over the years this has accumulated into a large booklet full of revision ‘advice’. The problem is that this booklet has become far too big and contains too many techniques and so ends up adding to their confusion! Furthermore, many of the techniques are questionable. So, we looked to the paper above (download here) to gain some clarity. Revision and memory strategies - University of Reading.
Revision Magazine. Revision Stations. UPDATED- APRIL 2014Resources:Online timer-displayed on the Smart Board/ProjectorOther resources listed below-when each station is explained!
Before students enter have these stations set up in your room…This revision session runs totally independently if you prepare for them- you will not do much in the actual lesson- so it is well worth it! I have used THINK TAX for these revision sessions- to encourage more independent learning/understanding/applying of knowledge. Click here for more information…How It Works: What is really important about these stations are that the timer is displayed clearly and students are driven by the short timed activities. Structured revision lessons using retrieval, spacing & interleaving.
The problem with many revision classes is that many teachers think that students can suddenly self organise and self motivate.
This is rarely the case. Last year I trialled a revision lesson structure and blogged on it here- Using research to design a revision session. The feedback from students was positive and I believe these had impact on their final weeks of learning before the exams. We use it for every lesson now and they can also use the structure for their own revision sessions. It’s based on cognitive science principles of retrieval, spacing and interleaving. Revision is about quality not quantity. The run-up to exam season is a tense time.
Students and teachers clock up extra hours as the revision timetable takes hold. But do these extra hours have an impact? Could a more effective revision technique mean fewer hours studying, making the looming A levels, GCSEs or Sats a less daunting prospect? As teachers, we make every effort to put on a plethora of revision classes to ensure students revise and that they do so properly. Why I Hate Highlighters! As an English teacher I am surely granted the eternal power of an exaggeration fueled headline every once in a while.
Ok – so perhaps highlighters aren’t the biggest problem in education, but if you know me well, you may have heard my complaint whereat these gaudy coloured pens symbolize some deep rooted issues with teaching and learning as I see it. Exam Revision and Overconfidence. It is that time of year again.
Nerves fray, students and teachers (probably parents too) as we arm our students with the obligatory revision strategies, resources, wall plans, flashcards, apps, highlighters, revision guides, and whatever else we can get our hands on, in the flimsy hope that some of it sticks. After a decade or so of guessing when it came to revision strategies and approaches, not to mention the complex emotional mass that is the teenage brain, I have begun to build a more reliable picture from research evidence about the best strategies and methods. Memory for Learning: 10 Top Tips. Students need to think hard if they are to remember what they learn. Of course, their brain can be active, fizzing with ideas and connecting up concepts, without them leaving their seat. ‘Active learning’ in this sense means thinking hard and not passively receiving information. Rather than re-reading class notes, a student summarises the key ideas from the notes and using a graphic organiser to reshape the content into a new, meaningful pattern.
The student is actively grappling with the content, reshaping, rehearing, challenging, connecting and more, in novel and creative ways. 2. We know that students remember the words of songs and can sing them verbatim. 3. Create opportunities for students to take over the teaching. 4. These, often rude, tricks can prove to be larger than life ways to remember a sequence of events. 5. Quizzing is one of the ultimate memory strategies.
The Long and Winding Road (of Revision) Teachers and students need to recognise that mastering exam success, even in our new, more challenging conditions, is achievable. Stress is a challenge, but we can mitigate and even control its impact if we help young people maximise their memory potential. We need to teach more cannily, with the destination in our view and with long-term memory in mind. Happily, evidence from the science of learning and memory provides us with a roadmap to plan our school year ahead, so that our students will best remember what they learn along the way. Crucially, revision is not something to do at the end of the learning process – a last minute rush to prepare for an exam. Instead, revision – or even better, ‘relearning’ – is integral to how students learn and remember best.
Revision Compilation. I have started to collate really useful blogs about revision… scroll down to read them! Debriefs and modelling. I have been a teacher for 26 years, a Headteacher for 11 years and, at the age of 50, this much I know about what REALLY WORKS when preparing students for their examinations! I am keener than ever to spend as much time as possible in classrooms. As I wrote in a post last October, leading our teachers’ own learning about teaching, is, I feel, the most important thing I do in my role as a Headteacher. It’s not often you innovate in your teaching and the impact on students’ learning is so clearly significant. My recent post about meta-cognition and self-regulation described an obvious tactic for helping students perform better in examinations. Can we teach students effective ‘revision skills’? There’s some interesting evidence to suggest that well applied study skills can have an important influence on student outcomes.
Indeed, perhaps the key reason that girls tend to academically outperform boys is related to the effective use of study strategies. For example, Griffin et al (2012) “The results of this research suggest that it is incorrect to suppose that females necessarily outperform males in intellectual tasks. In pedagogical settings it also does not make sense to perpetuate this misconception. For teaching effectiveness, academia should focus on developing and enhancing the various learning skills and strategies of students regardless of gender.” Early in my career, a school I was working in invested a fair sum of money taking all year 11 students off-site for a day to work on revision skills. Generic study skills: Mnemonics Mnemonic strategies will be familiar to most teachers.
“On the basis of the literature reviewed above, we rate the keyword mnemonic as low utility.