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Revision techniques - the good, the OK and the useless

Revision techniques - the good, the OK and the useless
17 May 2013Last updated at 21:34 ET By Deborah Cohen Health Check, BBC World Service It's the time of year where students are poring over their books, trying to ensure they are prepared for their exams. Revision charts, highlighter pens and sticky notes around the room are some of the methods people use to ensure information stays in their mind. But now psychologists in the US warn many favourite revision techniques will not lead to exam success. Universities, schools and colleges offer students a variety of ways to help them remember the content of their courses and get good grades. These include re-reading notes, summarising them and highlighting the important points. Others involve testing knowledge and using mnemonics - ways of helping recall facts and lists, or creating visual representations of the knowledge. But teachers do not know enough about how memory works and therefore which techniques are most effective, according to Prof John Dunlovsky, of Kent State University. Plan ahead Related:  ExamsLearningacademic study

Revision techniques: The secret to exam revision success But what Cooke is talking about, he explains, is known in cognitive science as the difference between massed learning – when you learn and consolidate material in a short space of time – and spaced learning. “People who do massed learning will guess that they’ve learnt better than they have – it’s over-confidence,” he says. “If you drill a load of new vocabulary and then test yourself straight away, you’ll have the impression the memory is going to be there for ever.” This makes it dangerous for exam revision. Although packing in all your physics revision before Pancake Day might make you feel smug, it’s probably not a good idea. “I can memorise a shuffled pack of cards, but if I don’t test myself on them a few days later, I’ll have forgotten them entirely,” says Cooke. Of course, testing is little use if you can’t learn the facts in the first place – an accomplishment often easier said than done, particularly if you were never taught to in a meaningful way.

Knowing Our Students as Learners Today, research and experience in increasingly global classrooms are revealing the complex interplay of factors that influence a student's learning. Educators understand that the business of coming to know our students as learners is simply too important to leave to chance—and that the peril of not undertaking this inquiry is not reaching a learner at all. The story of our friend Arthur is a reminder of the consequences of ignoring a student's unique learning circumstances. Arthur: Dropping in from Another Planet Arthur was born in the Dutch West Indies, now Indonesia, and had just seen his sixth birthday when the Japanese invaded. Four years later, following the fall of Japan and the return of the Dutch to Indonesia, Arthur and his family, together with thousands of other camp survivors, were repatriated to the Netherlands, where Arthur was promptly enrolled in a government school. Because I was behind in my reading, the teacher treated me as she would a much younger child.

Academic writing: why no 'me' in PhD? | Higher Education Network | Guardian Professional The PhD is a lonely pursuit. Ask anyone who has ever done one and they will tell you that there is a lot of "me time" during your years of research. It requires a lot of reading and writing, critical thinking, coming up with ideas, then throwing those ideas into the trash and coming up with new, and hopefully, better ones. There's no way around it, the process requires isolation. This was one of the first things our programme director told us during our induction seminar: to be able to do a PhD, you need to not only to be okay with being alone, you have to love it. You would imagine that with all this me time, all these academics living inside their brilliantly chaotic heads, having conversations with themselves (not in a crazy kind of way … or maybe just a little bit), academia would be more open to the expression of ideas and thoughts in the first person. Changing the way I write was not an easy task. What's my issue with this (aside from the irony)?

Five secrets to revising that can boost your grades How do you get the most out of your revision time, and end up with the best grades you can? Or, if you're a different sort of student, how can you get the same grades you're getting now, but spend less time revising? Either way, you need to know how to learn better. And fortunately, decades of research carried out by psychologists about learning and memory has produced some clear advice on doing just that. As an experimental psychologist, I am especially interested in learning. Wouldn't it be better, I thought, if we could study learning by looking at a skill people are practising anyway? Computer games provide a great way to study learning: they are something people spend many hours practising, and they automatically record every action people take as they practise. Using data from a simple online game, my colleague Mike Dewar and I could analyse how more than 850,000 people learned to play. So here are my five evidence-based tips on how to learn: 1. 2. 3. 4. 5.

Ofsted 2012: Questioning to promote learning — From Good to Outstanding: Helping you to achieve outstanding and creative teaching and learning. Have you ever noticed that often, when someone is being interviewed, they say “That’s a good question.”? It’s usually when it’s a question they can’t answer quickly and easily. Indeed, “good” questions are ones that generally need thinking about. Inspectors must consider whether: “teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning” School inspection handbook from September 2012 Notice, in this instance it does not say “ASSESS” learning, although clearly this is undeniably a major purpose for questioning. Questions that are easy to answer don’t move learning on; they might indicate that learning has happened, or that at least something has been noticed, thought about or memorised, but they don’t promote learning. How do questions promote learning? Questioning can fail because: Questioning succeeds when: What kinds of questions do you routinely ask, and how do you ask them ? E.g. E.g. T: How might you describe a hexagon? E.g. Applying

How not to write a PhD thesis In this guide, Tara Brabazon gives her top ten tips for doctoral failure My teaching break between Christmas and the university’s snowy reopening in January followed in the footsteps of Goldilocks and the three bears. I examined three PhDs: one was too big; one was too small; one was just right. Put another way, one was as close to a fail as I have ever examined; one passed but required rewriting to strengthen the argument; and the last reminded me why it is such a pleasure to be an academic. Concurrently, I have been shepherding three of my PhD students through the final two months to submission. There is a reason why supervisors are pedantic. Being a PhD supervisor is stressful. Another examiner enjoyed a thesis on “cult” but wondered why there were no references to Madonna, grading it as requiring major corrections so that Madonna references could be inserted throughout the script. Then there are the “let’s talk about something important – let’s talk about me” examiners. 1. 2. 3. 4.

Bitesize Ed-U-Like: DIFFERENTIATION Part 2: What it probably is So, it might be a slightly simplistic argument, but we can perhaps start making the links between what differentiation is, what it’s not and why by paring a lesson down into its simplest form. And this means reviewing the stuff that we might have thought of as being ‘differentiation’ previously and reconsidering it. As you may have hopefully read in my previous blogpost here, I think that differentiation is not: A box to tick as the last consideration on your lesson planA box for someone else to tick when they are observing you as an add-on3 or 5 or 79 levels of worksheets that have taken longer to prepare than copying out the catalogue by handSomething that requires said worksheets to be wheeled out every year when the lesson or schemes are taught without any thought as to whether they suit the learners in that classSomething that is ‘not needed’ because your school sets by abilitySo what is it then? Ta-dah! And in that vein, here are some strategies that can make this happen. Literacy

JOLT - Journal of Online Learning and Teaching Volume 10, No. 1 (March 2014) Incoporating a special section on "Massive Open Online Courses" Volume 9, No. 4 (December 2013) Volume 9, No. 3 (September 2013) Volume 9, No. 2 (June 2013) Special issue on "Massive Open Online Courses" Volume 9, No. 1 (March 2013) Volume 8, No. 4 (December 2012) Volume 8, No. 3 (September 2012) Volume 8, No. 2 (June 2012) Volume 8, No. 1 (March 2012) Volume 7, No. 4 (December 2011) Volume 7, No. 3 (September 2011) Volume 7, No. 2 (June 2011) Volume 7, No. 1 (March 2011) Volume 6, No. 4 (December 2010) Volume 6, No. 3 (September 2010) Volume 6, No. 2 (June 2010) Volume 6, No. 1 (March 2010) Volume 5, No. 4 (December 2009) Volume 5, No. 3 (September 2009) Volume 5, No. 2 (June 2009) Incoporating a special section on "Integrity and Identity Authentication in Online Education" Volume 5, No. 1 (March 2009) Volume 4, No. 4 (December 2008) Volume 4, No. 3 (September 2008) Volume 4, No. 2 (June 2008) Special Issue on "Next Generation Learning/Course Management Systems"

BBC Radio 1 - BBC Advice - Revision Basics Feedback David Fawcett In my previous post I looked at reasons why feedback might not stick. It focused on whether it was the way in which we as teachers approached it, or was it simply the way that students perceived feedback that was the issue. Whatever or however we approach it, we probably have methods that we use on a regular basis with students. These methods are used day in day out and vary from subject to subject, student to student. In the same theme as my last post, is it the methods that we use with students that causes feedback not to stick? What makes a good method? Now this isn't a criteria or a magic tick list that we should use every time we give feedback. Have we got a plan? Be less work for you and more for students - Whatever method you choose should make more work for students to act upon it than it does for you providing it. Now this is a simple and powerful message, but one I never thought of before. Where am I going? In a summary, they also addressed these as: Feed upFeedbackFeedforward

SMIRK jQuery Mobile Web App Start page SMIRK by Imperial College, Loughborough University and the University of Worcester, modified by Marion Kelt Glasgow Caledonian University is licensed under a Creative Commons Attribution 4.0 International License. Based on a work at The science of revision: nine ways pupils can revise for exams more effectively | Teacher Network The weeks and months leading up to exams can be challenging for students (and parents and teachers alike). Now more than ever, young people seem to be feeling the pressure. So how can students revise better? Which techniques really work, and which don’t? What can students do to improve their memory, mood and concentration? Before you do any revision 1. 2. During revision sessions 3. 4. Leading researchers in the field of memory consider testing yourself as one of the most effective ways to improve your ability to recall information (pdf). 5. 6. 8. 9. As research into psychology continues to develop, we learn more and more about how best to help students learn.

A Grand Day Out With Hattie & Waters Today I attended the OSIRIS ‘Outstanding Teaching Conference 2014′ in London. I always enjoy these events, but was particularly looking forward to this one, as they had two educational heavyweights on the bill – John Hattie and Mick Waters. Neither disappointed! Mick Waters – Enjoying the learning adventure Successful schools need great teaching, great leadership at all levels, a well thought out curriculum map and a strong disposition for learning to be embedded. - Learn about - Learn through - Learn how to It should then look at what we drip (key knowledge and skills that we need to keep coming back to); block (when we need a block of time to teach specific knowledge and skills); link (how we link aspects of the curriculum to support deep learning).Focus on the big ideas. Curriculum Planning 1. Should be driven by school policies 2. Needs to be resourced and organised. 3. Requires CPD to embed 4. Use this to inform further improvement 5. Use data and a range of evidence Other considerations