Revision Technique Booklet

Revision Techniques How to succeed in your examinations

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KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I EFFECTIVE REVISION

EFFECTIVE REVISION TECHNIQUES Effective revision techniques are an essential aspect of learning for all students. Rereading, highlighting, and summarising long pieces of text are traditionally some of the most popular revision techniques used by students. However, evidence suggests that they have very little impact on learning and retention. Learning happens when students think hard. Professional development for teaching staff and our Ac Laetari programme for students are regularly used to communicate some of the more effective strategies.

One such strategy is regularly carrying out practice testing, such as low-stakes quizzes and cumulative examinations. These work best when they are distributed, and the topics are interleaved. This gives students time to forget knowledge and then practise recalling information. Students are also encouraged to elaborate on concepts, for example by asking why? questions, and using self-explanation to further their understanding of a subject and improve their knowledge retention.

These strategies have been incorporated into a student-friendly Memory Clock. It shows how students should spend a typical hour of revision and includes time for reviewing content, practising retrieval and then checking their work to provide instant feedback on their performance. It is this metacognition, students thinking about their own learning that can help students to improve their exam performance and equip them with the knowledge and skills they need for the future.

Key principles teachers adopt when planning revision lessons •

Revision lessons don’t happen just before an exam. They are built into the curriculum

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Revision lessons are lessons in revision as well as time used to revise

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Not all revision techniques are equal, students need to be directed towards effective strategies

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Students need to be taught these strategies; in the same way they would be taught anything else

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If left to their own devices, most students will choose the least taxing and least challenging, option. It is important that they have clear structures to use when “Reviewing” information (creating mind maps, reviewing checklists, creating flashcards).

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KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I MEMORY CLOCK

MEMORY CLOCK

CHECK – check what you have done is accurate

PLAN – where are there gaps in your knowledge? Decide a focus SPACE

CORRECT – amend and improve what you created in the ‘Test’ activity

RECREATE – complete the activity in exam conditions (including an appropriate environment)

ELABORATE – fill in the gaps in your knowledge.

TEST – put the revised knowledge and skills to the test. Do this from memory without looking at notes

KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I MEMORY CLOCK

MEMORY CLOCK It’s important to review the topic which typically begins with locating notes, past work and books. To review topics most effectively, students should: Plan the topic to be revised.

Being clear on the entire content and deciding when to revise each topic is essential.

Space out studying.

If students are revising a subject, they will maximise their chances of remembering it if they revise topics over time. Cramming individual topics all at once is less effective than revising topics ‘little and often’.

Revisiting topics at a later point in time, when students may have forgotten some details, has been found to be more effective. This is why periods of consolidation are key. Even if it feels frustrating to forget, it’s actually helpful in the learning process.

Elaborate When students are reviewing a topic, passive techniques such as reading and highlighting have been found to be less effective. Instead, students should ensure they are elaborating by transforming information. For example, students should turn text into tables or a mind-map. Also, students can try to explain topics in writing or verbally and check for accuracy. Compiling questions and answers for each topic can be helpful. These activities require thinking about a topic and are much more effective in the learning process.

As the saying goes, practice makes perfect. Therefore, students should try to ensure that each revision hour contains ample opportunity to practise what they are likely to face when they are examined.

Test knowledge and practise answers.

Knowledge tests allow students to test themselves on the topic to see what they can remember. Importantly, testing brings to mind information which causes learning to take place. Students should gather a range of practice questions and tasks and choose one to carry out.

Practising answers is part of the retrieval process, as well as practising skills such as essay writing, which serve to reinforce memory and learning.

Set a timer and recreate exam conditions.

Over time, students should aim to time themselves, work in silence and without review notes.

‘Cheating’ should be avoided as this harms students’ ability to strengthen their memory.

KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I MEMORY CLOCK

It is really important to get feedback on the accuracy of practice work.

Check the answers.

Students should read through mark schemes and check their work to see if they were correct. The process of seeing the correct answers helps to support learning. Students should mark their work in line with the mark scheme, identifying what they did well and what needs more work.

Read examiner reports.

These are useful documents available from exam boards which provide an overview of how all students handled questions in the particular year of the exam. Many also contain model answers which can be useful to read and compare to.

Once the hour or period of study is up, it’s important to have a short break before beginning a new topic of study. Students may consider rewarding themselves.

KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I RESOURCES

RESOURCES Many revision websites have developed to include any new content that is included in the more recent specifications for IGSE and GCSE examinations. The important thing is that if you are using websites for revision purposes you choose one which you find easy to use. The BBC Bite size is still relevant; https://www.bbc.co.uk/bitesize/learn.

The study wise website pulls together many useful resources including other websites and provides a wealth of information; www.studywise.co.uk. https://www.brainscape.com/ allows flash cards to be produced that can be downloaded to a mobile phone.

Top Tips •

Read the instructions on the front of the paper carefully

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Write as clearly and neatly as you can; although scripts are marked by your teachers, public examinations are now marked electronically

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Highlight the key words in the question

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Look for available marks at end of a question

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Show workings in calculations

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Check your units

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Keep an eye on the clock

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Try not to dwell on your performance

TECHNIQUES • • • • • • •

Discipline yourself Be ready to adapt Reward yourself Revision is more than reading- write out notes and put revision material into flow charts Use past questions Use practical memory aids where relevant such as mind maps Get down to work, rather than wasting time thinking about how much you have to do!

Day before tips • • • •

Read/refresh Go over important formulae Write down some key theories ‘Refresh & remind’ are key here

Night before tips • •

Check length of papers Go to bed at a reasonable hour

KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I TECHNIQUES

EXAMINATION TECHNIQUES Command words are the directive words in exams such as ‘describe’ or ‘explain,’ which tell you how you should approach a question. The command word will often be at the beginning of a question and should help you plan your answer. When the examiner asks you to: •

‘State, name or write down,’ provide only a short answer.

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Complete,’ write answers in in spaces provided or complete a diagram.

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‘Use the information/source/diagram/table/graph,’ your answer should be based on the information in the question.

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‘Give, state one/two examples, uses, reasons,’ write down only the specified number of answers or you may lose marks for contradictions.

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‘Describe,’ recall some facts, events, or explain a trend in some data.

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‘Explain,’ you should state the reasons for something happening.

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‘Compare,’ you should point out the similarities or differences between things.

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‘Suggest,’ you should use your knowledge to give the answer, but there may be more than one correct answer.

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‘Evaluate,’ use information supplied to consider the evidence for and against and draw conclusions or give an opinion.

Subject example; what do we test in Chemistry?

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Your ability to recall and communicate knowledge and understanding science.

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Your ability to apply skills knowledge and understanding in practical and other contexts.

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Your ability to analyse and evaluate evidence to make reasoned judgements to draw conclusions.

Types of questions Short answer Multiple completion •

Longer answer which includes: o

Quality of written communication

o

Calculations

KINGSTON GRAMMAR SCHOOL I REVISION TECHNIQUE I DROP-IN SESSIONS

HOW DO YOU MAKE MEMORIES? The key is to ensure information is passed from your short-term memory onto your long-term memory. Some ideas to try include: •

Chunking – breaking down a poem or a large number into smaller chunks; Though much is taken, much abides; and though We are not now that strength which in old days Moved earth and heaven; that which we are, we are; One equal temper of heroic hearts, Made weak by time and fate, but strong in will To strive, to seek, to find, and not to yield.

Ulysees- Tennyson

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Use of images that have connections; Gluconeogenesis – A Pritt stick, a knee and a picture of Adam & Eve in the Garden of Eden!

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Wordplay. Come up with a rhyme or phrase to help you memorise a fact.

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Repeat it….. Repeat it…….Repeat it…….Repeat it……

There are of course practical things that you can do to boost your memory, such as taking regular exercise, ensuring you have a balanced diet and taking part in stimulating activities.