T&L Hubs 2014-2015 – Revision Skills


Monday’s T&L Hub meeting was dedicated to revision skills. We all understand the importance of revision. Most pupils work hard at it, but they don’t always work well at it so the session looked at how we could adopt a 4 step approach to scaffold pupils’ learning and give them time to practise. We discussed the need to demonstrate, model and explicitly teach revision skills to our students and shared several quick ideas which force pupils to do something with the information they have (knowing vs understanding) and engage with and reflect on their notes. See ppt for ideas. T&L Hub Meeting Revision_Skills THW KS4 REVISION SKILLS

Ideas shared at the meeting:

let's share

  • Carousel – different questions
  • Rotate & improve exam questions
  • Checklists (Red, Amber, Green)
  • Revision cards
  • Breaking down tasks/topics
  • Flip learning
  • Create your own questions
  • Relay questions
  • Jigsaw/tarsia/wordloops
  • Analysing markschemes & answers
  • Identify types of skills in exam papers
  • Vocab fan
  • Hot seat
  • Taboo
  • Teach one another
  • Put it to music / mime etc
  • Speed dating (1 minute to tell as much as possible)
  • Word “table tennis” starter
  • Group take a different topic and they create an A4 fact/info sheet on that topic
  • Split paragraphs between a group and they reduce and feed back
  • Past exam questions: practise, practise, practise!
  • Bare bones: key words around a topic: displayed in a very reduced format (colour, diagrams, sketches can be used)
  • Asking questions (person who answers to ask another question to another pupil. Pupils must know the answer to the question they ask)
  • Phone Apps, revision websites
  • 12 days of revision – plenaries, starters, whole morning session
  • Get students to amend their own revision timetable/plans as they go…
  • Help them get the basics right and be realistic – plan in breaks etc
  • Involve students who are good at revising – get them to model/explain to others.
  • Subject specific practical activities in tutor time – meaningful rather than theoretical
  • Encouraging familiarity with exam paper (layout, wording etc)
  • Seven monkeys (see T&L blog for examples)
  • Plan revision activities/practice into SOW lower down the school
  • Start revision techniques early in year 10? All the way through school right from year 7? Revise as we go along?



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