Collaborative Revision

What, Why, Who?• A process to encourage independent and interdependent revision

• Engaging revision technique

• Focuses on key areas

• Allows for effective differentiation and AfL

• Smaller classes, especially A Level

Self assess areas of weakness• Use a RAG rating or similar

simple self assessment tool

• Students quickly identify their own areas of strength and weakness

• They use this as a basis from which to select later activities.

Identify existing knowledge

• Specify how many points/what type of info they need to record initially

• If each student has a different colour it is easy to see who has what knowledge/understanding

Share existing knowledge

• Students rotate around each topic adding their input to each area

• They can build on the knowledge of others and are able to challenge incorrect assumptions

Complete task based on self assessment

RED: Identify 5 key terms for Dyer’s theory and define them.

AMBER: Compare Dyer’s theory to one other theory of stereotypes and identify 3 key differences between them.

GREEN: Create a 10 point fact sheet summarising Dyer’s theory, including at least 2 criticisms from other theoretical standpoints.

Why use it? Focus revision on key areas

Opportunities for differentiation

Students work together to share knowledge

Easy identification of areas of weakness for

individuals and as a group