Starting revision…Starting revision…

Step back…Step back…

Try to look at your notes as a whole and Try to look at your notes as a whole and see how the content fits togethersee how the content fits together

Revision scheduleRevision schedule

Timetable revision slots around your Timetable revision slots around your exams, routines and leave some time for exams, routines and leave some time for leisure. Be realistic!leisure. Be realistic!

Allocate time to all topics – not just those Allocate time to all topics – not just those you think you can do well in or those that you think you can do well in or those that you are finding difficult. you are finding difficult.

Remember - it tends to be the first few Remember - it tends to be the first few marks that are the easiest to get.marks that are the easiest to get.

Try to intersperse the known with the less Try to intersperse the known with the less well-known to help your moralewell-known to help your morale

Change topics regularly (topics that are Change topics regularly (topics that are more alike are more likely to be confused more alike are more likely to be confused if revised alongside each other).if revised alongside each other).

Interference – a type of forgetting where Interference – a type of forgetting where similar topics become confused.similar topics become confused.

Research suggests that you learn better if Research suggests that you learn better if you divide a topic into a number of small you divide a topic into a number of small chunks, learnt over an extended period of chunks, learnt over an extended period of time, rather than trying to do everything at time, rather than trying to do everything at once. once.

Ebbinghaus discovered a phenomenon Ebbinghaus discovered a phenomenon known as the ‘distribution of practice known as the ‘distribution of practice effect’, which demonstrated that it was effect’, which demonstrated that it was better to distribute your learning over a better to distribute your learning over a prolonged time scale rather than prolonged time scale rather than cramming it all into a single block of cramming it all into a single block of learning. learning.

‘‘Little and often’ is the key process here. Little and often’ is the key process here. This opposes the idea of ‘cramming’ for This opposes the idea of ‘cramming’ for finals or exams, and studies show that finals or exams, and studies show that whilst cramming may increase knowledge whilst cramming may increase knowledge of those subjects crammed, it is to the of those subjects crammed, it is to the detriment of other stored information. It detriment of other stored information. It has long been held that if students were has long been held that if students were asked to retake exams the following day asked to retake exams the following day there would be a significant reduction in there would be a significant reduction in the pass rate, as information crammed is the pass rate, as information crammed is quickly lost.quickly lost.

Reinforcing learningReinforcing learning

Tom Landauer and Robert Bjork Tom Landauer and Robert Bjork developed the technique and showed that developed the technique and showed that if you are presented with information and it if you are presented with information and it is tested after a short delay, the is tested after a short delay, the information will be learned better. Then, as information will be learned better. Then, as the item becomes better learned, the the item becomes better learned, the practice interval is gradually extended. practice interval is gradually extended.

Ulrich NeisserUlrich Neisser

You can get a good deal from rehearsalYou can get a good deal from rehearsal

If it just has the proper dispersal.If it just has the proper dispersal.

You would just be an ass if you did it enYou would just be an ass if you did it en

masse:masse:

Your remembering would turn out muchYour remembering would turn out much

worsal.worsal.

Source:Source: http://www.brefigroup.co.uk/corporatecoachblog/2005/05/30/why-shorter-training-sessions-http://www.brefigroup.co.uk/corporatecoachblog/2005/05/30/why-shorter-training-sessions-are-more-effective/index.htmlare-more-effective/index.html

Try to avoid:Try to avoid:

Just concentrating on the first exam (which Just concentrating on the first exam (which always looks the most threatening) – there always looks the most threatening) – there are others lurking behind itare others lurking behind it

Procrastination! (Including spending too Procrastination! (Including spending too long on developing elaborate revision long on developing elaborate revision schedules)schedules)

RIMMER: Lister, where's my revision timetable? RIMMER: Lister, where's my revision timetable? CHEN: Sir, it's Saturday night! CHEN: Sir, it's Saturday night! LISTER: Come on, no one works Saturday night! LISTER: Come on, no one works Saturday night! RIMMER: You don't work any night. You don't work any day!RIMMER: You don't work any night. You don't work any day!LISTER: Skive hard, play hard! That's our motto! LISTER: Skive hard, play hard! That's our motto! RIMMER: Look, I've got my engineering re-sit on Monday. IRIMMER: Look, I've got my engineering re-sit on Monday. Idon't know anything. Where's my revision timetable? don't know anything. Where's my revision timetable? LISTER: Wait, is this the thing in all different colours, with allLISTER: Wait, is this the thing in all different colours, with allthe subjects divided into study periods and rest periods andthe subjects divided into study periods and rest periods andself testing time? self testing time? RIMMER: It took me seven weeks to make it. I've got toRIMMER: It took me seven weeks to make it. I've got tocram my whole revision into one night. cram my whole revision into one night. LISTER: Hang on, is this the thing with the note on it in redLISTER: Hang on, is this the thing with the note on it in redwhich said, "Vital. Valuable. Urgent. Do not touch on pain ofwhich said, "Vital. Valuable. Urgent. Do not touch on pain ofdeath?" death?" RIMMER: Yes! RIMMER: Yes! LISTER: I threw it away. LISTER: I threw it away.

Try to:Try to:

Build in rewards for yourself, in terms of Build in rewards for yourself, in terms of your calendar your calendar

Stick to your schedule - once you have Stick to your schedule - once you have devised it!devised it!

What is the most successful way of What is the most successful way of learning?learning?

a) “I read through the material over and over till I know it byheart. My teachers are amazed at the amount of material Iremember.”

b) “I look at the main section headings and any illustrationsfirst, then decide exactly what it is that I want to know. Next,I read it through, closing the book after each section tomake sure I can mentally reconstruct the way it develops. Imake sure that I understand the main principles and issuesrather than factual details.”

c) “I skim over the material first, then read it section bysection, until I’ve mastered all the facts, figures and dates.”

a) is the least effective way (at least for HEa) is the least effective way (at least for HEmaterial) material) (c) is next, in that there is more structuring of the(c) is next, in that there is more structuring of theprocess, but it is still seen as being about holdingprocess, but it is still seen as being about holdingon to information, in its original form, and giving iton to information, in its original form, and giving itback when asked; back when asked; (b) seems the best method, as it emphasises a(b) seems the best method, as it emphasises anumber of things, such as establishing what younumber of things, such as establishing what youalready know, and making you more active inalready know, and making you more active inretrieving it; it also stresses the importance ofretrieving it; it also stresses the importance ofunderstanding rather than repetition; finally, itunderstanding rather than repetition; finally, itsuggests an awareness of how an argument issuggests an awareness of how an argument isconstructed constructed

Identify what you do not know!Identify what you do not know!

Rather than reading through your notes, Rather than reading through your notes, try to develop a mind map (or another form try to develop a mind map (or another form of summary) showing main facts and how of summary) showing main facts and how they relate.they relate.

How did you do? Check your notes – add How did you do? Check your notes – add detail as necessarydetail as necessary

Ensure you include recall time in your Ensure you include recall time in your revision sessionrevision session

Try to challenge yourself by thinking of Try to challenge yourself by thinking of questions you would put on the exam questions you would put on the exam paperpaper

Practise writing quickly and legibly for an Practise writing quickly and legibly for an extended period of timeextended period of time

Past questions are a good opportunity for Past questions are a good opportunity for thisthis

Revise as a group / mark answersRevise as a group / mark answers

Different styles?Different styles?Memory maps - thought to be especially good for‘visual-spatial’ learners. Most important things near the middle; least

important things near the edge Keep the writing horizontal Use ‘fishbone’ or ‘hayfork’ structure Choose key words for the map Add images / pictures; use colours Make it memorable! A memory map is

something personal. You cannot really use someone else’s, and they cannot effectively use your map.

Making and sorting flashcards is thought to be a good way for kinaesthetic learners to work.

One possibility would be to use a separate card to write down each bit of information you need to learn.

When you need to learn a sequence of information, write each step on a separate card and practise putting them in the right order.

Verbal learnersVerbal learners A ‘mnemonic’ can be a very useful way of

remembering lists of things, or obscure facts.

• Organise the words into an order so that their first letters spell out a word or phrase.

• The best ones are often very silly (they are easier to remember).

ExamplesExamples

Oxidation Is Losing electrons

Reduction Is Gaining electrons

i.e. OIL RIG!

SWOT analysis – Strengths, Weaknesses,

Opportunities and Threats

STEP – Social, Technological, Economic, Political

pi = 3.14159265 The mnemonic for approximating the digits of pi: "May I have a large container of coffee?" Counting the letters in each word yields the sequence 3,1,4,1,5,9,2,6.

Or a shorted version - "How I wish I could recollect pi".

First-letter Method (Acronyms) First-letter Method (Acronyms) (NATO - North Atlantic Treaty Organisation). (NATO - North Atlantic Treaty Organisation). The first letter of each word is taken andThe first letter of each word is taken andcollectively, these initials form a pronounceablecollectively, these initials form a pronounceablenew word.new word.

In maths, for instance, BODMAS is used for theIn maths, for instance, BODMAS is used for theorder in which mathematical operations should beorder in which mathematical operations should beundertaken:undertaken:Brackets of Division, Multiplication, Addition andBrackets of Division, Multiplication, Addition andSubtraction. Subtraction.

Rhymes/Sayings. Rhymes/Sayings.

‘‘Thirty days hath September …’, ‘SpringThirty days hath September …’, ‘Spring

forward, Fall back’ (for British summertime),forward, Fall back’ (for British summertime),

or ‘or ‘i i before before e e except after except after c’c’. .

Sentence Method. Sentence Method. Again, the first lettersAgain, the first letters

are taken, but this time a new sequence ofare taken, but this time a new sequence of

words is derived from them, to make awords is derived from them, to make a

meaningful phrase – for example, themeaningful phrase – for example, the

sequence of rainbow colours:sequence of rainbow colours:

‘‘Richard of York Gave Battle In Vain’. Richard of York Gave Battle In Vain’.

Outrageous revision!?Outrageous revision!?

It is often easier to remember things that are strange or unusual. You could try finding bizarre ways of trying to imagine the things you are trying to learn.

For example: Think of some famous people (e.g. footballers, musicians, Tony Blair, Po from the Tellytubbies ) and imagine them taking it in turns to tell you a bit of information.

Context / stateContext / state Evidence suggests that we recall most Evidence suggests that we recall most

effectively when recall and learning occur in effectively when recall and learning occur in the same situation / we are in the same statethe same situation / we are in the same state

Godden and Baddeley – context Godden and Baddeley – context dependant retrievaldependant retrieval

When the settings for learning and recall are When the settings for learning and recall are the same, participants retrieved significantly the same, participants retrieved significantly more words. more words.

Carefully consider where you will revise Carefully consider where you will revise and your preparation for the examand your preparation for the exam

AcknowledgementsAcknowledgements

David Rudd, Learning Support and

Development, University of Bolton

Janet Waters, Beauchamp College,Janet Waters, Beauchamp College,

LeicesterLeicester