Wolverley revision strategies

Dot the Wall1) Items are posted on the wall2) TEAMS rotate placing dots to indicate their

knowledge/opinion3) Other students working during the activity

Names or anonymousTeacher watches to check understanding of

individuals

Activity NO IDEA HEARD OF USE IN MY LESSONS

COULD TEACH OTHERS!

Mind Maps

Using the Dash

Key Cards

Pass the Buck

Weakest link revision game

Pictionary

bull’s-eye’

Traffic light system used as a topic checklist

Key • Red – I am not confident about this topic

and need to check my understanding / learn this before I can commit it my memory.

• Amber – I am confident with this topic and understand it but have not committed it to my memory. I need to revise this at least three times before I can review it.

• Green – I am confident with this topic and it is committed to my memory. I need to review it.

An example table to get you thinking about your revision strategies...

Topic Red Amber Green

I provide a detailed topic checklist for students to use

I give students time to go through the topic checklist

I provide an opportunity for students to speak to me about their red listsI demonstrate revision strategies for each learning style

I give specific web site addresses for excellent revision on line

I give specific reading lists that are excellent for supporting revision

I provide an opportunity for students to purchase these through school

I provide students with the resources’ they need to revise

I gain evidence that students have revised

I support students in their independent revision

I support students in revising collaboratively

Mind maps

Instructions for mind mapping

• Instructions on how to use mind maps can be found at http://www.youtube.com/watch?v=0UCXalYcoko

• Follow Tony Buzan’s example (book available in the library)

• Note and use the rules

How to use...• Use images instead of words• Curve your lines• Use colour for branches – do not mix the

colours• Only one

word per line – keywords

How to review...• Save them• Pin them up• Trace with your finger• 1 min explain your mind map to someone else,

then 2 mins to recreate your partner’s mind map• Compare mind maps and then give 2 kisses and

a wish to partner• Build up topics• Think and link topics together

Bull's-eye!1. Put pupils into small groups (4/5).

2. Give each group a topic. i.e. Muslim attitudes on drugs.

3. Pick one pupil to stand on your bull’s eye. The rest stand 4 steps away.

4. The bull’s eye pupil makes a statement about the topic, the other have to find if it is correct in 30seconds.

5. If they are correct they take one step closer, wrong one step back!

Mind mapping

• www.examtime.com•

Pass the Buck

When and why!• When? When working on exam questions or

extended answers. This could be in preparation for an exam, during revision and practicing exam technique, or when reviewing mock exam answers.

• Why? It trains pupils in exam technique,

promoting a more conscious approach to writing exam answers. The activity actively engages pupils as even though the material might be heavy and serious, the activity itself is light. The pace and the passing makes it sparky and fun, engaging pupils.

How can you use it?

1. Use exam questions/extended answer questions and write at the top of a large sheet of paper (A3)

2. Students in pairs/3s and begin answering questions. Give 2-5mins (se countdown timer)

3. Once time is up they pass the question on and receive a new question.

4. Continue until all pairs/groups have seen each question and then return to original pair/group so the question can be written up.

5. Peer assess/mark answer.

Flash cards and VLE revision

Check out the History VLE page for more VLE revision ideas:

http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=810218

Key card websites• There are lots of Key Card websites, but the

easiest one to use that I have found is:

• http://flashcarddb.com/

• Once you have registered it’s so simple to create a set of Key Cards on any subject. Once saved, your Key Card set will be public to anybody that is logged into the website. There’s also a huge database that can be searched for Key Card sets that you can use!

To use with VLE• Your Key Card sets can be printed for students to use, or the link can

be e-mailed. Students will have to register to see the Key card set.

To embed any of your Key Card sets onto the VLE simply:• Click ‘Study’.• Copy the code on the left of the page, under ‘Embed these

Flashcards’.• Go to the VLE.• Click edit on desired page, go to text box, and in menu click Edit

Source <>• A box with code will appear. Go to end of code and paste. Apply

and OK.• Update Group Homepage.• Done!

Other ways to revise on the VLE:• Create Hyperlinks to revision sites• Add resources such as revision notes and podcasts• Create a survey to check what students know to

inform planning• Create a Wiki on a revision topic. Students can

add topic information• Create a forum to answer an exam question.

Answers can be reviewed in class and can be kept on the VLE for students to access as a revision aid.

• Lots of other ways that I don’t know about!!! If you find something that works then share it!

Pictionary

• In groups of 4.• Student A picks a card from the pack (these

can be key words or case studies) • Show the card to the person sat opposite them• Student A’s then draw the key word/case study

for student B’s who have to guess the word. They have a minute each (use a timer)

• Swap over and student B’s look at card and draw the word for student A’s.

Key cards

You can create these on the Academic Mentoring revision page of the VLE:

http://www.school-portal.co.uk/GroupWorkspaces.asp?GroupId=884204&WorkspaceId=1962803

What, when and why?• Great for revising keywords and definitions and

subject specific vocabulary.• All you need is a pen and some little business card

sized cards. They are very flexible and can be used in lots of different ways.

• Very flexible• Follows the four step principles of effective

revising• Help students to commit information to

memory when they create them• Portable – students can take them anywhere

How do I use them?• Write the keyword on one side and the definition on the

other, adding an example where appropriate.• Create a set of key cards for a topic. • Review the cards you make – carry them with you. Keep

looking at them until they are committed to your memory. Get someone to test you. Throw a few question cards in too! Can you answer them?

• As teachers : • Whenever you discuss a keyword in a lesson get the

students to write it in their books in colour. Eg; when revising photosynthesis you would want these words written in colour Chlorophyll, carbon dioxide, glucose and oxygen.

Other ways of using them...Pairs• What about writing the keyword on one card and the definition on a

separate card? Once you have a topics worth of keyword cards written up play pairs. Match up the keyword to the correct definition.

Flow Charts• What about creating a flow chart with your key cards? This way you

can revise things in the order that they happen. Mix them up then try and arrange them in the correct order.

Categorise• Once you have written a topic worth of key cards categorise them.

For example; when revising sources of finance, create key cards using all the keywords and definitions from that topic. Play pairs and match the correct keyword to the definition.

Other ways of using them...Working in pairs or groups• Test one another! Why do double the work? Each

person creates a set of key cards and you revise them until they are committed to your memory then swap them with another person who created theirs on a different topic.

Diagrams• Use the key cards to label a diagram that you have

drawn. Have you put them in the right place?