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Revision Strategies
Revision is a little bit like trying to eat an elephant when one considers the amount of subjects and their respective topics.
To tackle this ‘Elephant’, pupils will need to prioritise the revision and create a plan, which they may need help with. Your pupil will have areas of strength where they can use strategies they have already learnt. Spend time talking over with them what works best. It is a good idea to take some time if you can, to observe your pupil, then use what you see to suggest ways in which they can build on the skills they are currently displaying. For example, listen to the recording of Emma explaining how her love of poetry helped her practise her writing.
[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_tab_nav type=”four-up” float=”top”][x_tab_nav_item title=”Recall” active=”true”][x_tab_nav_item title=”Reviewing” active=”false”][x_tab_nav_item title=”The 6 ‘W’s” active=”false”][x_tab_nav_item title=”Revision-Review Plan” active=”false”][/x_tab_nav][x_tabs][x_tab active=”true”]When recalling information during a learning session, the first and last part of the session is most likely to be remembered. The centre part of the lesson may not be remembered so well. The attention span and concentration of individual pupils will also affect the recall of information.
It is highly unlikely that an increase in revision time will improve retention if a pupil can concentrate and remember key information for only about 20 minutes out of an hour.
Plan rest breaks into the study session which must be rest breaks, not opportunities to do something else which can displace what has been recalled.[/x_tab][x_tab active=”false”]Reviewing information. Continuous review is something that Tony Buzan www.tonybuzan.com proposes as a way for learners to remember information by including a regular review of what is being learned.
Reviewing information, knowledge or skills with an appropriate mix of strategies and learning styles will also help the pupil to recall and remember their learning. We may for example, remember up to 20 percent of what we learn after the first time, without reviewing it, however, this can increase with a review undertaken within twenty four hours.[/x_tab][x_tab active=”false”]The 6 ‘W’s are:
- What
- Where
- Why
- When
- Who
- How
The word how is the sixth ‘w’. It has a ‘w’ in it but it is the odd one out, as it does not begin with a ‘w’. Not every topic may use all the ‘w’s, so ignore those that are not relevant. Number the W’s in the order of sequence, importance or to address points in a preferred order, where a sequence is not needed.
This format can be used for revising and jotting down key points, words or terms to note key information. While the reliance on writing frames can limit what pupils might write, they are useful for those with organisational difficulties because they provide a structure which can be more easily remembered. An initial 6w may look more like a spider diagram than a mind map, although this could be extended into a mind map to structure and order important and less important details.
There is a link to a 6W template in the resources section.[/x_tab][x_tab active=”false”]Use a weekly planner to map out the times across the whole week. If the pupil does certain things like a sport or club regularly this should be put down. It is not about denying everything but study, there has to be a balance and some relaxation built in.
Where pupils have planning issues, it may help them to show them how to work backwards from the target date of the exams and then make a plan for their subjects. Some pupils may relate better to a visual revision plan such as a mind map. Point pupils to the exam board website which has past papers to download, teachers may already be making use of these with pupils for practice questions. If there are particular question types for subjects that are an issue then these could be found and practiced.
How long revision slots should be for a pupil will depend on the pupil’s ability to concentrate, particularly if they have short concentration spans. About 50 minutes is the maximum time for a study cycle which should be interspersed with short breaks.
The example topic revision plan in the resources section has the subject, topic and the method of revision laid out in the table. This can prevent procrastination on the part of the pupil because it gives them a place to start.[/x_tab][/x_tabs][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_blockquote cite=”” type=”left”]Emma describes the strategy she continues to use in everyday life.[/x_blockquote][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_image type=”circle” src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/shutterstock_176715719.jpg” alt=”” link=”false” href=”#” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_audio_player src=”https://connecttodesign.co.uk/wp-content/uploads/2016/04/emma-Q14-using-strategies-in-everyday-life.mp3″ advanced_controls=”true” preload=”metadata” autoplay=”false” loop=”false”][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_accordion][x_accordion_item title=”Audio transcript” open=”true”]Question
So Emma how are you able to use the skills and strategies that you have developed because of your dyslexia, are you able to use them now in your everyday life?
Emma
A lot of it as you grow up you learn things about yourself you learn more about what you can and can’t do. I think I’m more able in asking for help, mind mapping is something I still use as a Sunday school teacher, I still use it to mind map my Sunday school lessons, if I have to organise something then again I will make mini mind maps for that, so I still use that technique, and I guess I’m more open about my dyslexia, I’m more, I’m not as shy as I was, I will speak and ask if I need help with something. The other day I got lost with my niece but I wasn’t afraid to ask someone for directions and for help.[/x_accordion_item][/x_accordion][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][cs_text]
Reading test questions
Some pupils need to practice reading the question word for word. This is close reading. For close reading the following tips will help:
1.) Slow down.
2.) Do not replace simple words like ‘a’ and ‘the’. The former can suggest there is more than one possible answer, while the latter implies there is only one answer. Such as, “Give a reason why…,” or, “Give the reason why…”
3.) Do not miss the plural ‘s’ from the end of words, or add an ‘s’. Doing this changes the question from plural to singular and vice versa.
4.) Do not skip words. This is common when skim reading. Use a finger, pencil or ruler to move along the words as they are read to help focus.
5.) Use a highlighter pen to mark up all the key words. Highlight the ‘W’ words such as When, Why, How and What – the 6 W’s. The verb instructions such as ‘choose’ or ‘select’, can be underlined.
6.) Ensure pupils know that underlined and bold words in questions have been put there by the examiner as clues to alert the pupil.[/cs_text][/cs_column][/cs_row][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][/cs_row][/cs_section][/cs_content]
