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MORSE Code for Revision

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as presented at TMM11

as presented at TMM11

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  • 1. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
    Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).
    Noncommercial — You may not use this work for commercial purposes.
    Share Alike— If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
    Find more at Teaching Science
  • 2. The MORSE Code for revision
    #TMM11
  • 3. Why?
    Many students think reading=revision.
    Active revision methods are seen as harder but they’re also much more effective.
    Varied tasks that involve doing something with the knowledge work much better than passive methods like reading and listening.
  • 4. The MORSE Code
    Active revision uses some or all of these ideas:
  • Mnemonics
    Mental tricks and shortcuts
    Kids love them
    Subject-specific
    How I Wish I Could Calculate Pi
    Naughty Elephants Squirt Water
    Often of limited use but provide a good link to organising a list of facts.
  • 9. Organise
    Students should make links between facts
    Use lists, categories or groups
    Mind or concept maps e.g. bubbl.us or www.mindmeister.com
    Venn diagrams to show similar/different
    Card sorts can be used in all kinds of ways
  • 10. Energy Resources FC
    Solar
    Tidal
    Hydro
    Wave
    Wind
    Geothermal
    Biomass
    Fission
    Oil
    Coal
    Gas
  • 11. AQA B1b Bubbl.us
  • 12. Rehearse/Repeat
    Use a variety of methods to practise facts, methods and understanding
    e.g. cover, write out, check
    It’s the ideas not exact words that matter
    Fill in printable blanks to test recall
  • 13. Enzymes
  • 14. Summarise/Shorten
    Writing summaries forces kids to evaluate their notes and decide what matters.
    Make revision cards or PowerPoint slides.
    Many electronic versions e.g. quizlet.com
    PowerPoints can be saved as jpegs to a mobile phone then viewed as a slideshow.
    Define a concept in a text or tweet.
  • 15. Wave properties
    f = frequency (Hz)
    amplitude = height
    Transverse/longitudinal
    EM, mexican / sound
    Wave Equation
    v = f λ
    Speed=freq. X wavelength
    (m/s) Hz) (m)
    EM Waves
    transverse
    all travel at same speed
    c=300000000m/s
    Heat vsEM vs nuclear
    RMIVUXG
    Radio
    Microwave
    Infrared
    Visible
    Ultraviolet
    X-Ray
    Gamma
    Properties of EM
    Heating
    Alternating current
    Ionisation (damage)
    RMV
    UX
    CCIR
    γαβ
  • 16. Extend
    Using what they know in a new way
    Using past/practice questions is very useful, but rather than just attempting them:
    Write a markscheme.
    Write explanations for your answers.
    Produce a hints/prompts sheet.
    Marking a teacher’s ‘wrong’ answers, with feedback in red.
  • 17. Extend creatively
    Challenge students to come up with something different
    If this is the answer what is the question?
    Write a song/concrete poetry
    Make a dance sequence (hand gestures?).
    Create a wiki/blog post.
    Script (and record) a podcast/video summary.
    Speed-date, testing classmates using what they’ve produced for 2 minutes then move on.
  • 18. MORSE
    Mnemonics – mental tricks and shortcuts
    Organise – making links between ideas
    Rehearse– practicing facts and methods
    Summarise – choosing main concepts
    Extend – using knowledge in new ways
    Doing not reading, acting not listening
    Effective revision is a process not a product
  • 19. Who I am
    I teach Science and Physics full-time
    I blog about it at Teaching Science
    I’m on Twitter as @teachingofsci
    teachingofscience.wordpress.com