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Revision Techniques
The document provides strategies for managing stress among teachers and improving revision techniques for students with additional needs. It includes advice on handling stress, optimizing study practices, and engaging with learning materials effectively. Key concepts include understanding, linking, and applying information for long-term retention and exam success.
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Revision Techniques
- 1. DNA • On yourslip write down three things that are stressing you out/have recently stressed you out (work or home) - you can keep this private!
- 2. AAL@cheney.oxon.sch.uk @ASTSupportAAli (AHT Inclusion/AST) Aim: Toequip you with Revision and Exam Techniques (for additional needs students)
- 3. Further Reading... • www.bit.ly/revisionideas •www.bit.ly/agilitytoolkit • http://www.reachoutasc.com/ • http://www.humansnotrobots.co.uk/p/resour ces-hub.html • https://ictacrossthecurriculum.files.wordpress .com/2015/04/revision-strategies-and-in- support-in-and-beyond-the-classroom-online- copy5.pdf
- 5. Stress... • ‘Around 55%of Teachers in state schools have had at least one period of sick leave.’ • ‘2,310 cases of work- related stress for every 100,000 employees.’
- 6. Advice? • Try fillingup a Eureka Jar? • Speak to people? Try #TwitterCoaching– Help each other. • Vent- Try it at www.staffrm.io but do not moan bond! • Just Say Thanks. If you do it, maybe others will too? • Accept at times, we make mistakes and that you are learning too. • BE YOUR OWN BEST FRIEND!
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- 9. Banned revision techniques? •Highlighting • Re-reading • Summarising
- 11. Time... • Don’t assume Exam Timetables • Additional requirements on time? • Exam Access • Day/Night? • Do not block- Interleave and chunk! Spaced • FIRST= LAST • REPEAT/RECALL
- 12. Rest... • Brain like a muscle? • Processing strain? • Junked up? • Work, work, work, play, rest. • 3-1-1
- 13. Environment/Motivation • Place towork? • Locations? Specific addresses? • Internet? • Resources? • Point? • Association
- 14. Revision is... In orderfor information to remain in our long- term memory, we must understand it, we must link it to already acquired knowledge and then attach meaning to it. Ultimately, we want to then apply it to examination questions.
- 15. Activities? Think of15 activities? • understanding– do the students know exactly what this concept/idea/topic means? Can they explain it to others? • linking to knowledge- can the students link the information to other ideas, areas, concepts? • meaning– do the students know the reasoning behind the learning? • applying– will the students be able to applying their knowledge and meaning to the exam?
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- 17. Difficulties... • EAL • Communicationand Interaction- ASD • Cognition and Learning- SpLD • Sensory &/or Physical- HI/VI-PD • Social, Emotional and Mental Health- ADHD
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- 20. TeachMeet... Top 6 1.EXAM PRACTICE TESTING! 2. Context Dependent Learning 3. Command Words 4. Flip the learning 5. Use the students/ Modelling/ Shadowing 6. Reminders/Timers