Teach do review
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The document outlines a scoring system for answering questions on an exam, where students can score between 1/3 and 5/3 for their answers. It instructs students to organize the order of questions they will answer, and to answer one at a time for marking before moving to the next. A table is included to track student scores on questions.
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Top revision activities
This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
Revision Techniques
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
Revision techniques in lessons ddr july 2019
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
1 revision ideas
Revision can be difficult, but there are many ideas that can help liven up the revision process and improve memory retention. Some ideas include creating a study timetable, making flash cards to carry around, recording notes and listening to them back, practicing past exam questions, explaining topics to study partners, imagining topics as journeys, writing notes in various places around the home, and creating mind maps about key topics. Trying different techniques can help find the methods that work best for an individual's learning style.
How to revise
This document provides various revision strategies for different learning styles including visual, auditory, and kinesthetic learners. It recommends using flashcards, practice questions, revising with friends, mind maps, mnemonics, lists, diagrams, and more. The key strategies discussed are writing notes, creating lists, using labeled diagrams, underlining in notes, and mind maps to effectively summarize information for exams. It emphasizes finding the right techniques to fit individual needs and testing oneself regularly during the revision process.
Revision techniques
Revision is the essence of confidence.
Revising your studies enhances memory.
Different techniques have different advantages.
Here are a few.
5 Effective Revision Activities
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
55 consolidation ideas
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
Recommended
Top revision activities
This document provides descriptions of various revision activities teachers can use with students, including: using mini-whiteboards or hand signals for quick questions; having students create songs to remember key facts; turning quizzes into engaging PowerPoints with images; competitive drawing games like Pictionary; an A-Z activity where students think of related words for each letter; having students teach parts of a topic to the class; and more interactive games and assessments to boost engagement like Splat, Taboo, storytelling, Blockbusters, and carousel questions.
Revision Techniques
This document provides various revision ideas, tips, and techniques for use in humanities lessons. It suggests using mind mapping to organize information and posting key words and phrases around the school. Other ideas include collecting exemplar student work, peer assessment activities, and games like fill-in-the-blank exercises and quiz competitions to engage students in active revision. The document stresses using a variety of approaches to accommodate different learning styles and building opportunities for success into every lesson.
Revision techniques in lessons ddr july 2019
This document provides 20 revision lesson ideas for students in the lead up to exams. Some of the ideas include using revision dice with QR codes linked to questions, mind mapping, creating revision dominoes to match key terms and definitions, grading sample answers and providing feedback, and gamifying revision through Kahoot quizzes, bingo, or a Pointless-style game. The ideas aim to make revision engaging and help students actively recall and reinforce essential content.
1 revision ideas
Revision can be difficult, but there are many ideas that can help liven up the revision process and improve memory retention. Some ideas include creating a study timetable, making flash cards to carry around, recording notes and listening to them back, practicing past exam questions, explaining topics to study partners, imagining topics as journeys, writing notes in various places around the home, and creating mind maps about key topics. Trying different techniques can help find the methods that work best for an individual's learning style.
How to revise
This document provides various revision strategies for different learning styles including visual, auditory, and kinesthetic learners. It recommends using flashcards, practice questions, revising with friends, mind maps, mnemonics, lists, diagrams, and more. The key strategies discussed are writing notes, creating lists, using labeled diagrams, underlining in notes, and mind maps to effectively summarize information for exams. It emphasizes finding the right techniques to fit individual needs and testing oneself regularly during the revision process.
Revision techniques
Revision is the essence of confidence.
Revising your studies enhances memory.
Different techniques have different advantages.
Here are a few.
5 Effective Revision Activities
This document outlines 5 effective revision activities:
1. Create a Google Doc outline of key elements of a text like setting, characters, themes, language features, and symbolism.
2. Assign groups an aspect of the text and have them find and record relevant quotes.
3. Have groups research an aspect of the text online and share findings.
4. Assign groups a scene from the text to teach the class about with description, characters, themes, symbols, and quotes.
5. Write an essay introduction as a class, write body paragraphs in pairs, give peer feedback, and self-mark essays using a rubric.
55 consolidation ideas
This document lists 55 different consolidation activities that can be used to summarize and review learning at the end of a lesson. The activities include having students list key things they learned, writing summaries, giving feedback to peers, creating diagrams, answering questions, and reflecting on their understanding through discussion or informal assessment methods like traffic light cards. The variety of active learning strategies are intended to solidify understanding of lesson content.
Revision techniques student version 2013
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
Active Revision Techniques
This document provides several active revision techniques for students to review course material, including: having student groups prepare and deliver short lessons; creating mind maps and reworking notes with different colors; making connections maps between topics; using flashcards; playing word association, dominoes, and Pictionary games; using graphic organizers like tables and charts; creating posters for a "marketplace"; playing a question tennis game; and developing mnemonics to remember lists. The techniques emphasize creative, memorable activities for reviewing and reinforcing important concepts.
Revision techniques
The document provides tips and techniques for effective exam revision including organizing your revision plan, preparing your notes, using different revision techniques, managing stress, and preparing for exam day. Some key points are:
1) Create a revision plan that schedules subjects, learning periods, breaks and targets times for meals, sleep, and recreation to stay on track.
2) Prepare your notes by rewriting, summarizing, and highlighting essential points. Test your recall using flashcards, quizzing others, and recording notes.
3) Effective revision techniques include reciting notes aloud, mapping concepts visually, associating memory hooks, and using short bursts of revision throughout the day.
4) Managing stress is important
Revision & Exam Skills
This document provides guidance and techniques for effective revision and exam preparation. It discusses gathering resources like course materials and contacting others for support. It recommends identifying topics you are confident and nervous about. An active revision process is emphasized over passive reading. Creating a schedule is advised, including identifying optimal study times. The KWL technique of listing what you know, want to know and have learned is presented. Tips are offered for the exam like having a plan, practicing questions, and managing anxiety. Common pitfalls like procrastination are highlighted and techniques like starting with easier questions are suggested. The document concludes by stressing the importance of relaxation after exams.
Exam preparation ( How to Study for Exams)
Exam Time?? Nervous?? Don't know how to prepare during the last few days before the exams?
This is a presentation that discusses how to study and prepare yourself before the exams.
The study hour formula, self study chart etc have been very effective study tools which have immensely helped the students in their exam preparation.
All the best!!
Study Skills for High School Students
The document discusses study skills and tips for better studying. It begins by outlining the topics to be covered: learning styles, 10 study tips, and areas students commonly struggle with. Specific learning styles like visual, auditory, tactile, logical, social, and solitary are defined. Ten tips for better studying are then presented, including studying over a longer period of time rather than cramming, planning study sessions, studying at the same time each day, having clear goals for each session, not procrastinating, starting with the hardest subjects, and reviewing notes before assignments.
Homework
This document discusses strategies for improving homework assignments. It suggests that homework should be planned ahead of time and not used as a last-minute activity. Teachers should offer differentiated homework that provides varying levels of challenge and choice. Feedback on homework is important, though it need not always involve extensive marking; brief, targeted comments can also help students improve. When done thoughtfully, homework can add value to the learning process and build students' skills over an extended period.
Study Tips for College Students
Study tips for college students include creating mnemonics to help memorize concepts, taking notes in your own words and rewriting them until you understand the material, making flashcards for definitions and vocabulary, quizzing yourself on mock exams to test your knowledge, taking short breaks to retain information, and pacing yourself by not getting too far ahead in your studies or falling behind on work.
Revision techniques powerpoint
The document provides 10 tips for successful revision before exams. It recommends planning a revision schedule 6 weeks in advance, taking breaks often to study different subjects, and breaking topics down into smaller sections. It also suggests using positive thinking, finding a comfortable study environment, studying in short bursts, and using colorful notes, mind maps, flashcards, and recordings to reinforce learning.
How do I revise sheet
Here is a summary sheet that Charlene Dunlop has designed all about exam technique and how to revise.
How to Study Effectively
The document provides 9 tips for improving study skills: 1) Give full attention to lectures and take detailed notes; 2) Closely observe diagrams and demonstrations; 3) Read notes within a few hours and highlight important concepts; 4) Revise notes within 24 hours and a few days later to better understand and retain information; 5) Practice writing down key points to reinforce learning; 6) Make drawings and charts to visualize concepts and practice problem-solving; 7) Discuss topics with others to share knowledge; 8) Clarify any doubts with teachers or peers; 9) Take brief periods of silent contemplation daily to refresh the mind and enhance memory and concentration.
51 ways to introduce learning objectives
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
Weldon start of the year powerpoint 2014 2015
This document outlines classroom policies and procedures for a math class. It discusses the daily agenda, classroom supplies needed like notebooks and calculators. Expectations are outlined for lessons, notes, homework, quizzes, tests and grades. Procedures are covered for entering and exiting class, using technology and textbooks. The teacher contact information is provided.
Ways to present an objective
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
Exam Tips
The document provides tips for students taking examinations. It recommends starting exam preparation well in advance by managing time effectively and focusing on difficult subjects. On exam day, students should arrive 30 minutes early with all required materials like admit cards and pens. During the exam, students should carefully fill out answer sheets, use only black or blue pens, and read instructions thoroughly. They should write answers sequentially, introduce and conclude properly, and focus on applying concepts. Students are advised to review their work when half the time remains and submit papers promptly once time is called. The document warns against malpractices and suggests preparing well throughout the academic year.
Plenary ideas
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
Revision and exams - Ten top tips for students
This document provides 10 tips for students to succeed in their studies and revision for exams. The tips include taking care of physical and mental health, regularly reviewing revision progress and adjusting plans as needed, practicing past papers under exam conditions, carefully reading exam questions, making a revision schedule and goal setting, using visual aids and active learning techniques in notes, creating review questions after topics, taking short breaks during long revision sessions, and testing recall abilities in addition to taking in information.
Mind power study techniques
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
Revision skills
This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
How to study more effectively
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
Critique - Quotes, perspectives and useful links
Critique develops student work by focusing on peer feedback and redrafting. It emphasizes improving the work rather than the individual. Through informal critique sessions, students promote producing high quality work while developing a shared understanding of craft. Critique encourages students to raise standards by making student work highly visible and forcing focus on content and expectations of excellence from each other. It provides a learning dialogue that builds trust and a classroom culture of success through mutual respect and responsibility for learning.
Critique presentation
The document outlines a process for using critique to improve student work and develop a culture of excellence in the classroom. Key aspects of the process include:
1) Modeling high quality work for students and creating success criteria.
2) Having students complete drafts of their work and providing formal critiques to help them improve their drafts.
3) Establishing rules for critique that focus feedback on improving content while avoiding personal comments.
4) Allowing students to critique their own and others' work builds skills and reinforces learning. This process raises the standard of student work.
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Revision techniques student version 2013
This document provides several techniques for revising for GCSE and A-Level exams, including:
1) Making videos to summarize key points using a whiteboard or paper in an animated style.
2) Repeatedly reducing notes into smaller and smaller summaries to focus on main points.
3) Writing important concepts on sticky notes to place around your environment for frequent review.
4) Using mind maps to organize information and harness your brain's full creative skills.
Active Revision Techniques
This document provides several active revision techniques for students to review course material, including: having student groups prepare and deliver short lessons; creating mind maps and reworking notes with different colors; making connections maps between topics; using flashcards; playing word association, dominoes, and Pictionary games; using graphic organizers like tables and charts; creating posters for a "marketplace"; playing a question tennis game; and developing mnemonics to remember lists. The techniques emphasize creative, memorable activities for reviewing and reinforcing important concepts.
Revision techniques
The document provides tips and techniques for effective exam revision including organizing your revision plan, preparing your notes, using different revision techniques, managing stress, and preparing for exam day. Some key points are:
1) Create a revision plan that schedules subjects, learning periods, breaks and targets times for meals, sleep, and recreation to stay on track.
2) Prepare your notes by rewriting, summarizing, and highlighting essential points. Test your recall using flashcards, quizzing others, and recording notes.
3) Effective revision techniques include reciting notes aloud, mapping concepts visually, associating memory hooks, and using short bursts of revision throughout the day.
4) Managing stress is important
Revision & Exam Skills
This document provides guidance and techniques for effective revision and exam preparation. It discusses gathering resources like course materials and contacting others for support. It recommends identifying topics you are confident and nervous about. An active revision process is emphasized over passive reading. Creating a schedule is advised, including identifying optimal study times. The KWL technique of listing what you know, want to know and have learned is presented. Tips are offered for the exam like having a plan, practicing questions, and managing anxiety. Common pitfalls like procrastination are highlighted and techniques like starting with easier questions are suggested. The document concludes by stressing the importance of relaxation after exams.
Exam preparation ( How to Study for Exams)
Exam Time?? Nervous?? Don't know how to prepare during the last few days before the exams?
This is a presentation that discusses how to study and prepare yourself before the exams.
The study hour formula, self study chart etc have been very effective study tools which have immensely helped the students in their exam preparation.
All the best!!
Study Skills for High School Students
The document discusses study skills and tips for better studying. It begins by outlining the topics to be covered: learning styles, 10 study tips, and areas students commonly struggle with. Specific learning styles like visual, auditory, tactile, logical, social, and solitary are defined. Ten tips for better studying are then presented, including studying over a longer period of time rather than cramming, planning study sessions, studying at the same time each day, having clear goals for each session, not procrastinating, starting with the hardest subjects, and reviewing notes before assignments.
Homework
This document discusses strategies for improving homework assignments. It suggests that homework should be planned ahead of time and not used as a last-minute activity. Teachers should offer differentiated homework that provides varying levels of challenge and choice. Feedback on homework is important, though it need not always involve extensive marking; brief, targeted comments can also help students improve. When done thoughtfully, homework can add value to the learning process and build students' skills over an extended period.
Study Tips for College Students
Study tips for college students include creating mnemonics to help memorize concepts, taking notes in your own words and rewriting them until you understand the material, making flashcards for definitions and vocabulary, quizzing yourself on mock exams to test your knowledge, taking short breaks to retain information, and pacing yourself by not getting too far ahead in your studies or falling behind on work.
Revision techniques powerpoint
The document provides 10 tips for successful revision before exams. It recommends planning a revision schedule 6 weeks in advance, taking breaks often to study different subjects, and breaking topics down into smaller sections. It also suggests using positive thinking, finding a comfortable study environment, studying in short bursts, and using colorful notes, mind maps, flashcards, and recordings to reinforce learning.
How do I revise sheet
Here is a summary sheet that Charlene Dunlop has designed all about exam technique and how to revise.
How to Study Effectively
The document provides 9 tips for improving study skills: 1) Give full attention to lectures and take detailed notes; 2) Closely observe diagrams and demonstrations; 3) Read notes within a few hours and highlight important concepts; 4) Revise notes within 24 hours and a few days later to better understand and retain information; 5) Practice writing down key points to reinforce learning; 6) Make drawings and charts to visualize concepts and practice problem-solving; 7) Discuss topics with others to share knowledge; 8) Clarify any doubts with teachers or peers; 9) Take brief periods of silent contemplation daily to refresh the mind and enhance memory and concentration.
51 ways to introduce learning objectives
The document provides 51 ways to introduce learning objectives to students in an engaging manner, such as through word games, images, movies, music, coding, translating objectives into other languages, and having students determine objectives through problem solving or at the end of a lesson. Some methods encourage guessing objectives or determining success criteria. A few suggestions note that explicitly stating objectives can sometimes limit learning.
Weldon start of the year powerpoint 2014 2015
This document outlines classroom policies and procedures for a math class. It discusses the daily agenda, classroom supplies needed like notebooks and calculators. Expectations are outlined for lessons, notes, homework, quizzes, tests and grades. Procedures are covered for entering and exiting class, using technology and textbooks. The teacher contact information is provided.
Ways to present an objective
The document provides 9 different ways to present learning objectives to students in an engaging manner, such as encoding the objective, using a KWL chart, leaving out a keyword for students to guess, revealing the objective at the end of the lesson, making a puzzle out of the objective, using a learning continuum, recording an audio explanation of the objective, creating a sign with the objective, and introducing the objective before the lesson. The purpose is to twist how learning objectives are presented to students to make the lesson more interesting.
Exam Tips
The document provides tips for students taking examinations. It recommends starting exam preparation well in advance by managing time effectively and focusing on difficult subjects. On exam day, students should arrive 30 minutes early with all required materials like admit cards and pens. During the exam, students should carefully fill out answer sheets, use only black or blue pens, and read instructions thoroughly. They should write answers sequentially, introduce and conclude properly, and focus on applying concepts. Students are advised to review their work when half the time remains and submit papers promptly once time is called. The document warns against malpractices and suggests preparing well throughout the academic year.
Plenary ideas
This document contains a list of 30 different plenary activity ideas that can be used to review and assess learning, including timelines, games like football and bingo, quizzes, reflection activities, writing exam questions and marking schemes, summarization exercises, and self and peer assessments.
Revision and exams - Ten top tips for students
This document provides 10 tips for students to succeed in their studies and revision for exams. The tips include taking care of physical and mental health, regularly reviewing revision progress and adjusting plans as needed, practicing past papers under exam conditions, carefully reading exam questions, making a revision schedule and goal setting, using visual aids and active learning techniques in notes, creating review questions after topics, taking short breaks during long revision sessions, and testing recall abilities in addition to taking in information.
Mind power study techniques
This document provides study tips and techniques for students to improve learning and exam preparation. It discusses maintaining an effective daily routine, revising lessons on a regular basis, caring for physical and mental health, and developing a winning mindset. Specific recommendations include keeping eye contact in class, taking small breaks during study, and revising material 10 minutes after class, daily, weekly, monthly, and twice a year. The document also contains sample exam day routines and questions for students to consider about optimizing their study approach.
Revision skills
This presentation provides tips for organizing revision and coping with exam stress. It recommends creating a revision timetable that schedules study sessions and breaks. Students should revise in manageable chunks of 15-45 minutes followed by short breaks. The document also suggests recalling core facts, summarizing information, using flashcards and mind maps to aid memory, and understanding concepts rather than just reading to help with retention. Taking breaks, finding motivation, and asking teachers for help if needed are also advised.
How to study more effectively
Taking effective notes, preparing an optimal study space, and using various study methods are important for academic success. The document provides guidance on three stages of good note-taking: preparing before class, actively taking notes during class, and rewriting notes after class. It also outlines 10 habits of successful students and factors to consider when selecting a study place, such as minimizing distractions. Finally, the document describes various study methods like using acronyms, flashcards, imagery, and study groups. The overall message is that applying structured note-taking practices and choosing the right study techniques and environment can improve learning and performance.
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Critique develops student work by focusing on peer feedback and redrafting. It emphasizes improving the work rather than the individual. Through informal critique sessions, students promote producing high quality work while developing a shared understanding of craft. Critique encourages students to raise standards by making student work highly visible and forcing focus on content and expectations of excellence from each other. It provides a learning dialogue that builds trust and a classroom culture of success through mutual respect and responsibility for learning.
Critique presentation
The document outlines a process for using critique to improve student work and develop a culture of excellence in the classroom. Key aspects of the process include:
1) Modeling high quality work for students and creating success criteria.
2) Having students complete drafts of their work and providing formal critiques to help them improve their drafts.
3) Establishing rules for critique that focus feedback on improving content while avoiding personal comments.
4) Allowing students to critique their own and others' work builds skills and reinforces learning. This process raises the standard of student work.
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The document provides five tips for teaching writing skills to students for the A* level exam:
1. Model writing in the third person to encourage objective analysis.
2. Teach key vocabulary that captures complex ideas concisely.
3. Demonstrate effective introductory and connecting sentences to structure paragraphs and sections.
4. Encourage the use of nominalization to create concise and complex sentence structures.
5. Emphasize the importance of concise writing by eliminating repetition and "waffly" phrases through proofreading.
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This document outlines strategies that teachers can use to help students achieve the highest grades (A*s). It discusses what top-grade students look like in terms of being exam-ready, independent learners, self-motivated and enthusiastic. Some key strategies proposed are ensuring students have a thorough grounding in fundamentals, precise learning objectives, regular cumulative testing and feedback, using varied models to explain key ideas, and providing a planned home learning schedule with weekly recall tests to promote independence and self-motivation. The goal is for top grades to result from a stimulating education through practical learning and extra-curricular opportunities.
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A to a Rich Charlesworth
This document discusses strategies to help students develop deeper thinking skills needed to achieve high grades. It describes activities like using functional English to discuss concepts, playing "odd one out" games to evaluate ideas, and connecting concepts with hexagon tiles. The goal is to encourage evaluation, discussion, and making connections between ideas. Extended writing can be improved by using sentence starters to further develop ideas. These activities aim to cultivate higher-order thinking in students.
Student response to feedback
This document discusses strategies for getting students to successfully respond to feedback in order to close the gap between their current performance and expectations. It recommends that feedback should cause thinking in students and reduce the gap between where they are and where they need to be. Several strategies are presented to encourage deeper student engagement with feedback, such as using burning questions, critique, redrafting with keys, and having students speak to peers. Challenges like ensuring strategies are used frequently and monitoring their use are also discussed. The document advocates adapting strategies as needed and continuing to share successful practices.
Teaching students to write effective revision notes
The document discusses teaching students effective strategies for memorization and revision. It provides tips for writing revision notes that are concise and use techniques like symbols, diagrams, pictures and mnemonics to aid memorization. The document emphasizes minimizing words, chunking information, and having a logical organization to notes. It also discusses teaching students how to effectively use revision notes with strategies like reading, covering up, recalling and repeating information over multiple study sessions. The overall goal is to help students commit information to long-term memory using research-backed memorization techniques.
Revision and terminal assessments
This document provides information about revision and assessments for science classes. It includes tips for homelearning and communicating with parents, a sample timetable for homelearning assignments, and a range of revision resources and strategies for students. Suggestions for reflection include using question level analysis to identify weaknesses and setting goals for improvement.
Making it stick
This document discusses cognitive psychologist Robert Bjork's research on how testing and interleaving can improve long-term memory retention compared to repeated studying. It explains that testing information requires retrieving it from memory, which strengthens the memory representation and makes it more easily recalled in the future. The document then provides examples of different study patterns and argues that interleaving topics with tests leads to the best test results. Finally, it lists different types of low-risk, frequent testing methods that can be used in the classroom to improve student learning through retrieval practice.
Maximising Marking
The document discusses focused marking, which involves:
- The teacher challenging students to improve or correct their work based on feedback, and giving students time to do so.
- Marking focusing on one set of student books to provide detailed feedback.
- Feedback including questions referring to lesson objectives to move learning forward.
- Students taking more responsibility for their learning by responding to feedback in subsequent lessons.
Consistency : Marking as part of a holistic approach
The document discusses focusing lesson objectives and marking on a single skill. Having a specific focus allows students to better understand how to progress and makes marking quicker. It emphasizes that clear and concise marking along with focusing on one skill at a time makes it easier for students to understand expectations and feel less daunted by the tasks. Reinforcing objectives verbally and with repetition reduces student confusion over what is expected of them.
Time management and organisation of purposeful marking
This document outlines strategies for effectively managing the workload of marking student assignments. It recommends prioritizing marking using a monitoring sheet. It also suggests marking assignments efficiently by only commenting on the specific piece of work, linking comments to learning objectives, and collecting assignments in alphabetical order. The document stresses the importance of ensuring marking is purposeful by providing general feedback and allowing students time to respond to feedback through tasks like correcting errors. It concludes by noting the importance of periodically monitoring student work and communicating with managers about unreasonable marking loads.
Teaching students to write effective revision notes
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
The "Display" display
The document provides tips for creating effective classroom displays including keeping displays fresh every half term, using the school ethos and student work in displays, making displays engaging with color and font size, and ensuring displays have a clear purpose in reinforcing skills and concepts for students. It emphasizes making displays functional, tidy, and accessible for students.
The Value of Learning from our Mistakes
This document discusses the importance of learning from mistakes and student ownership of learning. It provides examples of drawing targets for students to improve specific skills like using a wider range of tones or adding finer details. The document outlines the rules of critique for providing feedback to other students, including being kind, specific, and giving a top tip. It shows examples of a drawing improving from heavier outlines and less tone variation to a refined shape, better tonal range, and details. Students are given time to apply the feedback and advice to their final shell drawing.
Discussion and arguments in Science
This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
Making it stick
The document discusses how memory works through storage strength and retrieval strength. Storage strength increases the more an item is accessed, making it stronger in memory. Retrieval strength is how accessible the information is at that moment. Items with high storage strength and easily retrieved have the highest chance of being remembered. Testing can improve memory retention more than just studying, with spacing out tests over time being most effective.
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Chapter 2
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Teach do review
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