MORSE Code for Revision


Published on

as presented at TMM11

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

MORSE Code for Revision

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