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The research suggests that revision should be done continuously and not at the last possible moment. It should be actively planned into all lessons. We do this (and I would love some thoughts on your current technqiues) Here are some from a course I attended:
Knowledge Splat
Knowledge Splat
Pupils write down all they know about a specific subject/topic (no support material or research) The idea is for pupils and teachers to identify current knowledge and holes in the knowledge. This could be used with a "Chalk Talk" routine where peers/partners can fill in any gaps (in another colour)
Another suggestion was that pupils use a ? whenever they are unsure or have needed to research the answer. This is a visual aid that can support pupils identifying where the gaps in their knowledge are and where they need to concentrate their revision
Questioning Techniques
Questioning Techniques
Linking Questions
Question 1 - 3 linked to content from previous lesson
Question 4 linked to content from previous week
Question 5 previous term (or previous topic, or previous month)
Question 6 links previous lesson to the previous term (or previous topic, or previous month)
Both Directions
Pose questions is different directions. The answers will be similar but it allows pupils to look at the same problem from different points of view. For example
"Explain the function of Merkle trees in blockchain technology in reference to the scalability of the system."
"Blockchains need to be scalable, discuss the functions it uses to enable this to occur"
Dual Coding
Dual Coding
Nice and simple
Words with visuals (and colour) are retained more easily. Attaching a visual to key terms will help pupils to remember the term.
Power Ticket or Fact, Fact, Fact and Apply
Power Ticket or Fact, Fact, Fact and Apply
Note-Taking
Note-Taking
Thanks to Kasia for the video opposite and the helpful website linked in the screenshot below. Thanks to David B for the Charting Method (and more on this PDF)
The 4 simple stages are:
Record - Write down the NOTES from the lesson/lecture
Reduce - Summarize, add questions, key points into the CUE section
Revisit - Cover the Notes and by looking at the cue section can you revisit what you have learnt.
Reflect - Use the SUMMARISE section to give an overview of what you have learnt
I have provided a template that you might find useful.
The 4 simple stages are:
Record - Write your notes under separate headings
Reduce - Add questions, key points into the questions section
Revisit - Cover the Notes and by looking at the cue section can you revisit what you have learnt.
Reflect - There is no specific space for this, but this is an important part of revision and notes taking
Leitner Technique
Leitner Technique
The Leitner System is based on the principle of spaced repetition. By reviewing and actively recalling information repeatedly over a length of time information is more likely to move into long term memory than if we attempt to cram before an exam.
The Leitner system uses flashcards or online flashcards (for example www.brainscape.com) , which you look at regularly, checking on the accuracy of your responses before moving them on to the next stack or box.
Retrieve: students must retrieve the information before turning the flashcard over (even if they retrieve it incorrectly).
Reorder: students should shuffle their deck. This will create desirable difficulties by changing the order.
Repeat: students should keep their cards until they have answered them correctly three times
More information on how to use this is here - https://universitycollege.okstate.edu/lasso/site_files/documents/leitner_method.pdf
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