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Success with Care

Revision and Well-Being Session 9 th April 2019. Mr Howell Director of Sixth Form Mr James Assistant Headteacher Learning and Teaching. Success with Care. AJM. Revision and Well-Being 9 th April 2019. Why this evening?.

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Success with Care

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  1. Revision and Well-Being Session 9th April 2019 Mr Howell Director of Sixth Form Mr James Assistant Headteacher Learning and Teaching Success with Care AJM

  2. Revision and Well-Being 9th April 2019 Why this evening? During the exam period, revision and well-being need to go hand-in-hand. This evening we will cover some areas that will help students use their time effectively, access the tools required for revision and manage themselves in a healthy way over the next few months. Success with Care AJM

  3. Revision and Well-Being 9th April 2019 Reluctant Revisers Make sure they know how to revise Show them how long they have until their exams Bribe them! (with short-term rewards) – Pasta Jar? Prove to them that revision is necessary TOO CLEVER TO REVISE: quiz them on a topic in their textbook ALREADY GIVEN UP: set them a task to revise (proper revision) a topic over the weekend, test them before and after Get them to buy in to the ‘why’ they need to revise. Success with Care MHO

  4. Revision and Well-Being 9th April 2019 Over Revisers Make sure that the revision is effective - 10hrs per week on effective strategies might be more beneficial than 20 non-effective strategies. Set a non-revision timetable, planning in down time. Plan activities to do during that time Understand the ‘guilt’ feeling of not revising If the ‘guilt’ is ruining the activity, take some flashcards for a short revision activity if needed. Success with Care MHO

  5. Revision and Well-Being 9th April 2019 VESPA It was created approximately 8 years ago by two Sixth Form Heads of Year from the Bluecoat School in Oldham. Similar to DHFS. It stemmed from a conversation about ‘ceiling students’ and ‘breakthrough students’ Ceiling students made slow starts to A Levels and were underperforming in usually all subjects, never really catching up. Breakthrough students just flew! Exceeded targets and were committed to their studies. Success with Care MHO

  6. Revision and Well-Being 9th April 2019 VESPA VISION – they know what they want to achieve, why they are doing GCSEs/A levels/BTECs, career plans EFFORT – they put in many hours of proactive independent study (purposeful practice) SYSTEMS – they organise their learning resources and their time PRACTICE – they practise and develop their skills ATTITUDE – they respond constructively to setbacks and criticism. Success with Care MHO

  7. Revision and Well-Being 9th April 2019 Think of someone you admire. Often your first choice is not always right, take a minute to consider who? What is it about them that you admire most? The characteristics you admire most in others can say a lot about they type of person you want to be. Success with Care AJM

  8. Revision and Well-Being 9th April 2019 Asking ‘what is your goal?’ is not a very good way of unlocking vision. It is abstract, slippery, embarrassing and frightening. You don’t often get an honest response. Asking questions around the subject helps build awareness and foster positive thinking: Success with Care AJM

  9. Revision and Well-Being 9th April 2019 Describe an interesting lesson you had recently, why was it interesting? What job would you do for free? What jobs do you avoid doing, and why? When does time fly? What are you doing? What stresses you out? What lessons or elements of study do you find easy? Who do you look up to? Students Please spend 2 minutes talking about the answers to some of these questions with your parents or carers. Success with Care AJM

  10. Revision and Well-Being 9th April 2019 Effort This refers to how much purposeful practice students do ‘Ceiling’ students often believe in effortless success. You may have heard people say ‘You’ve either got it or you haven’t’. Success with Care MHO

  11. Revision and Well-Being 9th April 2019 7 Effort 1 – 20hr Challenge Can you guess what score the majority of students gave themselves? Success with Care MHO

  12. Revision and Well-Being 9th April 2019 Effort 1 – 20-hour Challenge The numbers mean different things to different people 7 says I am working quite hard, but I know I can do more – it keeps them out of trouble Students tend to surround themselves with people who do similar (or slightly less) work. This normalises their behaviour. It doesn’t allow them to compare with the hardest working students in the Sixth Form or nationally. Success with Care MHO

  13. Revision and Well-Being 9th April 2019 4 Effort 1 – 20-hour Challenge We ask students to look back at this term and rank themselves on a scale of 1-10 in terms of the effort they have put in. 1: 0-2 hrs of independent study a week 5: 10 hrs of independent study a week 10: 20 hrs of independent study a week Can you guess what score the majority of students gave themselves? Success with Care MHO

  14. Revision and Well-Being 9th April 2019 Effort 1 – 20-hour Challenge Almost all students became less than 5, often 2-3. So where did the 20hrs come from? Research by Oakes and Griffin show that the most successful GCSE and A level students do 20+ hrs of independent study. Please note: These students are not necessarily the highest attaining, but are ‘breakthrough’ students. Success with Care MHO

  15. Revision and Well-Being 9th April 2019 Effort 1 – 20-hour Challenge Help and guide your children to undertake independent study outside of school. The amount of time is important but also how that time is being used. Why? Because all the evidence shows that it is a game changer. Success with Care MHO

  16. Revision and Well-Being 9th April 2019 Know Your Blockers Initial lack of motivation – either getting started or completing a task. Fool yourself – start a task by doodling some of the key words on a sheet of paper, start making links, before you know it you have a bit of a plan. Success with Care AJM

  17. Revision and Well-Being 9th April 2019 Know Your Blockers 2) Bypassing conscience – most people feel guilty when they don’t work, i.e. “I should be revising, but…”, but we sometimes find a way of bypassing our conscience to make us feel better about it, e.g. [other student] hasn’t done it either I rushed my essay last time and it was okay I deserve a break, I like this TV show One paragraph done, time for a sandwich The instructions were unclear, so I’ve got an excuse I’m going to do something else that has more ‘educational value’ Just 5 minutes on Snapchat or YouTube before I start again… Success with Care AJM

  18. Revision and Well-Being 9th April 2019 Know Your Blockers 3) Creating an opportunity – looking for distractions. Some students work near others and tell themselves this is beneficial because they can ask for help if needed. Some students subconsciously sit near students that will distract them. What they are hoping for is a deliberate distraction to occur. This goes for workplaces too, e.g. at the noisy kitchen table, near laptop or phone or TV (listening to music!!!) Success with Care AJM

  19. Revision and Well-Being 9th April 2019 Know Your Blockers 4) Getting away with it– for the pattern to continue you need to feel that you have got away with it ‘I didn’t get picked up for this, so I’ll do it again’. Everyone has blockers, but the most successful people have learnt how to fight the feeling! Success with Care AJM

  20. Revision and Well-Being 9th April 2019 How to stop blockers Break the pattern Move location, Remove yourself from the blocker, Turn off the phone/laptop etc. Start the task. You are less likely to sabotage a project once you have started it. Through observing them we can help our children identify their blockers. Success with Care AJM

  21. Revision and Well-Being 9th April 2019 GCSEs and A Levels are taught in one-hour chunks That’s 130 bits in Y12 and 130 in Y13 (260 bits to organise for each course) Three A levels = 780 bits In GCSE it’s 110 bits per subject per year. If students can’t organise these bits, they can’t learn them There is a direct link between their level of organisation and the final grade When organised they can see patterns, create connections and make sense of all the information. Success with Care AJM

  22. Revision and Well-Being 9th April 2019 Systems (1) – snack, don’t binge When it comes to revision, cramming (or ‘binging’) is less likely to be successful than regularly ‘snacking’. Encourage students to spend 15-20minsper week, per subject Reviewing and organising the week’s notes, working out what they didn’t get and need to review and planning what they will do next week. Success with Care AJM

  23. Revision and Well-Being 9th April 2019 Practice is different from effort. It is what they DO with the time. It is not HOW MUCH, more HOW that is important. Practice doesn’t make perfect, perfect practice makes perfect. Success with Care MHO

  24. Revision and Well-Being 9th April 2019 There is a strong correlation between the type of independent study/revision students do and outcomes they get. Student Group 1 – does 15hrs revision- all of it reading through class notes Student Group 2 – does 10hrs revision- 2hrs creating flashcards, 3hrs writing times essays, 2hrs looking at past papers and looking for patterns in the questions, 30mins doing the hardest question they can find followed by 30mins talking it through with their teacher. Then 5hrs being with friends and watching TV. Which group is statistically more likely to be successful? GROUP 2! They achieve more by doing less Success with Care MHO

  25. Revision and Well-Being 9th April 2019 MHO

  26. Revision and Well-Being 9th April 2019 Students Please spend some time going through this list ticking the most appropriate box for each revision strategy. Talk this through with parents or carers as you go down the table. MHO

  27. Revision and Well-Being 9th April 2019 How balanced are your revision strategies? Does your approach cover content, skills and feedback? MHO

  28. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible A recent experiment at the Blue Coat School, Oldham tells us a lot about practice. All the students were set the same task: They had to throw a rolled-up ball of paper into a bin from three yards. MHO

  29. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible The Sixth Formers were set practice times and would be tested for accuracy on a set date. Group 1: were told to repeat the three yard throws over and over again. Group 2: were told to alternate between two and four yard throws over and over again. At the end of the practice period Group 1 had thrown hundreds of 3 yard bin throws. Group 2 hadn’t done any 3 yard bin throws. MHO

  30. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible Which group was more successful? Group 2 Why? Mechanical practice doesn’t change – it repeats the same thing over and over again. Flexible practice builds in different levels of challenge; the 2-yard throw is easier than the 3-yard throw and the 4-yard throw is significantly harder. MHO

  31. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible What does this mean for GCSE /A Level study? The most common response from students after exams are… “The question paper wasn’t like any of the ones I practiced or the past papers I did”. MHO

  32. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible If this happens, those who practice mechanically are likely to have a nightmare in the exam. It throws them, they lose concentration and outcomes are not as good as they could have been. Those who practice flexiblyare likely to have worked through the differences better. Outcomes are often higher with this group. MHO

  33. Revision and Well-Being 9th April 2019 Practice 3 Mechanical vs Flexible How can you encourage your students to practice flexibly? Seek out the weirdest questions you can find Create your own, strange questions and even swap them with other students Visit different exam board website and get students to complete these papers as homework/ independent study. MHO

  34. Revision and Well-Being 9th April 2019 Attitude is settled way of thinking. By attitude we mean: The process of learning Positivity Response to challenge or difficulty Resilience and grit Success with Care AJM

  35. Revision and Well-Being 9th April 2019 Attitude 1 – Failing Forwards This activity that we did with students got them to reflect on how they respond to mistakes. American journalist Dan Coyle (The Talent Code and The Little Book of Talent) argues that mistakes are information. People who are brilliant at something got better at it quickly because they made a lot of mistakes and learnt from them. Success with Care AJM

  36. Revision and Well-Being 9th April 2019 Attitude 1 – Failing Forwards Everything in GCSEs/A Levels (apart from end exams or coursework) is simply information. Mistakes can be made, but they need to be learnt from so that the same mistakes are not made again. The issue is that students have different emotional responses to making mistakes. Some actively avoid it, settling for easier questions, not completing work, applying to universities they will not get rejected from. These students make slower progress. Success with Care AJM

  37. Revision and Well-Being 9th April 2019 Attitude 1 – Failing Forwards ‘It is important to always make new mistakes’ – Esther Dyson Success with Care AJM

  38. Revision and Well-Being 9th April 2019 Attitude 1 – Failing Forwards We already encourage A Level students to keep a ‘mistakes list’ for each subject, that they check before each piece of work and update when they get new information (exam/homework) back. Parents and carers: Please encourage your child to focus on the process of GCSEs or A Levels, making mistakes is fine, as long as they learn from them. Use the mistakes list as part of your discussions at home, discuss with them what mistakes they’ve made recently, ask to see their mistakes list and chat with them how they are getting on. Success with Care AJM

  39. Revision and Well-Being 9th April 2019 Attitude 1 Failing Forwards Success with Care AJM

  40. Revision and Well-Being 9th April 2019 Attitude 2 – Stopping Negative Thoughts American psychologist Albert Ellis studied how people respond under times of stress. He looked at the types of thoughts people have when things go badly. This can be applied to GCSE and A Level students. He states that the key is to recognise the voice/thoughts and ‘reframe the thought positively’ Success with Care AJM

  41. Revision and Well-Being 9th April 2019 Attitude 2 – Stopping Negative Thoughts Reflection - try reframing these thoughts: I’ve never been good at exams Stuff like this always happens to me I’m going to fail, so what is the point in trying The teacher doesn’t like me Nothing goes right for me. Why should geography be any different? I’ve been rubbish ay science since primary school, I should never have picked it for an A level. If I fail this trial exam, it will mean the whole term has been a disaster. Success with Care AJM

  42. Revision and Well-Being 9th April 2019 The Revision Plan Success with Care AJM

  43. Revision and Well-Being 9th April 2019 Eat and drink well, feel better A healthy diet can protect our mental health Believe in yourself and positive thinking Low self-esteem can be the root cause of some mental health problems. This can be a vicious cycle. Spend more time with people who make you feel positive Strategies for looking after yourself Take time out to recharge the batteries Talking things through Exercise and mental health Scientists have discovered that exercise makes your brain release chemicals that make you feel good - the same chemicals that you get from antidepressants. Helping other people Doing good feels good. Scientists have shown that helping other people makes us happy. Success with Care AJM

  44. Revision and Well-Being 9th April 2019 Need to talk? If you're struggling with how you feel and need to talk, these organisations are there to listen. Don't suffer in silence - pick up the phone, drop them a line or visit their websites. ChildLine – counselling service Get Connected – helps link to other services HeadMeds – mental health Samaritans – emotional distress FRANK – drugs Stonewall – LGBT B-EAT youth helpline – eating disorders support THESITE.ORG – online guide for help ranging from sex to exam stress MHO

  45. Revision and Well-Being 9th April 2019 We are always here to help Student area – exams section The school website is packed with subject specific revision materials and exam papers and more information on revision and student well-being MHO

  46. Revision and Well-Being 9th April 2019 We are always here to help Mentors, support staff and teaching staff are always here to help. It’s not our first time! If you have any questions that you cannot find the answer to, please ask us – don’t risk walking into the exam now knowing the answer Mr Howell Mr James Director of Sixth Form Assistant Headteacher - Learning and Teaching mhowell@dronfield.derbyshire.sch.ukajames@dronfield.derbyshire.sch.uk MHO

  47. Revision and Well-Being 9th April 2019 Please can you provide us with some valuable feedback on this session by completing the A5 evaluation form and handing this in. Thank you.

  48. Revision and Well-Being 9th April 2019

  49. Revision and Well-Being Session 9th April 2019 Mr Howell Director of Sixth Form Mr James Assistant Headteacher Learning and Teaching Success with Care

  50. Revision and Well-Being 9th April 2019 VESPA VISION – they know what they want to achieve, why they are doing A levels, career plans EFFORT – they put in many hours of proactive independent study (purposeful practice) SYSTEMS – they organise their learning resources and their time PRACTICE – they practise and develop their skills ATTITUDE – they respond constructively to setbacks and criticism. Success with Care

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