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Effective Revision

2. Agenda. What, When, Where, How,

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Effective Revision

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    1. Effective Revision Angela Koch Student Learning Advisory Service

    2. 2 Agenda What, When, Where, How, …to revise ? Planning Revision process Concentration & Memory

    3. 3 Putting Exams into Perspective To know what you are up against To plan strategically To reduce stress

    4. 4 You should know Number of exams Exam dates/times Type of exams – e.g. essays/multiple choice/ problem questions/ exercises/ Duration of exams Exam/coursework weighting Credits Your coursework performance so far Your understanding of the topic

    5. 5 Overview (example) Module Credits Exam Coursework weighting average SO300 30 50% 68 (34% of module mark) EC302 30 80% 61 (12.2% of module mark) SA301 15 50% 34 (17% of module mark) LS301 30 80% 52 (10.4 % of module mark) >>Fill out your own table

    6. 6 Calculating your mark

    7. 7 Planning Next 2-3 months are ‘special’ >> Revision Planner - planned/ unavoidable activities? - negotiable activities ? - date of exams >> Week Planner - manageable time slots - ‘the unexpected’

    8. 8 WEEK PLANNER

    9. 9 When to revise ? When you are ‘receptive’ and ‘productive’ > “cream - milk - water time” Start on time Plan realistic study block Move on at agreed times Have a clear target e.g. write a sample answer But if it flows, let it flow ! Regularly ( 9 - 5 plus) ?

    10. 10 Where to revise? Same place – home or library ? (good light, good temperature, good seat & desk, clutter free) Away from: - people - noise/conversation - Internet/ email - phone - ‘favourite toy’

    11. 11 What to revise? Start by looking at: - course outline/syllabus (learning outcomes) - recommended reading lists - essay & assignment topics/ in-class test / exercises/ seminar questions - topics emphasised by lecturers/tutors - past papers (online/library catalogue) http://library.kent.ac.uk/library/exampapers/

    12. 12 What to revise (cont.)? List core issues/topics of module e.g. for 15 credit module > 10-12 topics Identify ‘strong’ & ‘weak’ topics e.g. 6 okay, 2 really good , 3 not okay Identify amount of background/ study material available on each topic

    13. 13 How much to to revise? For Essay questions (choice) Focus on about 60 > 8 topics (depending on exam format) For short answers/ exercises All but look at exam format (choice ?) For multiple choice All areas/ topics

    14. 14 How to revise? Divide topic/ material into manageable chunks Identify core issues in each topic Work with the material by making: - lists, flow-charts, tables, cue-cards, bullet points, Vary activities - receptive and productive Have clear target Take breaks Move on when really stuck Form a revision group

    15. 15 We remember… according to Flanagan (1997) 20% of what we read 30% of what we hear 40% of what we see 50% of what we say 60% of what we do 90% of what we see, hear, say and do!

    16. 16 How to memorise ? Depends on individual Depends on subject or topic (names of most important authors, dates in history, steps in a process, formulae, links, cases, data, sequence …) > Use as many different ways as possible

    17. 17 Use your left brain Logical thinking style: Sequences, logic, analysis, numbers, language, names sense of time. Write info by hand Turn info into lists Number items clearly Use headings Break up info into categories Convert info into a flow diagram

    18. 18 Use your right brain Gestalt thinking style: Seeing the whole, metaphor, synthesis, image, colour, tune, rhythm, intuition, emotion, imagination. Draw diagram or picture to show links Use shape/colour to highlight or organise info Personalise info – make it relevant to you Use different colours for different subjects Sing information/ talk to yourself Move about, study in different locations Move about: Different place for different info e.g. armchair for French Revolution, bed for war theories … Use clothes as memory triggers, e.g. each button represents a different position/step Use your body: each hand an essay topic 5 finger = 5 main points (juvenile delinquency)Move about: Different place for different info e.g. armchair for French Revolution, bed for war theories … Use clothes as memory triggers, e.g. each button represents a different position/step Use your body: each hand an essay topic 5 finger = 5 main points (juvenile delinquency)

    19. 19 Other Memory Aids Mnemonics-Richard of York Gave Battle in Vain: colours of the rainbow Speak aloud Tape yourself reciting key facts etc. Work in pairs testing each other Rhymes/raps http://users.rcn.com/fvirzi/kar.shtml Post-it notes in your room GROUP WORK: In what ways have your past revision strategies and your approach to exams helped or hindered your exam success? What can you change or improve for your next set of exams?GROUP WORK: In what ways have your past revision strategies and your approach to exams helped or hindered your exam success? What can you change or improve for your next set of exams?

    20. 20 Check your TEACUPS Theories Evidence/ examples Authorities/ representatives Connections Understanding Position/ argument Sign posting/ structure

    21. 21 Example: bowline knot The rabbit leaves its hole, hops around the tree, gets scared and disappears in the hole again.

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