This workshop will…
− Explore what feeds into preparing for revision, including the exam itself
− Assist you in setting up a revision timetable to aid effectiveness
− Offer tips on dealing with procrastination
Louise Livesey
Academic Skills Adviser

1. Being effective in examinations
2. Common mistakes in revision strategies
3. Developing a timetable: breaking the day into 6
4. How to solve procrastination

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Common mistake
1. Leaving all revision until the last minute.
2. Finding there is always something more important to do than revise.
3. Spending too much time planning revision and too little time actually revising.
4. Meeting other people to revise but spending the time doing other things
5. Avoiding revision because it is boring
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6. Reading, revising or making notes for some time and not being able to remember much about it
7. Spending a long time on the same subject without feeling you are making progress
8. Revising too few subjects
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9. Not being able to identify the really key points about each topic
10. Revising too much information
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Activity 1: Common mistakes
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What to do:
Set a date now to start your revision.
Set reminders (in diaries or using mobile devices).
If the exam date is months off, as the date draws closer formulate the first ‘units’ you will be revising.
Set yourself short sessions initially, leaving yourself the option of studying longer if you get engaged.
Start each revision session with a re-assessment of personal priorities. How important is hockey training compared to passing your final year at university? Are the dishes more important to your future than getting a
2:1?
‘Plan’ for your distractions, e.g. allow yourself breaks where you will check your phone and email before starting a fresh unit.
Decide on a method for doing your planning and stick with it. Make it quick and visual and easily updatable (i.e. use pencil or a PC).
If, as time draws on, the revision plan needs work to make sure everything can be fit in, set time aside for this that is ‘extra’ – i.e. don’t take the time out of an allocated revision slot.
Admin is not learning, however well it’s done!
Meet in a study space so you will ‘feel’ more like revising than chatting over a coffee
Set an alarm on your phone or other device for the end of the session
Take a list of topics you want to discuss and tick them off as you go through them
Break up revision into different activities of varying lengths of time
Set yourself short tasks to start with and lengthen them each week to build up your tolerance
Break revision sessions into smaller sections with specific tasks
Go through your notes at the end of each session to see what you have covered
Don’t just read your notes, transform them into a different format, devise a mnemonic, or any other activity
‘Little and often’: don’t try to cover a whole topic in one session
Start with an overview and then look for details
Set specific goals for each session: e.g. read a chapter, section, or article before taking a break
Plan more time to do more revising
Don’t hope there will be a question set about the subjects you have revised. Examiners may not set a question on every topic, so always revise more topics than you originally think you will need
Questions may ask for connections between subjects, so again, revise more topics than you think you will need
Look for the main schools of thought, theories, models, debates, individuals, etc. to give you a start.
Then, read around these topics
If still unsure, speak to your tutors
Before the exam, filter out any detail you won’t have time to cover in the exam, and go over this material

• Get to grips with what is required and any information from handbooks about what is being tested.
• Cover the actual material in a way that supports adequate knowledge recall
• Find or create ways to test this recall once the material has been covered.

• Compulsories = external factors giving you no choice e.g. lectures, labs, assignment deadlines, exam dates, paid employment, etc.
• Necessaries = must be done but you have some leeway as long as you fit them in e.g. meals, sleep, etc.
• Protected time = things that are important to you and your well-being, e.g. gym

What stops you from revising?
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The task seems too big Break the subject down
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It’s unpleasant
Reward yourself
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I am no good at it Revise what you like
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I don’t know how to do it
Get help
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The exam is far off
Set a date
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I am too tired or panicking
Sleep and relax

Cottrell, S. (2008) The Exam Skills Handbook .
Palgrave Study Guides, Basingstoke: Palgrave
Macmillan.
This study guide is well worth borrowing from JBPL or purchasing for own use, as it comprehensively covers planning to succeed in exams.

• Where are we? Chesham Building B0.23
• What do we do? Support undergraduate students with their academic skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Advice.
• Who are we? Michael and Helen specialise in Maths
Support; Lucy and Russell advise students on study skills; and I (Louise) deliver the workshops
• When can you come for help? Everyday both face to face and on-line
• How do I get in touch? Email: academicskills@brad.ac.uk
or website www.brad.ac.uk/academicskills