Wolverley revision strategies
Dot the Wall
1) Items are posted on the wall
2) TEAMS rotate placing dots to indicate their
knowledge/opinion
3) Other students working during the activity
Names or anonymous
Teacher watches to check understanding of
individuals
Activity
Mind Maps
Using the Dash
Key Cards
Pass the Buck
Weakest link
revision game
Pictionary
bull’s-eye’
NO IDEA
HEARD OF
USE IN MY
LESSONS
COULD TEACH
OTHERS!
Traffic light system used as a
topic checklist
Key
• Red – I am not confident about this topic
and need to check my understanding /
learn this before I can commit it my
memory.
• Amber – I am confident with this topic and
understand it but have not committed it to
my memory. I need to revise this at least
three times before I can review it.
• Green – I am confident with this topic and
it is committed to my memory. I need to
review it.
An example table to get you thinking
about your revision strategies...
Topic
I provide a detailed topic checklist for students to use
I give students time to go through the topic checklist
I provide an opportunity for students to speak to me about their red
lists
I demonstrate revision strategies for each learning style
I give specific web site addresses for excellent revision on line
I give specific reading lists that are excellent for supporting revision
I provide an opportunity for students to purchase these through school
I provide students with the resources’ they need to revise
I gain evidence that students have revised
I support students in their independent revision
I support students in revising collaboratively
Red
Amber
Green
Mind maps
Instructions for
mind mapping
• Instructions on how to use mind maps can
be found at
http://www.youtube.com/watch?v=0UCXal
Ycoko
• Follow Tony Buzan’s example (book
available in the library)
• Note and use the rules
How to use...
• Use images instead of words
• Curve your lines
• Use colour for branches – do not mix the
colours
• Only one
word per line
– keywords
How to review...
•
•
•
•
Save them
Pin them up
Trace with your finger
1 min explain your mind map to someone else,
then 2 mins to recreate your partner’s mind
map
• Compare mind maps and then give 2 kisses and
a wish to partner
• Build up topics
• Think and link topics together
Bull's-eye!
1. Put pupils into small groups (4/5).
2. Give each group a topic.
i.e. Muslim attitudes on drugs.
3. Pick one pupil to stand on your bull’s eye. The rest stand 4
steps away.
4. The bull’s eye pupil makes a statement about the topic, the
other have to find if it is correct in 30seconds.
5. If they are correct they take one step closer, wrong one step
back!
Mind mapping
• www.examtime.com
•
Pass the Buck
When and why!
• When? When working on exam questions or
extended answers. This could be in preparation for
an exam, during revision and practicing exam
technique, or when reviewing mock exam answers.
• Why? It trains pupils in exam technique, promoting
a more conscious approach to writing exam
answers. The activity actively engages pupils as
even though the material might be heavy and
serious, the activity itself is light. The pace and the
passing makes it sparky and fun, engaging pupils.
How can you use it?
1. Use exam questions/extended answer questions
and write at the top of a large sheet of paper
(A3)
2. Students in pairs/3s and begin answering
questions. Give 2-5mins (se countdown timer)
3. Once time is up they pass the question on and
receive a new question.
4. Continue until all pairs/groups have seen each
question and then return to original pair/group
so the question can be written up.
5. Peer assess/mark answer.
Flash cards and VLE revision
Check out the History VLE page for more VLE
revision ideas:
http://www.school-portal.co.uk/GroupHomepage.asp?GroupID=810218
Key card websites
• There are lots of Key Card websites, but the
easiest one to use that I have found is:
• http://flashcarddb.com/
• Once you have registered it’s so simple to create
a set of Key Cards on any subject. Once saved,
your Key Card set will be public to anybody that
is logged into the website. There’s also a huge
database that can be searched for Key Card sets
that you can use!
To use with VLE
• Your Key Card sets can be printed for students to use, or the link
can be e-mailed. Students will have to register to see the Key
card set.
To embed any of your Key Card sets onto the VLE simply:
• Click ‘Study’.
• Copy the code on the left of the page, under ‘Embed these
Flashcards’.
• Go to the VLE.
• Click edit on desired page, go to text box, and in menu click Edit
Source <>
• A box with code will appear. Go to end of code and paste.
Apply and OK.
• Update Group Homepage.
• Done!
Other ways to revise on the VLE:
• Create Hyperlinks to revision sites
• Add resources such as revision notes and
podcasts
• Create a survey to check what students know to
inform planning
• Create a Wiki on a revision topic. Students can
add topic information
• Create a forum to answer an exam question.
Answers can be reviewed in class and can be kept
on the VLE for students to access as a revision aid.
• Lots of other ways that I don’t know about!!! If
you find something that works then share it!
Pictionary
• In groups of 4.
• Student A picks a card from the pack (these
can be key words or case studies)
• Show the card to the person sat opposite them
• Student A’s then draw the key word/case study
for student B’s who have to guess the word.
They have a minute each (use a timer)
• Swap over and student B’s look at card and
draw the word for student A’s.
Key cards
You can create these on the Academic Mentoring
revision page of the VLE:
http://www.schoolportal.co.uk/GroupWorkspaces.asp?GroupId=884204&WorkspaceId=19
62803
What, when and why?
• Great for revising keywords and definitions and
subject specific vocabulary.
• All you need is a pen and some little business card
sized cards. They are very flexible and can be used
in lots of different ways.
• Very flexible
• Follows the four step principles of effective
revising
• Help students to commit information to
memory when they create them
• Portable – students can take them anywhere
How do I use them?
• Write the keyword on one side and the definition on
the other, adding an example where appropriate.
• Create a set of key cards for a topic.
• Review the cards you make – carry them with you.
Keep looking at them until they are committed to your
memory. Get someone to test you. Throw a few
question cards in too! Can you answer them?
• As teachers :
• Whenever you discuss a keyword in a lesson get the
students to write it in their books in colour. Eg; when
revising photosynthesis you would want these words
written in colour Chlorophyll, carbon dioxide, glucose
and oxygen.
Other ways of using them...
Pairs
• What about writing the keyword on one card and the definition on
a separate card? Once you have a topics worth of keyword cards
written up play pairs. Match up the keyword to the correct
definition.
Flow Charts
• What about creating a flow chart with your key cards? This way
you can revise things in the order that they happen. Mix them up
then try and arrange them in the correct order.
Categorise
• Once you have written a topic worth of key cards categorise them.
For example; when revising sources of finance, create key cards
using all the keywords and definitions from that topic. Play pairs
and match the correct keyword to the definition.
Other ways of using them...
Working in pairs or groups
• Test one another! Why do double the work? Each
person creates a set of key cards and you revise
them until they are committed to your memory
then swap them with another person who created
theirs on a different topic.
Diagrams
• Use the key cards to label a diagram that you have
drawn. Have you put them in the right place?