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2. #TMM11 The MORSE Code for revision

3. Why? • Many students think reading=revision. • Active revision methods are seen as harder but they’re also much more effective. • Varied tasks that involve doing something with the knowledge work much better than passive methods like reading and listening.

4. The MORSE Code Active revision uses some or all of these ideas: • Mnemonics • Organise • Rehearse • Summarise • Extend

5. Mnemonics • Mental tricks and shortcuts • Kids love them • Subject-specific • How I Wish I Could Calculate Pi • Naughty Elephants Squirt Water • Often of limited use but provide a good link to organising a list of facts.

6. Organise • Students should make links between facts • Use lists, categories or groups • Mind or concept maps e.g. bubbl.us or www.mindmeister.com • Venn diagrams to show similar/different • Card sorts can be used in all kinds of ways

7. Energy Resources FC Solar Tidal Hydro Wave Wind Geothermal Biomass Fission Oil Coal Gas

8. AQA B1b Bubbl.us

9. Rehearse/Repeat • Use a variety of methods to practise facts, methods and understanding • e.g. cover, write out, check • It’s the ideas not exact words that matter • Fill in printable blanks to test recall

10. Enzymes

11. Summarise/Shorten • Writing summaries forces kids to evaluate their notes and decide what matters. • Make revision cards or PowerPoint slides. • Many electronic versions e.g. quizlet.com • PowerPoints can be saved as jpegs to a mobile phone then viewed as a slideshow. • Define a concept in a text or tweet.

12. Wave properties f = frequency (Hz) amplitude = height Transverse/longitudinal EM, mexican / sound Wave Equation v = f λ Speed=freq. X wavelength (m/s) Hz) (m) EM Waves transverse all travel at same speed c=300000000m/s RMIVUXG Radio Microwave Infrared Visible Ultraviolet X-Ray Gamma Properties of EM Heating Alternating current Ionisation (damage) Heat vsEM vs nuclear RMV UX CCIR γαβ

13. Extend • Using what they know in a new way • Using past/practice questions is very useful, but rather than just attempting them: • Write a markscheme. • Write explanations for your answers. • Produce a hints/prompts sheet. • Marking a teacher’s ‘wrong’ answers, with feedback in red.

14. Extend creatively • Challenge students to come up with something different • If this is the answer what is the question? • Write a song/concrete poetry • Make a dance sequence (hand gestures?). • Create a wiki/blog post. • Script (and record) a podcast/video summary. • Speed-date, testing classmates using what they’ve produced for 2 minutes then move on.

15. MORSE • Mnemonics – mental tricks and shortcuts • Organise – making links between ideas • Rehearse– practicing facts and methods • Summarise – choosing main concepts • Extend – using knowledge in new ways • Doing not reading, acting not listening • Effective revision is a process not a product

16. Who I am • I teach Science and Physics full-time • I blog about it at Teaching Science • I’m on Twitter as @teachingofsci • teachingofscience.wordpress.com