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R evision toolbox. Ideas, games and activities to put ‘vision’ into revision. Quizlet. http ://quizlet.com/ Online free learning tool. Can be used to generate vocabulary lists; create games, quizzes and tests that can be printed. http://quizlet.com/2281708. Dominoes.
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Revision toolbox Ideas, games and activities to put ‘vision’ into revision
Quizlet http://quizlet.com/Online free learning tool. Can be used to generate vocabulary lists; create games, quizzes and tests that can be printed. http://quizlet.com/2281708
Dominoes A template for making dominoes can be found on your revision blog. Or, I have some already printed that you can write on
Mind maps http://www.mindtools.com/pages/article/newISS_01.htm http://www.bbc.co.uk/schools/gcsebitesize/maps/index.shtml
You could design a quiz (and an answer sheet) using the knowledge you have collected about a topic. • You can then test your revision buddies, or swap quizzes with them • Alternatives: • Try coming up with potential exam questions for the topic you are studying. • You could then create your own bullet point mark scheme. • You could write an examiners report. You could point out what you think most students will get right, and what many students will forget to include Quiz time
Jeopardy If you make a quiz to use with your revision buddies you could alternate by giving them an answer and making them work out the question
Traffic light revision • When revising a topic or subject, list the different areas or topics and then traffic light them (with stickers or colour pens) according to your grasp of each. • You could do this individually or in pairs (justifying to a buddy why you think you are a Green or a Red; or explaining the particular point to your buddy and deciding jointly which colour you should be). This process should be followed by target settings. • This means you should be able to target your revision more carefully and engage in it more actively.
Visuals and interpretations You could research images or objects (or create objects) that represent meaning and knowledge or understanding of a theory. You could then show these images to your revision buddies and explain and justify your choices. You can compare and contrast your images with others. Example: My top visuals
The odd one out Game The object of Odd One Out is to guess which one of three or four items does not belong and why it doesn't belong. After the player has successfully identified the odd one out, he/she can either guess the explanation or challenge his/her opponents to guess. You could do this with studies or theories or terms
Instructions for success e.g. Write down the main learning points of a topic. If you could only take this piece of paper into the exam. What would you write on it?
Snakes and ladder Print and laminate some A4 Snakes and Ladder templates. You could create questions for you and your revision friends to play. Templates are on the blog
Noughts and Crosses Two teams. Ask a question, divide your revision buddies into opposing teams. Both teams write down their answers. Team A shows their answer to team B. If correct, team A gets to play. If incorrect team B gets to play. Variation: use images and players must explain them
Taboo You have to describe a key word without using that word (it is taboo!). This game can be played by yourself, in pairs, or in groups. This theory literally makes me sick!
Muddiest Point You write down one or two points on which you are least clear. This could be from any unit. It is the job of your revision buddies to seek to remedy the muddiness.
One-Sentence Summary Write one sentence summarising your knowledge of a topic. include an answer to who, what when, where, why, and How?
Just a Minute Take it in turns to speak about the topic being revised. At the first repetition, pause or mistake another takes over - and so on until the minute is up.
Create your own word art for your bedroom wall http://www.wordle.net/
Levels of Processing – Craik and Tulving- 1975 In the original test that Craik and Tulving conducted in 1975, they presented participants with a list of words via a tachistoscope. The words had questions with yes and no answers and corresponded to one of the Levels of Processing. They were then asked later to recognise the words from the original lists. It was found that there were significantly better results from words processed semantically, and also if a question was answered yes, rather than no a word was recalled better.
Use Ilearn It contains loads of additional materials
Look at: • Past papers • Mark schemes • Examiners reports http://www.edexcel.com/quals/gce/gce08/psych/Pages/default.aspx
Find ready made revision Materials http://aspsychology101.wordpress.com/downloads/ Make sure you know what’s on the specification http://www.edexcel.com/quals/gce/gce08/psych/Pages/default.aspx
The learning tool box http://coe.jmu.edu/learningtoolbox/printstrats.html Designed to “help students with learning difficulties become better learners” but useful strategies for all students and teachers seeking to develop learning skills such as organisation, test taking, study skills, note taking such as Cornell Note and advanced thinking skills.
