2. Revision: “reread work done previously to
improve one's knowledge of a subject,
typically to prepare for an examination”
http://oxforddictionaries.com
To be effective, it should be more active
than simply re-reading your lecture notes or
trying to remember everything you’ve learned.
BUT...
re: again
vision: to see
4. If
listening &
speaking
are the
ways you
learn best
then you
are
probably an
auditory
learner
If you
learn best
by seeing
things
written
down, drawn
or in a
colour-code
you are
probably a
visual
learner
If you
learn best
by being
hands-on,
actively
participati
ng, then
you are
probably a
kinaestheti
c learner
5. Make sure
you are the
correct
distance
from the
screen and
keyboard
Try to study
when you are
feeling most
alert- give
yourself
plenty of
time to
study
effectively
Do you need
a mouse mat,
is the lead
long enough,
do you need
to change
sides?
Is your
chair at the
right height
and distance
for your
comfort?
Do you
have
enough
light? Is
it too
bright?
Is your
screen at
the right
angle? Is
your
keyboard
steady?
6. You work on things that
are urgent all the time
Your study has no
structure - you’re not
sure which work to
prioritise
You think you have lots of
time, when in fact the
assignment is due today: you
miss deadlines
Problems
Understand the difference
between urgent and important
Prioritise important and it
won’t become urgent
Design a study plan
around all of your
daily activities
Keep one diary or
calendar to record all
deadlines
Solutions
7. It’s easy to get bogged down with all the things you have
to do.
Try analysing your tasks – what is important? What is
urgent?
Urgent things are usually a result of poor planning – as
you get better at it, you should be able to focus on tasks
8. Time
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
9-10 Practical
English
W
O
R
K10-11 Study Study Study Theory
11-12 Practical Unit 1
12-1 Lunch Lunch Lunch Lunch Lunch Lunch Lunch
1-2 Practica
l
English
W
O
R
K
2-3 Study Study Maths Study Study
3-4
History
Study
History
4-5 Study Study
5-6
Monday 10-11 Module1 2-3
Module2
Tuesday 10- 11 English 2-3
Homework
4-5 Maths
Wednesday 3- 4 Unit 3 4-5 Unit 4
Break your study time into manageable chunks.
Don’t do it all at once, and vary the topics you’re focusing on
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English Lecture – 20/10/16
11. < Less than/smaller than
< More than/bigger
than↑ Decrease
⇒ or ∴Therefore
w/ With
↑ Increase
w/o Without
Think about other
abbreviations or symbols
you could use for your
course.
They make note taking
quicker but can also
challenge your brain to
focus on the information
represented.
12. Identify and explain
the reasons for the
popularity of One
Direction.
Process words – instruction words
telling you what to do
Content words – topics you should
focus on
14. Coach – Not Force
Memory carries on
working after you
revise!
Revise – Sleep -
Review
Break Topics Into
‘Chunks’ No More Than
Five Chunks –
Relate Them
15. Mnemonics are systems to
help you remember key
words or patterns.
The process of creating
them is good revision,
and then you have a
useful tool for your
exam!
16. Whisk
Put these items into 3 groups so they will be easier to remember
Give each group a suitable name
17. •Find a soft ball or beanbag. In
pairs or small groups throw the
beanbag to each other
• Every time it is caught, that
person has to say a word related
to the subject and then
immediately throw it to the next
person
• If you take longer than five
seconds you have to do a
forfeit, such as kneeling down
• Makes you think quickly and
will hopefully show more than
you thought you knew
18. • Find some tiled letters
(Scrabble pieces, lettered dice,
or write and cut some out)
• Pick a letter out of a bag (or
roll the dice); for each letter
write one
keyword related to your study
subject (e.g: subject ‘Anatomy’
pick out ‘A’= adduction). Do
this 5 times• Write a related word beneath
each key word (e.g: adduction -
muscles)
• Write a related word beneath
the other two (e.g: adduction –
muscles - movement)
20. •Check through your notes, but do something relaxing
too
•Check the time & location of the exam
•Prepare any equipment you may need (calculators,
rulers, ID cards, etc)
•Try to get a good night’s sleep and eat a filling,
healthy breakfast before you set off in the morning.
•Leave with enough time to get to the venue and double-
check the exam details in case of any last minute
changes.
21. Please leave us some feedback about this
session!
Go to: goo.gl/7GUge7
Or follow the ‘session feedback’ link from
any of our moodle pages.
The library’s Information and Study Skills
moodle pages have lots of helpful leaflets,
games, videos and eResources to help you with
your revision.
From ‘All Courses’ on Moodle, go to ‘Cross-
College Student Courses’ and then ‘Information
and Study Skills’
Editor's Notes
Again emphasise active revision. Explain we’ll go over some different active revision strategies in this PP and also ways to approach revision and exams.
HAND OUT A5 ‘My revision guide’ sheets and suggest they add notes when they come across ideas useful to them.
It’s important to keep yourself motivated and not give yourself a hard time. Discuss a few of these in detail explaining how they can be beneficial. We’ll do study plan, environment, and goals in detail
Explain that whilst not totally scientific, doing an online test to establish learner type can be a useful starting point for ideas on how you might learn best / enjoy revising. Give a couple of examples e.g.
Auditory – you understand when people give instructions verbally, you like audio books or the radio
Visual – you like to draw or write when you’re learning, you visualise images in your head, you learn from videos
Kinaesthetic – you like to try things out rather than just learning the theory, you enjoy physical activity, you doodle a lot when listening
Explain that studying isn’t easy, but little things can put us off and make us more likely to find excuses – checking the ergonomics is a simple thing that can make a big difference to your concentration and success.
Discuss different ways of doing this – calendars, planners etc. Moodle page – time calculator. Google charts etc.
Explain that they can be helping themselves with revision when they first learn things by taking good notes – make reference to Cornell system, suggest they might like to find out more later – moodle etc.
http://smg.photobucket.com/user/thebox24/media/Scan.jpg.html
Many different ways of making notes both at the time and when revising – it’s good to rewrite in different ways – active – forces brain to process.
Explain about unpicking exam questions. It’s important to revise in the context of the sort of things you will be asked to do, not just the content – but how to use the process words and respond to them.
Emphasise that it’s important to vary activities and topics. The more active the better – we’ll go over a few suggestions now…
Explain how to apply this to their subjects – good revision activity in itself; also a good way to split up topics
