Transcript Slide 1

Homework task
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Take one subject you have an exam in
Identify all the topics you need to revise for the exam
Narrow down the topics into manageable ‘chunks’
Using one of the revision methods below create a set
of notes that you can revise from
Bring these notes to next lesson
Be as creative as possible!!!
I want to see big, bold and useful!
Remember to think what type of learner you are and
use your strengths
For example.......
• Topic: Science
• Break down: Chemistry, Biology, Physics
• Further breakdown: Biology
Chunking:
Create a set of
Biology topics
revision notes on any
• Living organisms
of those topics.
• Nutrition, digestion and excretion
• Respiration and gas exchange
REMEMBER IT IS UP TO YOU
WHAT SUBJECT AND TOPIC
• Health and disease
YOU CHOOSE!!!
• Reproduction
• Ecosystems and habitats
Brainstorm
Brainstorm is like a giant Spider’s Web
with all the ideas around it.
The spider (or main idea) is in the middle
and everything is around it.
Power notes
This is breaking up a big piece of information into smaller
chunks rather like steps in a ladder. It can be used for
numbers and words.
Try to remember this by breaking it up into chunks:
• The average person can take in four numbers or words at a
time, can concentrate on revision for a maximum of 45
minutes at a time and remembers information best shortly
before bedtime.
Chunked:
 Remember 4 words/numbers at a time
 Revision max 45 mins.
 Remember best before bedtime
Acrostic method
Mnemonics help you to remember by using short words that stand
for something to help you.
Here is a Mnemonic for REVISION.
Rest
Exercise
Variety
Imagination
Structure
Individual
Ongoing
Not too long
Flash cards
Two ways to practice with cards:
1. Put the answers on the back, but you will need to
remember more at once before you check
OR
2. Use a piece of paper and move down to reveal answers as
you guess the contents.
These techniques are very useful for checking that you
know key facts.
Practice
Story
Loci is the memory trick of memory masters. It
involves thinking about a journey that you know well
and the landmarks along the way. You then add in
images to help you remember information. (They do
not have to be famous, but things that you notice as
you go by.)
Taking a journey from Moor Bridge to
Holgate
1. On the bridge itself you see a huge book
2. You reach the large roundabout and see
your teachers, your last English lesson and
the person that sits next to you in class.
3. You see the petrol station on left and there
stand the characters within of mice and men
4. On a billboard on the fence of Hucknall town fc
you see a huge poster with your revision on it.
5. As you walk into the gate you see a huge
pile of revision cards.
6. When you arrive into the canteen you see
test papers set out for you on all the tables.
Brain Friendly Revision
My Amazing Memory
listen to these words and try to remember as many as possible.
Now lets see how many you have
remembered?
Which words did you remember?
– let’s hear as many of them as you can
remember.
Brain Friendly Revision
 You remember the words at the beginning and at the
end, it’s the ones in the middle that get lost
– why?
 It helps to make categories of words in your mind –
colours, modes of transport, moods etc.
 It helps to make links or associations – fish, chips, peas,
salt and vinegar
 It helps if words are repeated – e.g. ‘the’
 Some words stand out
 Some words have strong emotion attached to them, e.g.
‘exams’
Visual Learners
What you need to know:
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Some phrases you are
likely to use:
Creative things
you like to do:
you usually remember faces,
but maybe not names
you will recognise places, but
maybe not names of towns or
streets
you may talk quickly
making pictures in your head is
easy for you (imagining or
visualising)
you prefer your clothes to be
colourful, fashionable and
coordinated
29% of learners are strongly
visual
doodle
draw
paint
write
trace
design
take photos
What sort of teacher is best for you?
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uses pictures
draws on the board
uses a video
asks you to visualise (picture) a
scene, or successful outcome
to a lesson
gives you time to sketch out
ideas
allows time for note-taking
encourages use of coloured
pens
likes to have a colourful
classroom
“How does that look?”
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“I see what you mean”
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“That looks right to me”
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“Do I make myself clear?”
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“I can see where you’re
coming from”
Increase your learning
power:
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One who…..
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Danger signs for you:
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sitting near a window – you may be
distracted
being accused of daydreaming
teachers who teach mostly by talking
teachers and others who speak more slowly
than you
studying with the radio or TV on
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write down information
use Post-Its
use coloured pens,
highlighters and unlined
paper
use spider charts or mind
maps
watch a video or
demonstration
use a computer
make mental movies of
important facts or visualise
spelling in your heads
use drawings and visual aids
Kinaesthetic Learners
What you need to know:
head
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Creative things
you like to do:
you like to feel or touch things
you have a good long-term
memory
you tend to talk at a slower pace
learning for you has got to be
active
you tend to jump right in and try
a task on your own. Making
mistakes is part of the learning
process for you
clothes need to be warm and
comfortable
34% of learners are strongly
kinaesthetic
modelling
drama
making things
dance
sports
gardening
Some phrases you are
likely to use:
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“I don’t feel good about this”
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“Let’s keep in touch”
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“I was really moved by the
film ”
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“It’s a weight off my mind”
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“Do you follow me?”
Increase your learning
power:
What sort of teacher is best for you?
One who…..
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encourages good note-taking
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regular, short breaks
Become
physical
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every 15-20 minutes, so you can
move around without disturbing
others
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uses Post-Its and flash cards for
noting and sorting ideas
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encourages learning by doing, not
just sitting
Danger signs for you:
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being asked to sit still for too long
reciting information in order to learn
feeling uncomfortable in your surroundings
a teacher who talks too quickly
not getting an opportunity to become
physically involved in what you’re doing
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be comfortable when you
work
break up your study time and
move around
volunteer for
demonstrations, role-play and
learning activities
develop good note-taking
skills
write out the word to know if
it feels right, when working
on spellings
draw images, numbers and
diagrams on paper that are
connected with the learning
Auditory Learners
What you need to know:
head
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Creative things
you like to do:
you usually trust what you hear
you can be a bit of a
chatterbox
you are a real bonus at a party
you find it easier to take
verbal instructions
you enjoy classroom
discussions
auditory learners often have a
good way with words
you don’t mind background
noise
32% of learners are strongly
auditory
What sort of teacher is best for you?
tell jokes
tell stories
create music
debate
sing
discuss
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teaches through role play
allows classroom discussion
encourages group work
respects your need to ask
questions
reads passages aloud
makes you recite things to
increase your recall
tells you lots of interesting
facts related to what you’re
learning
does not need absolute silence
in the classroom
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“I hear what you’re saying”
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“That sounds brilliant!”
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“Listen I have something to
tell you”
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“I’m telling you”
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“Something tells me that’s
wrong”
Increase your learning
power:
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One who…..
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Some phrases you are
likely to use:
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Danger signs for you:
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no opportunity to discuss things
being scared to ask questions
working continuously on your own
not reading books or instructions before you
start something new
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repeat everything
take part in class discussion
ask questions
tape information and listen
to it
have background music on
while you study
discuss homework and
projects with friend
make up songs, rhymes and
raps to help you remember
things
get someone to ask you
questions if you are studying
for a test