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Revision Tips

There are many differing views as to what makes for good revision. Here are some thoughts on how to make your revision more productive:                        

  • It is not the quantity of revision that you do that is important but more the quality of what you do. 
  • Revise in short bursts.  The latter stages of a long stint of revision are usually not very productive.  When your mind starts to wander it is probably a good time to stop. 
  • Set out a revision schedule.  Don’t just set a time aside for a complete subject; be specific about which aspect of the subject you are going to revise, e.g. Monday 10th History – Transport.  Try to be as rigid with your revision schedule as you will have to be with your examination schedule.

Visual, Auditory and Kinaesthetic Revision Strategies

Visual
Auditory
Kinaesthetic
  • Create a story using pictures.
  • ‘Look, Cover, Write, Check’ with lists and
    key words.
  • Minimize visual distractions in your study space (eg. cover your computer screen; do not sit facing a window).
  • Make an outline of key topics in chart or diagram format.
  • Make pictures in your mind by visualising key words, ideas and facts.
  • Look for sketches, diagrams, or charts to help interpret information – practice re-drawing them to help remember
    Write down problems and/or questions and practice writing solutions and/or responses.
  • Try to remember important terminology by looking for parts of the word you already know.
    Make notes colourful, vary the font and use graphics.
    Highlight notes so all information relating to one topic is in the same colour category.
  • Draw boxes or circles around terms/ concepts and draw lines or arrows to show how they are related to one another.
  • Learn when and how to translate text into charts, graphs, such as make a time-line from dates, or draw percentages or statistical information in a pie chart.
  • Turn notes into bullet points, highlight key words, keep shortening them until you have one word which will trigger your memory for each point.
  • Draw Mind Maps, Spider Diagrams, or Concept Maps for topics to show how the main ideas link together.
  • Write out key words and definitions on flash cards.  Colour code them. Get someone to test you.
  • Turn your notes into pictures or diagrams such as flow charts
    Use websites e.g. BBC bitesize.
  • Learning posters – put key information on small posters. Use patterns, colour and drawings.  Pin them up where you’ll see them often.
  • Try to create a guided visualisation for other members of your group – try it out on them.
  • Testing ideas with your friends as part of a game.
    Rehearse/repeat information either silently in your head, or out loud.
  • Study with a partner (another auditory learner) and take turns reading to each other – discuss key concepts.
  • Work in quiet areas to minimize hearing music, television or other distractions.
  • If you prefer to study with music playing, choose something with no lyrics, and keep the volume low.
    Talk to yourself about textbook diagrams and illustrations.
  • Ensure you understand by creating verbal descriptions.
  • Try to remember important terminology by thinking about how parts of the words sound
  • Read instructions and questions out loud to yourself (or sub vocalize in test situations).
  • Use or create mnemonics to remember key facts.
  • Make up questions and get somebody to test you verbally.  Put aside the ones you don’t know and keep working on them until you learn them all.
  • Record notes and put them on an MP3 player.
  • Listen to them as often as possible.
  • Make a podcast, a rhyme, jingle, rap or song out of your revision notes.
  • Read your notes out loud.
  • Explain key ideas to a friend.  Teaching other people helps you to learn yourself.
  • If possible get teachers to pre-record any text on to tape for students to listen to as well as read.
  • With a partner read the text aloud paying close attention to the way it sounds. Now try reading it to yourself ‘under your breath’.
  • Devise questions to ask about the text and then question a member of your group (take it in turns).
  • Make up and act out a role-play.
  • Decide on the key words/concepts you will need to learn. Experiment with different ways of saying the key words out loud. (Emphasise different parts of the word, use different voices).
  • Put post-it notes around the house with keywords in them and walk around the house reading the notes or testing yourself. Try to associate the room you are in with the notes.
  • Do something physical before sitting down to read or study.
  • Use your fingers or a piece of paper to help keep track of where you are.
  • Break reading tasks into small chunks stop after each chunk, think about what you learned, and write a brief summary.
  • Personalize the information – think about how the concepts apply to you or other people you know Think about how you can use the information outside the classroom.
  • Create a dance which shows sequence ideas of ideas like a chemical reaction.
  • Take regular, brief breaks to move around
    Write processes, etc. on cards, mix them up, then practice physically arranging them into the correct sequence.
  • Instead of reading notes summarise them using a computer.
  • If you typically use your hands when talking to people, try using your hands when studying and explaining concepts to yourself.
  • Associate information with physical actions. Act out your notes as you read them.
  • Make up a play involving key ideas and act it out.
  • Role play key events or arguments from subjects with friends.
  • Turn your notes into a PowerPoint and share it with friends.
  • Trace each key word in the air.
  • Go for a walk, move around as you read through the text.
  • Write out the main points on index cards and then assemble the cards in a logical order.
  • Using ‘post-it’ notes write down the main points and devise questions about the text. Assemble the ‘post-its’ on the wall to see how different areas relate to each other.  Group and regroup them.
  • With your group construct a model or still picture to represent the main points.
  • Decide on the key words/concepts you will need to learn. Write out the words in colour, circle/underline them. Now make up actions to go with the key words you will need to learn – can
    be done in pairs or individually and then shared with the group.
  • Make associations with fact or ideas with different parts of your body. With some Biology topics this is quite easy to do. Focus on the body part as you study and try to visualise how it’s working.

Get your working environment right.  Here are some helpful tips: 

  • Avoid noise; nature has designed it to be noticed. 
  • Have all your needs nearby.  It is too much of a temptation to interrupt your work to go and get something.
  • Insist on your own space; then you can work in the way that is best suited to you
  • Avoid last-minute revision. This can clutter the mind and cause anxiety. 

 

Don’t stick your head in a book and try to cram information into it in the hope that it might stick.   Try to reproduce it on paper minus the book; after all, that is the way you will have to present information in the majority of exams.  It has been clearly shown that if you write information down as well as look at it, the learning is more effective.  Other methods of revising include creating word patterns, diagrams, pictures, lists, flowcharts.         

Use other human resources.  Work with a friend and get them to question you.  It is far easier to cheat yourself than someone else.  If you can find someone who is doing the same exam as you this can be invaluable as both can benefit from this type of revision.  When all else fails, ask a parent!

Contact Light Hall School

  • Light Hall School
    Hathaway Road
    Shirley
    Solihull
    West Midlands
    B90 2PZ
  • 0121 744 3835 (Main)
  • office@lighthall.co.uk
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Light Hall School 44 mins ago

Welcome back to our students!! It was so lovely to see them all this morning. https://t.co/yIPOUe6cEJ

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Light Hall School 3 days ago

We're so excited & can't wait to welcome all our students back on Monday at 08.40am. Reminders of all details are in the information here: https://t.co/NORqqUGQul

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Light Hall School 7 days ago

It’s National Careers Week this week! We’ll be encouraging students to share their #hope for the future throughout the week. https://t.co/s7UsXpivxe

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Light Hall School 2 weeks ago

Morning! We are delighted schools can return on 8th March. The senior team will be planning over the next few days, updating risk assessments & liaising with the local authority to ensure that the return to school is as safe, and smooth, as possible. Further details will follow. https://t.co/V8BRjEy2kk

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Light Hall School 2 weeks ago

Hope you have had a lovely half term. We can't wait to greet all our students again tomorrow (virtually of course!). Don't forget the change to lesson times - they can be found here: https://t.co/FLI6gWUjsW

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Light Hall School 4 weeks ago

What a day of positivity! A tremendous thanks to our friends in the community, Palletline Birmingham, for the lovely new laptops they have donated to those students who need them the most. We are so grateful. https://t.co/idwkPr658a

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Light Hall School 4 weeks ago

It may be cold outside, but we are happy to report that when we've checked on our 4 light hall legends (our fish) we have seen them swimming happily. Roll on the Spring! https://t.co/w9CqNt0QO6

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Light Hall School 1 month ago

We just wanted to a pass a huge thank you to one of our parents, who arranged for their company to purchase 20 laptops, for those students in need. We are so grateful for all the support we have received. #TeamLightHall

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Light Hall School 2 months ago

Why don't you take a quick look at our new literacy page - top tips for reading, a competition and..... a poll with a small prize for entering.

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Light Hall School 2 months ago

What an amazing community we live & work in! In April, we made visors for the care homes & gave them to help those in need. Today, Dr Camilla Vindalon, Director - Deepdene Care Home, delivered 30 new tablets to our school, as a gift, to help those students who need them.

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