Revision Stations

A ‘Sharing good practice’ post by Sarah Fox (Food Technology)

Reading time: 4 minutes

With exams due revision becomes a priority for everybody, teacher and student alike.  Running effective revision lessons in a two-hour lesson slot in a practical subject needs careful planning if you are to get the most out of the time.

My answer has been to run ‘Revision Stations’ during these lessons where students move around a planned sequence of activities which can be tailored and adapted to the revision priorities for different parts of our course.

Working in this way ensures engagement from students, a greater focus on activities which are time-limited, a reduction in boredom and a chance to guide and direct students to the revision which I know as their teacher, they need to undertake.

Here is an example of a typical Revision Station lesson:

MATCH-UP

A selection of key vocabulary/key concepts/key facts sort and  match-up activities.  It is important to provide a correct answer sheet to be used at the end of the station for self-assessment.  Some pupils took pictures on their phones to aid recall later on.

HIERARCHY

hierarchy

Adding detail or explanation to pre-prepared organisational/structural or classification templates.  The text book is available for support if needed.

REVISION AIDS

Revision aids

Producing revision aids to aid recall of related ideas.  Templates or models can be provided to get students started.  Students can come up with their own visual ideas or use the suggestions provided.

EXTENDED EXAM QUESTIONS

exam answer

A chance to tackle an extended exam question with the textbook available for support if necessary.  Students work under a realistic exam time limit.

TEACHER ASSESSMENT STATION

Teacher assess 1

Undertaken immediately after writing the answer.  Students in pairs or threes can share in receiving immediate teacher feedback on their written answers.

DIRT STATION

dirt 2

Directed Improvement and Response Time. Undertaken immediately after the teacher assessment station, students can act on the feedback to improve or develop their answer or try a further question.

FLASH CARDS

flash cards

Working initially with a set of flash cards provided, students work on learning key vocabulary, ideas or concepts.  The resources are then available for students to begin making their own flash cards to take away.

Organisation

Each station typically lasts for 10 -15 minutes and the number of pupils at each one can be adapted depending on the size of the group.  Different stations/activities can be added where and when appropriate.  I have also used a similar format for revision lessons after school which you can read about in the post ‘Learning with games’  at https://stbernsteaching.wordpress.com/2017/06/16/learning-with-games/

Students have responded very positively to these lessons giving me the following feedback:

What Went Well (WWW)

  • made things easier to remember
  • made me work faster
  • very informative
  • made things easier to learn quickly
  • it was good to recap topics

Even Better if (EBI)

  • More exam questions – students particularly like the immediate feedback they were able to receive after attempting an exam question
  • More match-up activities – photographing them with their phones once they were correct added another layer of reinforcement
  • More time please – I plan to revisit a number of these activities in future lessons
  • Cover more revision in this way – the planning and resourcing took time but once produced can be used a number of time and for future year groups

So if you want to add variety to your revision programme why not devise your own Revision Stations!

Featured image: ‘Railway station’ by anaterate on Pixababy.  Licensed under Creative Commons CC0

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