A sharing best practice post by Jodie Johnson (Mathematics)
Reading time: 2 minutes
Among the many challenges inherent in the new GCSE courses is the greater volume of knowledge and understanding that pupils are required to learn, recall and master in the exam hall. This puts even greater importance on them undertaking effective revision.
In recent years staff have worked hard to develop a broad range of revision resources, whether they be revision booklets, guides, summary sheets, past paper booklets, revision tests and so on. On top of the that, with the potential for using computer and online resources, teachers have collated or produced youtube films, channels, links and guides, not to mention making paper based resources accessible via VLEs, Google Drive and the School website.
However, despite this plethora of resources offering pupils a multitude of ways in which to revise, there are those who still fail to make effective use of them. In some cases these are pupils who have collected or accessed resources, have told the teacher, ‘Yes, I have my revision resources’ and ‘Yes, I know what I need to revise’, but still fail to revise effectively.
For some the problem lies not in knowing how to revise, because teachers have modelled and rehearsed that. Nor in knowing what to revise, because teachers have provided them with revision lists and planning tools. The problem for some seems to lie in marrying the two together.
For some pupils, breaking revision down and being specific in telling them which activities to undertake with which resources is far more likely to be productive, even for those who think they know what they are doing.
Being prescriptive in the way pupils are expected to revise can take the mystery, or in some cases the awe that some seem to feel, out of starting and completing an effective revision session.
As a tutor of a Year 11 group I have discussed with my pupils what help they want from teachers. The answer that came back loud and clear was, “We need their help to tell us exactly how to revise individual topics.”
When I thought about this I came to the following conclusions:
- The more structured the revision task the better, especially for the less able and many of the boys (as well as those students who are inclined to panic) so that they know exactly how and where to start revising
- Frequent consolidation, not just of the learning but of the ‘how to’ strategies for revision, is needed to keep pupils focused
So, as a Maths teacher with a Year 11 class this is approach I am incorporating into my revision this year by using the following process:
- Complete one mock paper per fortnight in class
Then, in the following fortnight pupils complete two homeworks:
- Week 1 – a written homework that can be self-assessed in class
- Week 2 – a clearly defined revision task based on the outcome of the mock, which I talk through with the class before they complete it
Figure 1 An example of a revision homework
Put simply my advice is:
- Show the pupils how to revise by modelling the strategies
- Set revision tasks on a regular basis, guiding the pupils specifically as to what they need to revise and how they are to do it.
Featured image: ‘Brain’ by ElisaRiva on Pixabay. Licensed under Creative Commons CC0