UKED Magazine April 2016
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ukedchat.com/magazine April 2016 Issue 28
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4 Active Revision Strategies for the ClassroomJohn Mitchell explores interesting and fun strategies for getting your pupils looking back over their learning.
ContributorsJohn Mitchell @JivespinMark Anderson @ICTevangelistKim Constable @hecticteacherNick Overton @nickotkdVKate Jones @87historyKeranjit Kaur @keran77James Wren @jameswren1975Joe White @jw_teach@ShhhteacherGary Henderson @garyhenderson18Mark Griffiths @GriffermansMarkPaul Stockley @bradwaystockleyKathleen Sorrell @Kat_S76Andy Lewis @iTeachREClaire Loizos @primary_sci
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From the EditorEducation is turned on its head. Normally rational
teachers exhibit rabid behaviour. The students are on edge and grumpy... more than usual. The school is on high alert and there will be tears. Yes, once again exam season is upon us.
The phenomenon isnt new. Ancient Chinese stories from over two millennia ago include accounts of exams failures and stress. Yet in the intervening time the way we assess and test has changed little. Are there really no better ways to relate our learning to others than putting ink or graphite to paper?
For the time being then, we had better get revising! In this edition of UKEd Magazine we have gathered ideas and articles from across the education spectrum to get the best advice for your students to reflect and revise.
Martin Burrett @ICTmagic- Editor
6 Discovering the TechFutureExplore the possibilities of a career in tech for your pupils. The range of opportunities and careers open to your students may surprise you.
8 Its Just a Matter of TimeMark Anderson discusses ways to improve your use of time in your lessons to improve pace and get more done.
16 Tried and Tested Revision StrategiesKate Jones shares her best revision techniques and a range of resources for you to use in class.
Issue 28: April 2016
10 Spaced RevisionKim Constable explains the spaced revision strategy where revision is completed in stages to maximise retention.
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14 Five Revision TipsNick Overton writes about his five top revision tips to help your pupils do their best when it matters most.
13 ICTmagic EdTech Resources
24 UKEd Leader Supplement
20 Feedback & Marking in SENJoe White explores how feedback and marking can be done students with SEN from his years of teaching in a special school.
32 UKEd Resource Scientific Method iMat
22 Making SPaG a Little More InterestingMartin Burrett returns to the topic of SPaG and offers a range of tools and resources which might make it more interesting to learn... and teach.
By John Mitchell
Active Revision Strategies for the
Students can work in pairs or groups for this activity and they will need a grid like the one below to represent a crocodile-infested creek.
The aim of this activity is to move a counter across the river, row by row, by selecting one square from each of the rows. Each chosen square must link with the previous one in order to make a successful passage across. The student with the most successful series of links wins.
The first stage of the activity is to ask students to fill in their blank creek with items of information from a topic that they need to revise. It would be a good idea to model this stage so the students know what they should be producing. So for example, a crocodile creek on The Cold War could look like this
Successful routes across the creek could be Churchill 1946 Iron Curtain or Roosevelt 1945 Yalta.
Once the students play crocodile creek in their pairs or groups, challenge them with a target of how many links they need to make. This can them be shared in a plenary session with the students sharing the different links they have made.
Visual hexagonsThe main objective in using visual hexagons for revision
is to encourage students to make links between different elements of a topic and to explain them.
Visual hexagons have a fixed pattern like the one below with images relating to a central question or topic to be revised in each hexagon.
The first stage of the activity is students must identify the images and how they relate to the central question. The
The very word revision can strike fear into the hearts of
students and teachers. Revision is associated with prolonged
periods of stress in preparing students for examinations and
assessments, extra sessions in an already overburdened
workload and teachers being on their knees at the end of
June exhausted after investing so much energy and time in
their young charges before they enter the exam room. It does
not have to be like this. Revision and reviewing knowledge
can be an extremely engaging and enjoyable experience. The
active revision strategies that follow in this article all aim to
tackle the traditional image of revision being cooped up in a
room reading and writing endless notes. All of the following
ideas can be applied to any lesson and requires minimal
preparation for the teacher.
Revision shoppingThis activity can take up most, if not all, of a revision lesson
and online materials which can be adapted for any lesson can
be found on my blog bit.ly/uked16apr01. Revision shopping works in the following stages using a history topic as an
1. Prep-prepare a list of terms or factors associated with the
topic to be revised, for example the rise of Hitler.
2. Add a price tag to each factor depending upon the
importance to the topic or exam question that you are
focusing on. For instance, on the topic of the rise of Hitler
you could price the Treaty of Versailles at 2, the Great
Depression at 3 and so on.
3. Give your students a budget, deliberately keeping it short
so they cannot afford all the factors.
4. Ask the students which factors would they buy and
they have to record their choices and the reasons for their
5. The evaluation and class discussion are crucial for this
task. Key questions could be Were the prices fair?, Would
you adjust the prices for any of the factors? and Were there
any factors that were missing?
04 UKED Magazine
John Mitchell History Teacher and author of 100 Ideas for Secondary School Teachers: Revision published by Bloomsbury bit.ly/100ideasrevision. Find him on Twitter at @Jivespin and read his blog at jivespin.wordpress.com.
image can represent not only a specific person or event but also a larger point that may summarise an area or bigger aspect which link to the set question. Once students are clear about each image, students can then complete the main task which is to explain each link between the images where the sides of the hexagons touch.
These visual hexagon activities can provide students with a great revision visual learning aid which gives the hooks to prompt memory as well as attractive summary of a topic or question within a students notes.
The lift test
The lift test allows students to consider carefully the core of a specific argument, its importance and the central pieces of evidence which support a specific point.
The lift test must be placed in a scenario such as the following - you need to start this activity by giving each student, pair or group a particular argument, this could be in the form of
You have written a book about To Kill a Mockingbird and it could be used to support the causes of Civil Rights Movement in 1960s America.