Powerful Revision by https://padlet.com/laurakayes/i2s2timryzoz3jmf Revision Power Tools en-us 2023-05-04 08:30:06 UTC 2023-05-04 11:44:38 UTC hello@padlet.com https://padlet.net/icons/png/1f9e0.png Starting Points laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577964115 Time is tight, so target interventions effectively.

Use BTEC's ResultsPlus platform to recognise any key problem areas that need to be revisited or retaught.

Use strategies that quickly paint a picture of whole-class understanding of a topic: question rounds, JamBoards, mini-whiteboards

Sequence your revision sessions to target gaps identified, embedding retrieval of all topics throughout]]> 2023-05-04 08:43:54 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577964115 Retrieval Practice laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577966460 Retrieval practice is a study method that encourages students to engage with the material in an active way rather than passive learning. You may see retrieval practice also referred to as the “testing effect “or “test enhanced learning.”

This may not sound very appealing to some people because testing can be a source of significant stress, but research shows that the more someone practices retrieval or actively engages with a subject, the better long term learning is.'
]]> 2023-05-04 08:46:04 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577966460 The Three Stages of Learning laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577969841 1) Encoding: Getting information in! 
(What percentage of your lesson time is spent encoding?)

2) Storage: When information sticks!
(How do you gather evidence through class that information is sticking?)

3) Retrieval: Getting information out!
(Exams ask learners to reach into their internal storage and pull information out. How do you practise this in class?)]]> 2023-05-04 08:49:08 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577969841 How Teachers Define Retrieval Practice laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577974526 1) 'Having to strain your memory to do something previously learned'

2) 'Reaching into the recesses of your brain to grab knowledge that's stored there'

3) 'Digging for information and bringing it up to the learning surface'

4) 'Actively generating knowledge from memory as opposed to simply reading'

(Powerful Teaching by Pooja Agarwal & Patrice Bain, 2019)]]> 2023-05-04 08:53:30 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2577974526 Retrieval Activities laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578009622 1) Brain Dumps

Ask your learners to write down everything they can remember about a set topic in a given period of time

(Power up: ask them to swap their Brain Dump with the person next to them. Ask them to add one and steal one!)

2) Two Things

At any point in your session, stop and ask learners to write down Two Things.

- What Two Things have you learned today?
- Write down Two Things that you learned last lesson.
- What Two Things from this topic feel most important?
- What Two Things would you like to learn more about?
- What Two Thing do you need to work on?

3) Retrieval Notes

When you are presenting information to learners, request that they do not take notes whilst you are talking.
Pause and give time for note-taking. Learners will retrieve as they write!

4) Mini quizzes

Kahoots, Quizziz, Google Quiz etc will prompt learners to retrieve when completed without their notes.
(Power up: ensure learners take time to acknowledge which answers they do not yet know)

5) Use resources already available to minimise workload - awarding body past paper questions, pre-made quizzes on platforms and sharing within your team. Use these without notes as retrieval activities.]]> 2023-05-04 09:17:26 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578009622 Spaced Retrieval laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578012250 2023-05-04 09:20:03 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578012250 Mixing It Up! laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578017815 Modules, units and topics are often 'blocked'. We also sequence information in carefully considered ways when planning our lesson delivery. 

Of course, when learners enter their exams, the topics aren't neatly organised into question blocks. They're mixed up!

Here's where interleaving comes into revision.]]> 2023-05-04 09:25:53 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578017815 Interleaving Activities laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578021046 1) The Question Wheel

Use the wheel above to randomise questions. Create your own questions or allow learners to create them with you in class!

2) Shuffle

Most online quiz platforms will allow you to 'shuffle' questions and randomise the order

3) Dice Game (Pairs)

Learners pair up and receive or create a numbered list of topics / questions / concepts. One learner rolls a dice and, without notes, answers the question. Their partner provides feedback before taking their own go.

4) Use resources already available to minimise workload - awarding body past paper questions, pre-made quizzes on platforms and shared in your team. Mix the order up to use as interleaving activities.]]> 2023-05-04 09:28:54 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578021046 Thinking About Thinking laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578053115 Metacognition means thinking about thinking. It supports learners to think not only about what they need to know, but also how they can learn best. Embedding metacognition in your sessions will help learners identify what they know and what they do not know yet.]]> 2023-05-04 09:59:54 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578053115 Activities laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578066681 1) Ask questions like:

- Could you explain what we've just covered to a friend?
- Could you apply this in a different context?
- How could you complete this better next time?

2) Make sure that learners actively engage with feedback
(e.g. after peer activities, give time to improve their answers)

3) Give learners a list of questions.
Ask that they mark one that they know the answers to with a star.
Ask them to add a question mark next to those they cannot answer.
Learners then answer the starred questions, and look up the answers to those they did not know in their notes.
Verify that all answers are correct.

4) When using quizzes, include a 'Do not know' option in multiple choice. Ensure learners actively engage with feedback the quiz gives them. What do they know. What do they not know yet?

5) Power up Brain Dumps by combining them with Turn and Talk. Encourage them to discuss similarities and differences in their answers with the person next to them.

6) Have learners actively engage with assessment criteria. Mark model answers together. Ask them to justify decisions they make about grading the answer against criteria.
Why do you think this is a pass? What could be done to improve this answer?

7) Have learners actively engage with assessment criteria through peer and self marking. Once they have marked others work, ask them to improve their own.

8) Ask learners to predict a grade they will achieve before a task / quiz / exam question, and give time for them to compare this with their actual grade.]]> 2023-05-04 10:14:21 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578066681 Communication laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578085756 Think about how you will communicate with your colleagues to ensure time is maximised. What contect have you covered? Did you notice a key topic for development? Is there a topic the class have grasped that won't need to be retaught? Share the knowledge. 

Think about how you will communicate clearly with learners. Create shared expectations of the revision sessions, and ask learners what they believe their role is in the process, as well as yours. ]]> 2023-05-04 10:34:14 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578085756 Progress laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578089863 Plan to monitor progress. 

You might wish to use quizzes or independent BRAG ratings when learners enter your revision sessions to see their starting points. 

Think about exit tickets as learners leave, to better understand what needs to be done next.]]> 2023-05-04 10:38:31 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578089863 High Impact laurakayes https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578098717 Plan for the most impactful use of time for you and your learners.

Mock exams replicate exam conditions well, but they are timely and produce a great deal of marking. This means feedback is delayed.

Use revision sessions to engage actively and collaboratively with material and marking criteria.

Break down questions and answer them as a class, in small groups or in pairs.

Break down answers and mark them as a class, in small groups or in pairs.

Plan activities that will provide instant feedback, and ensure learners look at feedback, rather than overlook it.]]> 2023-05-04 10:47:36 UTC https://padlet.com/laurakayes/i2s2timryzoz3jmf/wish/2578098717