St. Christopher School

IV Group Mock ExamsAPRIL 16 – 19 2018

& MAY 14 – 22 2018

Revision Timetable

Name ………………………………………………………..

Learning to Learn: TIME MANAGEMENT.A few things to think about …..

1) A badly planned project will take three times longer than expected - a well-planned project only twice as long as expected.

2) Warning: dates in a calendar are closer than they appear to be.

3) A project gets a week late, one day at a time.

4) At the heart of every large project is a small project trying to get out.

How to Remember Things

When your brain builds a memory, this is how it does it:

1. The experience registers as data and is held for a short period, fading to nothing if it is not transferred to your short- or long-term memory.

2. Some visual (i.e. what you saw) information goes directly to the long-term memory.

3. Some goes to the short-term memory if you have attended to it, and decided that in some way it is needed.

4. Once the information is in the short-term memory it needs to be rehearsed or applied in order to be transferred to the long term memory. This means you have to do it (e.g. trying out a particular stroke in tennis) or run through it (e.g. writing out and saying a list of words to be learned in French or doing an exam style question).

5. Once the information is in the long-term memory you can recall it to your short term memory when you need it.

A memory is like a path through a field. The more you walk along the path, the clearer and more permanent it comes. At first the path is temporary, and would quickly become overgrown if not used. If somebody were to come along and put tarmac on the path, it would be made quite permanent. Your brain does this “tarmacking” by producing certain proteins that bind the memory in, once the “path” has been used often enough.

Information goes into the short-term memory if we decide it has some value, that we need it. This is very important. We remember things much better if they have some kind of emotion attached to them. If we enjoy being taught something, we are more likely to remember it! We are also more likely to remember if we can see the benefit in knowing it (“I want to learn this because…”).

Human beings are really good at remembering places, spaces and faces. We learn best by hearing, seeing and doing. Use these two facts and you can learn an amazing amount.

1. Decide what is important to recall (i.e. decide what you need to know)

2. Store it (there are lots of ways to do this)

3. Go over it until you are sure you can remember it in lots of different situations. It is far more difficult to recall something when you are under stress, like in an examination, than when you are relaxed.

How to store it?

Use S P E C S!

1. See the information. Try to remember what it looked like on the page if it is a mind gap, for example. Create a picture in your mind to illustrate. Make it visual.

2. Personalize it . Relate it to your own experiences, add your own details.

3. Exaggerate it . Make it bigger in your mind. Make the picture in your mind outrageous!

4. Connect it . Think about how it fits into what else you know and link it to that knowledge.

5. Share it . Talk about it with other people. Teach it to somebody else.

Use your senses when revising and learning

What’s my style?

You may know what your preferred sensory learning style, or mix of styles, is. It is an advantage for you to know your own style, and find ways to exploit this to your own advantage, as it will help you to learn more easily.

SEEING – VISUAL HEARING – AUDITORY DOING – KINAESTHETIC

Mind sometimes strays during verbal activities

Talks to self-aloud In motion most of time/fidgety

Observes, rather than talks or acts; may be quiet by nature Outgoing by nature

Outgoing by nature; expresses emotions by physical means

Organised in approach to tasks Whispers to self while reading, may hum or sing while working

Taps pencil or foot/fiddles with objects while studying

Likes to read Likes to be read to Reading is not a priority

Usually a good speller May be particular about the exact choice of words

May find spelling difficult

Memorises by creating mental images

Memorises by steps in a sequence

Likes to solve problems by physically working through them

Thinks in pictures Very aware of rhythm Very good body control, good timing and reflexes

Easily put off by visual distractions

Easily distracted by noises Is affected by touch or lack of it

Finds verbal instructions difficult May have difficulty with written instructions

Likes physical rewards

Remembers faces Remembers names Remembers what they have done rather than seen/heard

Strong on first impressions May assess people by the sound of their voice

May assess people and situations by what ‘feels right’

Likes drawing and doodling, may have good handwriting

Enjoys music and the sounds of words

Enjoys handling objects

Enjoys using colour Enjoys talking and listening Enjoys doing activities

Notices details Can remember – and often mimic – speech by picking up

rhythm of the sentence

Likes to use gestures and touch people while talking to them

Often a quick thinker May need time to think (i.e. discuss it with myself)

May need time to think (i.e. process the actions involved)

May focus on the ‘big picture’ and use advanced planning

May assess a situation on ‘how it sounds’ to them

Will try new things – likes to get involved

How does this help me to learn?

Use this knowledge of yourself to help you learn more easily. e.g. if you are mainly visual preference, it would be more helpful if you were to use mind maps/diagrams or a videos.

Learns best by SEEING – Visual preference

Learns best when there is a lot of visual input Needs a desk which is tidy – free of visual clutter Remembers things by their Colour, Size, Location Remembers by ‘photographing’ or visualising information Makes use of posters and pictures – simplifies information Notes shapes or outlines Colour-codes different points or aspects of notes and texts Sticks useful information above eye-level Uses mind maps, flow charts, etc. Learns from videos and OHP transparencies Uses visual clues to help remember things May find quiet background music helpful when working

Learns best by HEARING – Auditory preference

Learns best by listening and discussing Uses a tape-recorder to learn materials and plan assignments Practises by hearing and recalling Makes use of what words sound like and word associations Uses auditory mnemonics – remembers by sound or rhythm May need to ask for a spoken explanation when understanding is difficult Remembers by pitch, volume and rhythm of the voice when listening to information Finds concentration best in a quiet room, but may find quiet background music useful

when working. (If using headphones, try turning the left earphone off) Needs to make sure of having copies of visual material used in lectures

Learns best by DOING – Kinaesthetic preference

Learns best by doing and practising Moves to learn – needs to have space for movement around the room. (If walking

around is not possible, try using worry beads or squeezing a ball) Learns by handling materials, using models, doing things Uses texture and weight – learns through muscle memory Can learn from demonstration – watching carefully, then imagining or mirroring

demonstrator’s movements Explores situations by imaging what it would feel like Acts out events, or even facts, using role play Needs to make sure of having copies of visual material used in lecture

W/B 19 FEBRUARY 2018

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W/B 26 FEBRUARY 2018

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W/B 5 MARCH 2018

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W/B 12 MARCH 2018

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W/B 19 MARCH 2018

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W/B 26 MARCH 2018 – EASTER HOLIDAYS – WEEK 1

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W/B 2 APRIL 2017 – EASTER HOLIDAYS – WEEK 2

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W/B 9 APRIL 2018 – EASTER HOLIDAYS – WEEK 3

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W/B 16 APRIL 2018 – OPTIONS SUBJECT EXAMS – STUDY LEAVE AVALIABLE

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W/B 23 APRIL 2018

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W/B 30 APRIL 2018

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W/B 7 MAY 2018

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W/B 14 MAY 2018 MATHS, SCIENCES, ENGLISH LIT & LANG EXAMS

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Notes: