Revision Ideas (2)

8/12/2019 Revision Ideas (2)

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Revision strategies

Revision Cranium

You will need: sets of cards, paper and felt tips, play dough

Applicable to: all subjects

Students work in groups of about 4 or 5. You choose the revision content and apply the idea to it.

(Included is an example on Symbolism in !eath of a Salesman".# You will need to make sets of

cards with the appropriate words for revision on them. $his could be done by students% as part of

the revision game.

&layers take it in turns to take a card. $hey have to draw it% mime it or make it out of the dough

and the others have to guess what it is. $he first to guess gets a point. $hen all players add

information to the idea on the card% e.g. they might explain how the symbol relates to the play.

'ach piece of relevant information gets another point. $he winner in the group is the person with

the most points. ave some pri)es ready*

ind map memory game

You will need: a mind map of the revision material of your choice!


$he teacher has a large copy (+,# of a mind map which has been pre prepared or used before.

(See example on Symbolism in !eath of a Salesman# Students work in group of 4 or 5. -ne

person from each group comes to the front and the teacher shows them the mind map for /

seconds. $he student then returns to the group and draws what he or she has remembered. $henanother player from each group takes a turn until one group thinks they have completed it. It is

useful to have some copies of the mind map at the end to give to students to take away with them

individually.


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Conte"t, Character, #uotation

You will need: several sets of terms related to conte"t and pieces of paper, each withone characters name on it

Applicable to: $nglish %iterature

Students work in small groups. 'ach group is given a different character and a different set ofterms related to context. $hey have to link the character to as many of the context terms aspossible. 0or example they could be given 1authoritarianism1 and asked to apply it to thecharacter. $hey have to find a 2uotation from the text to support it. $hen they would have topresent their findings to the rest of the class (the other groups#.

&ord searches and Crosswords

You will need: word searches and crosswords


+lthough this sounds simplistic% students love them* + good way to revise key words% studentscan either be asked to complete them% or even to generate their own. &ri)es essential*

'utburst

You will need: topic cards with () *ey words on each card!


Students work either in groups or individually. $hey (as a class or each group# are given atopic e.g. $heories of motivation. $hey have to shout out the key words associated with thattopic. $hey have to get the top / that are written on your (or the lead member of a group1s#card. $he students are in teams and whoever gets the most key words wins.


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+aboo

You will need: cards with the *ey word and the related, forbidden words on them anda timer!


Students work in groups. -ne person from each group comes to the front and tries to explainas many key words as possible% without using the forbidden terms% and the team must guessthe word. 'ach group takes it in turn to guess as many words as possible in the time allowed.

'xample

Wimbledon

3ondon

$ennis

Summer

Strawberries

uly

&hos in the bag-

You will need: one bag .plastic / canvas0, cards with relevant words on and a timer


Students work in two teams. In turn a team member pulls out a card and describes whowhat is in on

the card and keeps going against the timer% collecting a point for each one they get right. 'ach team

takes in turn until all cards are gone or all players have had a go.


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&ho / what am 1-

You will need: stic*y labels each with one term / name on each!


'ach student sticks one label to their forehead without looking at what"s on it. 'ach student has a

maximum number of 2uestions they can ask% to find out what is written on their label. $he

2uestions can only be answered yes or no.

2peed dating

You will need: tables, each with two chairs, set up around the room! usic / bell /

whistle!!!etc


alf the class sit at tables. 'ach of them is representing a character event fact...etc. $he otherhalf of the class move around the room% spending a minute at each table (the bell is used to

signal when everyone must move on.# $hese students have minute to find out as much as

possible from each of the students sat at the tables. $his activity can be varied by the teacher

giving a new focus for each new minute% such as $his time% you must use the perfect tense..."

(603# or $his time you must find out about the character in +ct one of the play..." ('nglish# or

$his time you must find out one application for this information..." (Science.#

+imed 3ui44es .good lesson starter / plenary0

You will need: 5ower5oint presentations pre6prepared


7se a 2uick 2ui) of about / 2uestions which the students can answer verbally% write down in rough%

take in turns to answer or other variations. $he key is to have a bank of 2ui))es% each of which takes

no more than 5 minutes.


5/8

7u*ebo" 7ury

You will need: a picture of a ju*ebo" .to be displayed on ppt!!!etc0


'ach student should be given a number and have one minute to prepare a talk on a chosen

revision topic. !isplay the 8ukebox to the class. Students pick% at random% a number from the 8uke

box. $he relevant student then has to give a one minute talk on the revision topic. -ther students

can make notes. $he rest of the group listen and complete a checklist% with such 2uestions as

9hich +-s did this person cover:" 9hat information% if any% has been left out:" ow clearly did

they present it:" and the end of the talk each student votes I$ or 6ISS. $he winner is the person

with the most hits.

#uestion generation

You will need: an open tas* or a simple resource such as a diagram, a bell


Students work in groups to generate 2uestions about the information provided. Students could be

provided with 2uestion stems% or alternatively base the 2uestions on ;9s (9ho% 9here% 9hat% 9hen%

9hy% ow#. $he teacher rings the bell% every minute% and each time the bell is rung% all students must

come and post at least one 2uestion in the box.

$he 2uestions can then be used for the lesson plenary or as a speed


6/8

8se a 9&% grid

You will need: a copy of the relevant area of the specification, a 9&% grid


Students go through the specification and traffic light the statements based on their confidence. $hey

then use this to fill in the grid based on what they already know% and what they realise they don"t yet

know or understand. $he third column is a list of suggestions of how they will learn the middle

column.

9hat I 9now 7nderstand 9hat I &ant to know ow I will %earn this

$his helps them to think in detail about what they find difficult and identify how they will work on this

and plan short


7/8

$ssays and pictures

You will need: prepared pictures


&roviding students with an essay which is represented simply in pictures. =ey points of the essay are

shown as pictures. !ifferent coloured arrows could be used to show which assessment ob8ectives

each picture would hit% when explained. Students then have to turn the pictures into a written essay.

$his could also be used by getting students to produce their own pictorial essay on a different topic.

&hos my character-

You will need: names of characters on cards, variety of props, location ideas!!!etc

Applicable to: +heatre 2tudies

Students are issued with a name of a character which is not revealed to anybody else. $hey thenhave to identify key vocal and physical 2ualities of the character and choose from a selection of

props and costumes% items which will help them realise their character practically. Students meet in

pairs and have to improvise a conversation as their characters. >iven situations% for example a

chemist shop% could be used. ?emainder of class has to guess who the character is.

$ssay pic*

You will need: students essays, already mar*ed

Applicable to: All subjects!

-nce students have completed an essay they have to go through it and select a key word in every

sentence which is then written onto a separate piece of paper. -nce the student has gone through

their entire essay% they look at the key words they have written and use the words to tell the story" of

the essay to another student.


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1 went!!!

You will need: a list of revision topics

Applicable to: All subjects

@ased on the game AI went to the shop and I bought...B $his can be used to revise content theories

2uotations historical events by each student in turn saying AI went to the shop and bought...B and

each student adding another relevant item to the list. 'very time% students start from the beginning of

the list and repeat the answers already said.

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Revision Ideas (2)