Top 5 Tips for Exam Success

Ever since reading High Fidelity, I've found Top 5s to be a useful way of navigating life. 

I recently held some tutorials with some groups of 6th form students and thought I would share my Top 5 tips for A Level success. I constructed it around a Top 5 Problems and then a Top 5 Solutions:

Top 5 Problems:
1) Procrastination & Distraction
2) Forgetting Stuff
3) Time Management
4) Insufficient Notes & Resources
5) Cognitive Overload

Rob, Dick and Barry would definitely argue over this list - is it a true list of 5?

Top 5 Solutions
1) Pomodoro Technique
2) Cornell Note Taking
3) Keep a Record
4) Knowledge Organisers
5) Practice in Part

------------------------
So, let's go through the tutorial and explain my rationale. I'm not going to link to everything but I will try give a summary of what I shared with the Year 13 students:

1) Pomodoro Technique
Inspired by hearing Barb Oakley recently, I started the session with my real life tomato timer on the desk. I set it 25 minutes and said that was all we had. I then spoke about how this was devised in the world of work when days run from 9am to 5pm with little structure unlike the school day. I pointed out their weekends, evenings and holidays could be like this. I shared this PDF. After 25 minutes work, you have a 5 minute break. After a few sessions, have a 10 minute break. Obviously phones go in the other room. Always. 20 mins to get back to full focus after a distraction?!

2) Cornell Note Taking
I explained about Ebbinghaus's Forgetting Curve (see PDF). I said that forgetting stuff is good - because we then remember it quicker when we review... but we need to be systematic and regular in that process. They know my advocacy of the CNT method, and how I urge student do have a weekly summary session, and a separate weekly cue column session (and then putting paper over their main notes and testing from summaries and cues). I gave them a reasonably detailed PDF on CNT. I then explained my greatest revision tool... a blank sheet of paper! I asked what they would do when they had written down everything they knew for a particular topic - and every time the answer was look it up! We talked about struggling and practising retrieval. Eventually they would need to add to it (when our 25 minutes was up?) - in a different colour - and then repeat the same task the following week.

3) Keep a Record
I gave them a revision timetable (PDF) but then asked why it has never worked for them. Universally it was because it had gone adrift and then they gave up quickly. I emphasised the need to put to fun stuff on first - Saturday evening Nandos - but also that every day is a new day and if it doesn't work on Tuesday, don't wait until Monday to restart. Yet I offered an alternative - a "work diary" when they needed to record every thing they actually did in a day - like a food diary - and how eye opening it would be. One student came back to me later in the week and said it had been a revelation and upped her productivity overnight. This is also useful so revision can be systematic and all topics covered.

4) Knowledge Organisers
Some teachers make them, and provide them at the start of a unit. At A Level, I use as summaries and students produce themselves. It is always a useful took to work out what is missing - "Why do I have no scholars to put in this box?" "What are the weaknesses of this theory?". I then explained the idea of "Unknown Unknowns":

I encouraged them to get a copy of the exam spec and then highlight only when they had actually found notes in their exercise book on the topic - and do it word by word, not by big statement / topic. I also suggested dating it every time they revised a topic.

5) Cognitive Overload
Are you trying to practice retrieval or are you trying to write a great essay? For students that are struggling, doing both can be tough. Obviously they need to do this in the exam, but we used a 'big game' analogy and discussed David Beckham practising his free kicks for hours the day before the Greece game. Practice the skills separately and build up to the final 'big game' exam.

I added two further documents to their pack:

• Top 10 Tips from Barb Oakley (She did a DOUBLE 5!)
• 5 Habits of a Effective Learner from Wellington College (Another Top 5!)

The last thing I did was urge them to change the narrative. I'm as guilty as most in saying, "It's only 4 months until the exams!". However, the other way is "We have 4 months, that's lots of time to do lots of learning!" - Get that Pomodoro timer set back ready for another 25...


Image courtesy of BBC

Books Not Blogs [Edexcel RS Update]

There has been very few blogs from me this academic year. I have been busy at work covering a second role within our Teaching School Alliance, our family grew to four last April, we've had building work going on, plus I have been busy writing books. 2019 is looking like an exciting year... please find a brief update to the OUP Edexcel GCSE series for Catholic Christianity papers on Spec A.

UPDATE: Download OUP's Updated Revision Guide pages here - focused on Part D/12 marker questions - we are now confident they are all Level 4 responses in accordance with last summers marking.

UPDATE 2: Download a DRAFT / INSPECTION copy of Workbook 1 (Catholic Christianity) - Get your orders in now for delivery very soon!

Work Books

One of the main concerns that many teachers have had about the new GCSEs is that they are not accessible for all students. Alongside the revision guide, which many teachers and students have found helpful, we wanted to work on something more.

As such, I have been working with the brilliant Ann Clucas (author of How To Teach Everybody: Strategies for Effective Differentiation) to find ways to break down and build up the content so that all students will be able to access and succeed with the new GCSE. We are hoping to publish ASAP, with Book 1 hopefully coming in March / April - just before the 2019 exams!

To reserve a copy, email your local OUP education consultant. Find yours  <here> 

 

From the January 2019 OUP update flyer

Revision Guide

When students required just 67% to get a Grade 9 on last summers paper, it was clear teachers hadn't been fully prepared for how the exam board were going to mark the RS exam. Many of the (d) evaluation questions got 25-40% nationally. Teachers were advised by the exam board that strengths/weaknesses/conclusion approach "should be sufficient." - yet this was sufficient for just L2 and 6/12 marks.

The OUP team looked carefully at our books, and while confident that our guidance was helpful to students, we felt a few tweaks would be beneficial to help further emphasise the need for careful analysis and evaluation and reflect the latest exam board guidance.

The updated pages of sample responses for the (d) question will also be available for free on the OUP website from 6th February - so if you have already purchased this book, or purchase before February you can still access the most up-to-date advice.

This new updated book will be available from 6th February 2019 and can be ordered here:  https://goo.gl/forms/UtJ2H0sGPxsVwrL12

Huge thanks to all that helped with this, including various examiners from the 2018 summer series.

<Download updated pages here>

More Books

There are few more exciting projects in the pipeline which may mean the blog remains quiet... watch this space!

Revision Guide Update: “Good things come to those who wait...”

<Order Here>

I am currently working on the final edits, corrections and amendments to my GCSE revision guide. The whole team are really excited about the book as we feel it will give both teachers and students the best possible preparation for the upcoming GCSE exams.

If you haven't got the latest OUP mailing, read it <here>

A few things about the OUP book, that I feel makes it superior to any other books out there:

1. The visual approach we take - tables, diagrams, illustrations - which will be appealing to all students. Not just bullet points.
2. The structure – the Recap-Apply-Review method makes for effective revision - we have 3 key points for each spec point, plus further key information (not just everything abridged) with exam questions for reviewing knowledge and understanding.
3. The high volume of exam practice questions – 330! Exam boards won’t endorse exam questions or answers, but we have worked as hard as possible with expert advice to ensure we have covered every aspect of the spec (inc B Describe Questions) without going beyond the spec.
4. The detailed, skills-building techniques that allow students to practice stages of the larger tariff questions.
5. Answers readily available in the book - many of which are written as model answers, as well as bullet pointed. Students can check themselves easily!
6. All material specially written for this spec, not reused from other books.
7. Sample answers with commentary
8. 40% off if you order this term! 

The OUP revision guide is 6-8 weeks (approx) later than other books, but this time has been spent doing extra checks for accuracy and matching to the spec and ensuring everything is as useful, informative and useful to teachers and students.

Remember chapter 1 is already available <here> (which can obviously be shared with anxious students)

Any questions or concerns - or bulk order - feel free to drop Gina an email on: Georgina.white@oup.com

I think it’s safe to say we all fully understand teachers concerns and frustrations about not having the book any earlier. However, I am still teaching the spec and revision has been going on since the start of Year 10 (see an overview of revision, written by me and published by OUP <here>) so the book will be the final resource they use. Many other RE teachers provide a revision guide as something for students to use independently. I am confident my revision guide will enable them to do just that:

From Save RE

“Good things come to those who wait...”

"The Best That You Can Do" - Y11's Golden Mean

Jim Bianco is a US-based singer-songwriter who is sadly little known in the UK;  I'm a big fan. I had a YouTube playlist on as I did some marking, when on came, 'The Best You Can Do'. I am absolutely sure this song is not about taking GCSE exams, however I later found myself quoting the song lines in a meeting with a parent and student. 

Finding compromise with students can always be challenging. Many Y11 students still fall into the "You need to be working harder." category. Yet there is a surprisingly high number that fall into the "Please ease up on yourself and your workload.".

This would not be unusual for some of my year group:

• Wake at: 6.30am
• Study on bus: 7.30-8am
• Study in school: 8-8.30am
• Lessons: 9.05am-12.45pm
• Revision Session: 1-1.45pm
• Lessons: 1.50-3.30pm
• Revision Session: 3.30-5pm
• Study on bus: 5-5.30pm
• Homework: 5.30-6.30pm
• Revision: 7-11pm - or later. Some tell me they work until 1 or 2am.

Failure to do this, in their mind, is to not do what is required. As such, I have had to introduce a 'balance' list for some students for their current well-being. On it I suggest:

• Have one lunch time per week with your friends
• Go home at 3.30pm on one night a week
• Don't discuss school / GCSEs / revision at the dinner table
• Have one night during the week with no revision
• Do 30mins of exercise at least 3 times a week
• Go to bed at 10pm as often as you can
• Put your phone in a different room for at least an hour a night

As for all humans, well-being often gets ignored in pursuit of some 'greater' goal - in this case GCSE exams. As I have pointed out, usually grades aren't gained or lost in the final two weeks of school; odd marks maybe. Grades are really achieved through two years of hard work, and for many of these students in danger of burning themselves out, they have done just this.

I have introduced The Philosopher (Aristotle) to some Y11s. The Golden Mean is the desirable middle-ground that falls between two extremes: the one of excess and the other of deficiency:

Courtesy of La Audacia de Aquiles

For Aristotle, the balance are seen as 'virtues', which are essential for achieving the ultimate goal, happiness. Sadly, Nicomachean Ethics never quite gets to the section on GCSE revision. If it did, what would it have said? What is our Golden Mean for final exam preparation? 

Returning to Jim Bianco, I think what I hope for, is that every single Y11 that arrives to pick up their results envelop in August can say, "I did my best". Whatever results have been achieved, no one can ask for any more. 

an uppercut a right

you punch with all your might

you hope they throw the fight 

before the bell stops ringing

your face is stinging, the crowd is singing

go out swinging...

do the best that you can do

and hope you make it through [lyrics]

Image courtesy of BMI

If we want them to revise...

Wednesday was a 6 period day with a working lunch. It was really hard work and I then spent over an hour catching up on the day (ah... emails!), before heading home shattered around 5pm. I had some work to do on my textbook and naturally wanted to spend some time with my wife and young son. I know I would find this an impossible way to work day in and day out.

However that's what many staff are expecting of Y11 students at the moment. Thankfully no one wanted the pre-school slots, but visit the form rooms at 8am and there are many in working. They then attend lunchtime and after school revision sessions.  Some then head to various areas to work on coursework or other controlled assessments. They then leave when the bells signal it's time to go home at 5.40pm.

They then have homework to do, and of course revision. They also need to get the bus, or maybe two.

Is it any wonder that, as Head of Y11, I have parents calling me worried about their daughter? Students crying with the pressure? Reports of students falling asleep in lessons? Teachers complaining students are not doing the extra exam papers they set? Mental health issues are on the rise, while the services that help with our care of these young people face severe cuts.

The pressures internally and externally are creating a 'perfect storm' of pressure - and both students and staff are starting to really feel it. We must do something to combat it. We must play our part in trying to ease this situation. League tables, OFSTED, Performance Related Pay, EBacc... is everything really in the interest of the students? If not, maybe we need a different perspective.

I've written about the effectiveness of revision sessions before (see here), but I genuinely feel the culture is becoming unsustainable for all concerned. I also don't think it is helpful, in the long run, for our students. Particularly at GCSE, we can be very guilty of 'spoon feeding': providing revision guides, revision sessions where we do 'a unit in 30mins', Easter holiday 'catchup'.

Yet students then begin A-Levels thinking the same way. However it's far harder to provide similar 'get out of jail free' cards. There is confusion from students. Sometimes the realisation that they need to do it for themselves (and should have been doing all year long) comes too late.

If we removed this expectation (implicit or explicit?) of revision sessions, maybe we'd take away 'comfort blanket' that students feel... my teachers will work in overdrive to help me pass my exams. I sometimes ask my Y11 cohort - who is working harder right now? You or your teacher? Often the answer is the latter.

We need to make students realise that after 18 months of failing to work, last minute revision sessions won't solve their problems. If you have attended over 200 hours of English lessons, will 5 hour-long revision sessions make any difference? 

Schools have become obsessed by interventions, a buzz word that's become every day usage in education, which often means teachers should be able to demonstrate and document that they have gone above and beyond with students. Where does good teaching end and intervention begin? I'm all for identifying the underachievers and trying to get to the bottom of why they are underperforming, and teachers are well aware of their responsibilities to get the best grades possible. What's intervention? What's revision? What's just teaching?

I really enjoyed Shaun Allison's blog on "What to do with Y11?" (see <here>) and shared it with all staff. I really think that teachers should be putting all their energy and time into delivering the best possible lessons: "the people who will make the real difference between now and the exams are the teachers that see Y11, day in and day out.". The advice that Shaun then provided about effective learning and revision was excellent - read it, share it widely!

It's my first time as Head of Y11 and it has been a steep learning curve. In my somewhat limited experience, what would I do differently?

• Abolish the 'official' revision timetable (sadly staff don't stick to it anyway and we end up with staff competing and undermining one another).
• Discourage all revision sessions.
• Encourage staff to plan for learning throughout their syllabus (principles of metacognition and effective learning) so revision doesn't become such high stakes.
• Create effective work spaces for Y11 at lunchtime (i.e. a rota for the four form rooms for lunchtime: silent work / quiet work / 2x social - and enforce it!)
• Maintain detentions for work, homework and behaviour issues - these expectations must remain at the core of effective learning.
• Generate a culture of greater independence, self-reliance, determination and consequence - if you do not work, there will be repercussions (and it won't be a teacher reteaching you after school and in the holidays!).

I believe that this will help in some way create less dependent and teacher-reliant GCSE students. It will also be beneficial for the mental and emotional health of both staff and students, taking off some of the high stakes pressure.

I fully admit some of the students in my care have not woken up to the fact that their exams are coming up very quickly. This is a separate issue, that needs to be addressed in a separate way. 

John Tomsett wrote in his blog:

“All I can ask is that, on results day in August, we can truthfully say to ourselves that we did the very best we could without damaging our own mental health or the mental health of our students. We must not push for even better examination results at the cost of our well-being.” <see here>

My Y11 students, come August, will always be more than a set of grades. I also want them to be healthy (physically and mentally), happy, knowing that they can go out and change the world for the better in many, many different ways.

Images courtesy of Pixabay, Wikipedia and Pixabay

Revision, Revision, Revision?

Image courtesy of Artinfact

Revision is a very odd thing in schools. There is a very important question to be asked which should be at the heart of a schools provision, "Who is working harder? Teacher or student?"

I have worked in schools where the following are provided, even expected by students:

• Revision guides - some handwritten by teachers, some photocopied at great expense to the department.
• Revision classes - at lunch time or after school, even in the school holidays.
• Revision conferences - often provided externally, sometimes funded by students, sometimes by the school.
• Revision skills days - often provided at great cost to the school by external providers.
• Study Leave

First and foremost, I am not saying these are a waste of time. I am absolutely sure these help students improve their final grades. I think few teachers would want to try research on this and do nothing in the final weeks and months of the GCSE and AS/A2 courses as a RCT. However, I think there some important things to consider:

• Does the student see their revision guide as being superior to their two years of notes, activities and carefully crafted lessons? 
• Is the revision guide more a 'lucky charm' than a genuine tool for learning? (I have seen students hugging one saying that "everything will be okay now".)
• Is it good use of the teachers time to be producing an extensive revision guide? 
• Are revision classes a substitute for time spent learning at home? (I fear students RE revision entails turning up for 20 minutes on a Thursday lunchtime to 'tick that box')
• Should teachers be expected to do these extra classes? (I have heard of some schools which pay... the pressure can either come from SLT, colleagues who do it for their classes or students themselves)
• How useful are revision conferences? (Are they just affirmation for the teacher that they have indeed taught it right?)
• Do revision classes cater for all the needs of the students attending? (Can you help the student working at a D grade get the C while also helping stretch the A to an A*?)
• Are revision skills days a good use of budget when teachers in school could be taught how to deliver these with the right CPD?
• Do we presume that outsiders have a greater effect on our students than us?
• Are we confident that students spend 5hrs or more revising at home each day? 

These may sound negative, but I think schools do need to take careful look at their provision. Not only from a budget point of view, but also for staff well-being and actual impact on students.

It reminds me of what my personal trainer at the gym once told me, 'most people put on weight when they join the gym as they overly treat themselves for their hard work'. Do our students over reward themselves when they buy a revision guide or attend a revision lesson?

As always, some do, some don't. It's not as simple as 'revision input is a total waste of time', nor it is 'the best thing we can do for our students'. I've got lots of students asking us for our department revision guide at the moment, plus asking me to give up a full day of my school holiday to do revision lessons. I'm just wondering the best response...