GCSE teachers - how do you 'teach' revision?

[BobPatandIgglePiggle]

I feel that this is an area I need training in, I struggle to organise revision when they all struggle with different topics.

How do you manage it, is it structured or more of a guided, individual, textbook based exercise in your classes?

I teach a 1 year GCSE maths programme in a FE setting.

Mind maps.

mind maps

I tend to choose a topic for the lesson and then offer a range of activities at different levels. I think the range is important to keep 16yr olds interested, but not sure that's as important in an FE setting.

Speed dating works well!

Create a line of tables. Sit pupils opposite each other, topic cards on tables pupils get 2 mins to talk to the person opposite them on the topic. After 2 mins, the right hand side move 1 to the right, left hand side 1 to the left and they get 2 mibs to talk to a new partner about the new topic.

Stop when they've done all topics.

I get mine to plan and teach a lesson every now and again. I also give them glossaries to complete and lots of peer assessed past paper questions with mark schemes.

I do a lesson with them, which shows how to mind map, take notes, use visual techniques and then they know which one suits them; works wekk every year as you will always have a mix of different preferred styles, but quite often until they try different techniques they aren't sure which suits them the most

If it's maths you're teaching then mind maps etc are simply a time-wasting exercise, maths isn't about learning facts but skills. You can't improve your juggling skills by reading about juggling but not actually touching any balls. To revise maths, kids need to know that they can't simply stare at a book. They absolutely need to do maths. They need to work through some examples, then they need to do some questions independently. Then, and the next bit is absolutely vital, they need to look at the answers, and if they got any questions wrong they must not leave them. They must go back, find out where they went wrong (with help if necessary) and fix their answer. Then they need to do another similar question to check that they have learned from their mistake.

Past papers are useful, but only if they are then marked, and if a question is wrong the student must go away and do some work on that area.

You can mix up how they do questions - quick quizzes - see the diagnostic questions website, worksheets concentrating on a particular area, past papers, revision guides etc. But if they aren't doing maths, if they aren't answering questions, then they are wasting their time. Kids are very bad at realising this, because so many other subjects can be improved by reading a book.

I just nag them a lot! And give free biscuits at revision sessions.

Yes to noble.

I've seen students praised in maths lessons for showing their workings out...but their actual answers were wrong???

Answers aren't everything in maths. If the kids are being praised for showing their working out, they are being taught correctly.

However, if their working out is incorrect as well as their answer, then it is worth no marks.

If they are showing their working out but the answer is wrong, then the correct response is "good thing you showed your working out, now let's see if we can figure out where you went wrong, and whether you would get any marks for your working"

The workings out were wrong as they wrote the wrong numbers, and their final answer wrong, but their page looked good as it showed working out, which, yes I know that to show workings out is a good thing, but both their working out and answers were wrong.