• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Revision Revision Strategies

Extracts from this document...

Introduction

Revision Strategies What is Revision? Revision is a method in which a person re-examines or reconsiders and amends if necessary to correct or improve any particular piece of material i.e. proof reading. It is also method in which a person re-examines a piece of material to improve their familiarity with it i.e. to improve quality of memory. Good revision gives the ability to recall information faster and more accurately. Revision is the key to exam success. If two students with equal abilities are to sit an exam but only one chooses to revise prior to testing then he or she would undoubtedly gain a better result. Strategies for Good revision It is important to use a concise and compact reference to study from; masses of in-concise notes can be both time consuming and confusing. When revising, study material should be clear and descriptive or it may not be understandable. This also applies when initially learning a topic. ...read more.

Middle

It is useful to effectively utilising time when revising. It is a good idea to create a revision time table or some other form of a systematic plan to study. The idea behind this is to schedule which subjects and topics will be studied and also for how long and using what method. Another factor to remember when studying is not to stay up to late, this will only affect you study the following day. While revising it is a good idea to follow a tried and tested plan of study but individuals should create their own variations of such plans to creating a more suitable relevant to them. Therefore each persons study plan should be individual to them. However, before creating a plan, it is important to take into consideration memory has different learning retention rates and can recall approximately:- > 10% of what we read > 20% of what we hear > 30% of what we see > 50% of what we both hear and see together > 70% of what we say > 90% ...read more.

Conclusion

The only thing I have to remember beyond revision is to remain composed in the exam room. As long as I have performed an appropriate and adequate amount of revision I usually will be. Revision Timetable Below is a revision time table personal to me. This is the best way for me to fit an efficient amount of revision into a week. Using this schedule I will have enough time in the week to attend college, complete any set assignments and do a sufficient amount of revision to gain good results, whilst still supplying myself with a day of rest. My method of revision will follow my systematic plan of study of which all steps will be continually repeated for both subjects and all topics until each individual topic is complete. This allows me to use varied methods of revision, as one method may seem arduous and uninteresting. Also, using varied methods grants me the opportunity to recall information in different ways. Within this schedule, I plan to take a five minute break at thirty minute intervals and a fifteen minute break at eleven o'clock also, on revision days. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Cognitive Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Cognitive Psychology essays

  1. Memory Revision

    * The longest sequence length that was recalled correctly on at least 50% of the trials was taken to be the P's STM digit span FINDINGS: * Jacobs found that the average STM span (number of items recalled) was between 5 and 9 items * Digits were recalled better (9.3 items)

  2. Investigating the effects of organisation on learning

    However, asking a person to recite it from the letter T, for example, may cause hesitation as no previous letters preceded and therefore nothing could act as a recognition cue, as opposed to if the sequence R, S, T was given.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work