How are you going to react to the

results you are about to receive?

9 Steps to success

1. Be clear about the grade you intend to

achieve

2. Effective time management

3. Growth mind set v fixed mind set

4. Impossible

5. Next level

6. Skilled performance

7. Not comparing to others

8. Optimising learning

9. Wilmslow High SchoolS

• Reassure yourself: you are good enough to get at least your target grades, if you work effectively enough on the right things

• Stay calm: a thoughtful, intelligent response to setbacks pays off but panic, tears and despondency won’t help

• Believe the results: the grades you are about to receive are as honest and accurate as we are able to be at this stage – no-one is playing any tricks on you

• You need to make a positive decision about what you are going to achieve, then set out to do it

D

1.Be clear about what you intend to achieve

How do you make learning PERMANENT: TIP

Which set of practice questions below will increase your learning (long-term retention of knowledge) the most?

TIP: How are exams structured?

In exams you need to retrieve different sets of knowledge from different topics for every single exam question

This can be called MIXED PRACTICE

PE: Practice Questions 1 PE: Practice Questions 2

Q1. Muscles Q1. Muscles

Q2. Muscles Q2. Heart

Q3. Muscles Q3. Performance enhancing drugs

Q4. Muscles Q4. Media in sport

2.Effective time management

3.Growth mind set

D

• We would recommend that you read Carol Dweck’s book: “Mindset: How You Can Fulfil Your Potential” or at least watch her on YouTube

• There’s much to say about the Growth Mindset, but a simple way to capture it is with the word “yet”.

• Think of something that you can’t do – then add the word “yet” – this change of mindset matters

• So if you wanted a grade and missed it, don’t say “I failed”, say “I haven’t got my grade yet”

• Iceberg practice

What we see is the tip of the iceberg =

HIGH QUALITY PERFORMANCE

What we DON’T see = HIDDEN HOURS OF

PRACTICE & EXCELLENCE IN

LEARNING

4.Nothing is impossible

Perceptual Narrowing

Desire to achieve

Visualise success

Clear goals

Know your aims

Aim beyond

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WORK ETHIC AGREEMENT 1 “We are what we repeatedly do. Excellence, therefore, is not an act but a habit”

AFTERNOON 4.00 EARLY EVENING 6.00 LATE EVENING 8.00

MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

MORNING AFTERNOON EVENING

SATURDAY

SUNDAY

5.Next Level6.Skilled performance

Intentional

Consistent

Minimal time wasting

High Quality

S

7.Not comparing to others

D

Good indicators of learning:

• We remember what we THINK HARD about – grappling, struggling and trying to make sense of information

Poor indicators of learning:• Copying work out in silence• Highlighting work• Covering every topic in your lessons

= ILLUSION OF KNOWING

If nothing has changed in your long-term memory, nothing has been learned

8. Optimising learning

Re-visit material at LEAST 3 TIMES over a period of time = SPACING EFFECT:

LESS LIKELY to remember Woman In Black for examination = LOWER GRADE

Woman In Black lessons = Yellow

Woman In Black REVISION = REDApril/May 2016

English Lit GCSE EXAM = GREEN

January 2016 23rd May 2016Lots of FORGETTING!!

Tip 1: The Spacing Effect

The forgetting curve hypothesizes the decline of memory retention in time. This curve shows how information is lost over time when there is no attempt to retain it

Tip 1: The Spacing EffectRe-visit material at LEAST 3 TIMES over a period of time = SPACING EFFECT:

= Better exam results

Woman In Black lessons =

YELLOW

Woman In Black REVISION

= RED

English Lit GCSE EXAM =

GREEN

January 2016 23rd May 2016

SPACED OUT REVISION = LESS FORGETTING & MORE KNOWLEDGE IN LONG-TERM

MEMORY

AT LEAST 3 TIMES

Tip 2: TESTING - show of hands – which sequence of revision sessions will allow you to learn more?

1. Study, Study, Study, Test2. Study, Study, Test, Study3. Study, Test, Test, Test

Results of research:

• Answer = Study, Test, Test, Test

• Example: 1 hour study session = 15-20 minutes reviewing notes/note taking/mind maps etc.. + 40—45 minutes of testing yourself

• Studying material once and testing 3 times leads to about 80% improved retention than studying three times and testing once – do this OVER TIME (SPACING EFFECT) – it makes you THINK HARD

Tip 2: The Testing Effect

The feeling on results day

Pride

No regrets

HappinessPleased (relieved?) parents

Used time effectivelyAchieved goals

Inspired

Secured successD

9.The Wilmslow Way

1. Being prepared

2. Effective time management

3. Growth mind set v fixed mind set

4. Impossible

5. Next level

6. Skilled performance

7. Not comparing to others

8. Optimise your learning

9. Wilmslow High school

1. B

2. E

3. G

4. I

5. N

6. S

7. N

8. O

9. W

BEGINS NOW

It’s not too late!

S

5 Top Tips for managing

the irrational avoidance

of work

D

1. Public revision plan

2. Give up the games/ YouTube/

twitter for the duration

3. File your phone

4. Eat the frog

5. Start early with a short session

This column

shows the

student’s

target grade

for the subject

This column

shows the

percentage

achieved in the

examination

paper

This column

shows what

grade that mark

would equate to

for the exam

paper only

This column shows

the teacher’s best

estimate of what

grade the Controlled

Assessment will be

given

This column

shows the overall

GCSE grade when

the exam paper

and the CA are

added together.

Grades are shown in green boxes if they

reflect better than expected progress

Grades are shown in yellow boxes if they are

in line with expected progress.Grades are shown in red boxes if they reflect

less than expected progress

D

The Expected Progress Band shows the

grades a student would need to get to make

expected, or better than expected, progress

from Key Stage 2.

S