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Collaborative Revision

Collaborative Revision. What, Why, Who?. A process to encourage independent and interdependent revision Engaging revision technique Focuses on key areas Allows for effective differentiation and AfL Smaller classes, especially A Level. Self assess areas of weakness.

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Collaborative Revision

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  1. Collaborative Revision

  2. What, Why, Who? • A process to encourage independent and interdependent revision • Engaging revision technique • Focuses on key areas • Allows for effective differentiation and AfL • Smaller classes, especially A Level

  3. Self assess areas of weakness • Use a RAG rating or similar simple self assessment tool • Students quickly identify their own areas of strength and weakness • They use this as a basis from which to select later activities.

  4. Identify existing knowledge • Specify how many points/what type of info they need to record initially • If each student has a different colour it is easy to see who has what knowledge/understanding

  5. Share existing knowledge • Students rotate around each topic adding their input to each area • They can build on the knowledge of others and are able to challenge incorrect assumptions

  6. Complete task based on self assessment RED: Identify 5 key terms for Dyer’s theory and define them. AMBER: Compare Dyer’s theory to one other theory of stereotypes and identify 3 key differences between them. GREEN: Create a 10 point fact sheet summarising Dyer’s theory, including at least 2 criticisms from other theoretical standpoints.

  7. Why use it? • Focus revision on key areas • Opportunities for differentiation • Students work together to share knowledge • Easy identification of areas of weakness for individuals and as a group

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