 Hello, everybody. Good evening here from the UK. Thank you for joining me. My name is Ross McGill on Teacher Toolkit. Thank you for connecting. Thank you for watching. Thank you for signing up. I'm just going to go through a little bit of admin before we start to make sure that you're in the right place. So this is a kind of webinar stroke book launch on what you see on the screen, our new book published last Friday, the revision revolution and helping schools, teachers and school leaders and parents and our children, how to build an effective culture of study in our school. Before I bring Helen in just to say hello and we'll do some introductions in a moment. A couple of things. So this has been streamed live on Twitter, Facebook and YouTube. You can leave comments, you can leave some questions, but you need to be logged in to do so and they'll start to appear in the commentary box. To do so, you need to have logged in on either of those three channels, Facebook, your Twitter or YouTube. And then you can post some questions and contribute and we're going to be giving some prizes away as well. So I'll introduce the first one in a couple of minutes. We're going to give lots of books away and we'll go through all that. But it's going to be a nice relaxed evening talking about all the different things we've got in here and some of the resources. Just so you can see who is attending this session live on all the different channels. And obviously there's people in different times. I was going to watch this stream on a replay. It's been fabulous. We've had at least 500 people sign up in, I think the last counter did about 40 countries. So there's definitely a hunger for teachers and school leaders to learn more and use some of these skills to help our students not just pass exams, but to be equipped for learning and study, etc., for life. And we'll go into this in a little bit more detail. Obviously we're streaming here from the UK. So you can see just this map here, the amount of people just in the UK has been super exciting. So Helen and I are excited, a bit nervous and we can't wait to share our resources. So I'm going to bring Helen in in a second before I do. Here is the QR code to the book. So please get your phone and take a screenshot of that and you can find out more about the book. I'm going to share some more QR codes as we go through the session and all the resources and things like that you can download and how to get involved with the book and how you can win a prize. So I guess the first thing, let's talk about what people have said so far and we'll talk about how the book was born. But there's some initial quotes from people that have been lucky enough, I think, to read the book and have given us lovely, lovely feedback and a nice quote. You can see all that there and we'll send you these samples in the recording if you've got a ticket to the event. And there's just a little sample of some of the many, many things inside this brilliant book that we've put together for you with loads of resources. All these resources are going to be in the QR code that we give you at the end of the session. So I'm going to bring Helen in the moment but I'm going to do my first book prize. So I know not everyone's everywhere. So at least everyone's on an email. So if you're not on social media, that's fine. I understand that. Send me a bit of feedback or a selfie of you watching this. And I'm going to choose some of my favorites to put out online and I'll post you a copy of the book. So first of all, if you can tag us at the revision revolution, that's the hashtag for tonight. This is Helen Nye's one opportunity to make a little bit of noise. And then it's over to the big wide world who give us our feedback. So hashtag that revision revolution. Maybe grab yourself a selfie. I've already taken mine. So I'm going to bring Helen in to introduce herself in a moment. And I'm going to post my selfie on Twitter. But tag me, tag Helen. Helen will introduce her Twitter handle too. And I'll put this in the commentary box so you can see it. So you know how to find us. Please tag us. We'd love to know your thoughts and we want to make a little bit of a noise because it is. We'll talk about being a publisher, published author in the process and the ups and the downs of the whole journey. But obviously any book success is what a difference it makes to you and to your students. So let's just do introduction. I'm going to bring Helen up on the screen here so you can see her. She's on there, but she's also in our video now. Hi Helen. Hi. So if I just do some introductions because there might be one or two people that don't know me. I know many people have come to me through my channel. But I'm Ross. I kind of blog and tweet on teacher talk it. I've been a teacher since the early 90s. I started blogging in 2007 as a hobby really as an online diary reflection. And almost 15 years later, 16 million people have read the site. And it's been wonderful to get feedback, to learn new things, to get connected with brilliant teachers like Helen. And I guess my day-to-day work now is predominantly training teachers all around the world as well as publishing lots of material on my blog. And I'm struggling with my doctorate memory fourth year. I think I've finally got to a place where I know what I want to do. The pandemic has been a distraction for all of us. But I'm about a year or so behind, but I'm close to getting ready to now get my proposal put together and start actually getting on with it. So that's me. I'm going to hand over to Helen. I guess one last thing I should add is this is my ninth book. So it's a real privilege writing books. I remember the first time when I published a book, how nerve-wracking it is and how what a privilege it is to have your work in print and for other people to part with their cash. And that's an interesting thing. And I know Helen is a new author, so I'm going to kind of guide her along the way, but I'm going to give her this platform to share her ideas and her kind of thoughts behind the book process. So I'm going to just take myself off the screen. I'm going to take the slides off, let you see Helen full size. And Helen, could you just start by just introducing yourself and a reminder to everybody if you log into Facebook, Twitter or YouTube, you can leave a live commentary. So I'll give you an example. We've got Claire here who's just left a comment. There we go. So I can pin your comments on. You can be seen by the whole world. I can give you a shout out if you tell me where you're watching from as well. So that's nice. We'll come back to that as well. And if I just put our banner on the screen, that's our hashtag. Anyway, I'm going to stop talking. I'm going to hand over to Helen to introduce herself and I'll be back in a moment. Evening everybody is so lovely and I am absolutely humbled by the number of people that have turned up this evening to give up part of your Wednesday to listen to me talk about revolutionizing revision. I'm currently a head of English in Oldham. Prior to that, I was an AST and advanced skills teacher and a lead teacher for literacy. So I've been really lucky in my role that I've been really immersed in learning and teaching and I'm a bit of a learning and teaching geek really there's never enough knowledge that I can get. But for those of you who don't know Oldham and they are there are areas in Oldham of disadvantage. And one of my real missions throughout my career has been to try and narrow that achievement gap and hence the revision revolution really because the book does aim to do just that. So I thought I would start off by talking a little bit about how the revision revolution came into being. I do start in the introduction by talking about my own experience of revision and actually my own experience of revision is largely quite positive. However, there's a big however here there's a big book coming and I had a lot of factors that enabled me to be in quite a privileged position really I had conscientious circle friends we all really pushed each other to revise. I have to admit it was last minute revision though which is absolutely not what I'm advocating in the book and I had academic parents and supportive parents who would create an environment conducive to study for me. I even had a private tutor. So I had all of those things helping me to do well. So despite the fact I was never really taught how to revise. I still managed to succeed but there's a couple of like said I told you there was a book coming there's a couple of massive books here. The first one is that actually I got a double A star in science. Now if you were to say to me oh what do you know about GCSE chemistry I'd struggle to tell you anything at all. And so the type of revision I did enabled me to perform it enabled me to pass exams. But it certainly didn't enable me to develop that kind of foundation of powerful knowledge that we want for our students that almost platform for them to access higher order thinking for them to develop in their lives whether it be further and higher education or whether it be their chosen career. So it wasn't really learning as such. It was more just passing those exams getting those grades which nobody can take away from me. But you know I don't remember that learning. I don't remember the large majority of it. I would also add the coming level and degree level where it was that bit more quite a lot more complex. That revision didn't actually serve me very well tall and my grades did drop. And you know what about everybody else. That was my thinking when I started to write the revision revolution. What about all those huge number of students. You know I believe that I was in the few rather than the many. I believe that I was in the minority. I was in the lucky minority and who aren't afforded all those advantages. So what about all those students who they're constantly being told you need to do this in order to succeed. They're never told how and you know they're very likely to give up then aren't they. So and who can blame them. So I started to think a little bit about the problem with the R word which obviously I've talked a little bit about already. But I thought wouldn't it be interesting to do a little bit of student voice on this and just see what the students at our school think about revision. So in the next couple of slides you'll be able to see I know it is a little bit small and sorry but you'll be able to get a bit of an overview. Of their thinking around revision. Now you can see that there's quite a lot of them linking it to an assessment a test and exam which was unsurprising for me. And there's also in the next couple of slides quite a few comments that show that students have no knowledge actually of any type of spacing or interleaving. You know the science behind revision and study that enables it to be effective so you know they're revising to pass a test and they're revising in the run up to that test. They're not actually revising because it's interesting learning and surely we need a bit of a shift there and I'm going to talk about how we might create that shift. This question here how do you feel about revision was the most striking for me. So a third of our students have something negative to say I actually think in our context you know we do teach bits and pieces of revision and that's not too bad. I was expecting much much higher but you know these kind of comments boring difficult stressful but possibly most heartbreaking of all I just don't know how to do it. And then that might be a student who's desperate to achieve desperate to do well but they simply have never been shown how. And I think really that's so unnecessary and you know a go back time and time again to this idea that this particular era in teaching. I actually feel very privileged and very lucky to be part of an era that is so fueled with research and evidence and you know there's always latest more pieces of evidence coming out all the time. So we actually have access to the best bets for our students now. It's just that we're not necessarily part of revision culture where we're making those best bets explicit to students and really showing them how to revise. So clearly for our students revision has become something of a monster and it's become something quite abstract then maybe quite nebulous even that they're just not sure how to do it. So they might well run and hide from it. So with the revision and this idea that it's become something that it's perhaps not and I'm going to talk about why revision is almost become this monster that doesn't need to be. And I started to put together a bit of a structure for the revision revolution. So I'm going to talk briefly through the reason behind the steps and the reason behind why they're in this order. Sorry Russ. Sorry so I'm going to just pause you there. Let's take the screen the slides off for a minute. I'm going to bring you back. Not quite a pro at using StreamYard here. So I'm just going to bring in a few commentaries and just do some reminders. So we've got after a very strong start. Thank you everybody for your comments. We've got here and Linus Davidson watching in Abu Dhabi, which is fantastic. And we've got someone that's very excited to get their copy of the book they're watching from the West Midlands. There was a lovely comment here from Claire who said she's watching with a teenage son. So we hope we give you lots of tips for your exams this academic year or the future. And then Helen, one for you here from Emma Louise, someone you work with. Oh, Emma, I love Emma. So she's watching from Huddersfield, you know, people all over the place. So thank you very much for logging in, leaving comments. Please keep posing questions to Helen. I'll put them up on the screen to Nudger. I'm kind of guiding her along the way as well. I guess just before we've moved forward with the actual chapters, Helen, if I can just give people a little bit of context for the book. Obviously, you know, I've done this a few times now, but Helen was writing inside Teacher Talkit as a teacher blogger probably a few years ago now, Helen, isn't it? Yeah. And you were writing all this kind of content and obviously in an online world on all the analytics that you can analyze. I started to see that this was definitely a topic that teachers were hungry for. So I guess we started to think about this book emerging. Now, what people might not know is actually Helen and I kind of drafted a book over two and a half years ago that was rejected. And I think the word revision, which Helen will talk about later, the kind of relook, et cetera, the etymology of that word. In keeping with the revision revolution, we went back to the drawing board, didn't we Helen? And we took the summer off. So this was in the height of the first pandemic 2020. And we kind of restructured the book, rethought about it and then sent it off to the publishers. And this is after we drafted, I think 40,000 words at the time, Helen. There was a lot already written. We re-drafted it, thought about a different approach and then went through this whole re-drafting process again, very much in keeping with the revision, refining, re-reading, et cetera, et cetera. And I think 18 months on since that rejection, we've now got this brilliant book in our hands. And I'm pleased to have supported Helen in the process, co-authoring it, getting it written in every word, getting to the place where contributing ideas, looking at resources, having all these QR codes so people can download and access all the materials. I think fundamentally the revision revolution kind of builds upon all the great ideas that all teachers do. But Helen will explain how we need a revolution of sorts and she'll go about the rationale explaining why it's come to be. And we've kind of put it all in the book. So I just thought I'd just do that first before we move forward. So let's see any other comments. So just remind us, everyone, if you haven't got the book, maybe some of you have, but could you tweet a selfie of yourself watching this session? Hashtag the revision revolution, tag myself. Helen, could you remind everyone of your Twitter or your Instagram user? I'll type it in the chat box. I think it's on the screen. It's at cura underscore Dora. That's right. So I'll just put that in the chat box for everybody. There we go. So tag us both. I'll choose some people at random. I've got lots of books to give away and I'll post those to you early next week. So the more excited the better, the more noise be really good for both of us. So one opportunity. Right, I'm going to hand back over to Helen. Let's take this comment off. Let's get the slides back up. So Helen, are we happy on this slide or should we move forward? I'll talk briefly about the structure of the book. I'm glad you interrupted me there actually because I wanted to make the point which I would have forgotten, that because it is a revolution, because it is a big culture shift is why it's structured in steps. So it's not something that myself and Ross expect to happen overnight and it's not a quick fix. But we think it's exciting like Ross said, because it's something that could potentially turn revision on its head and make it something students love, dare I say. Okay, so let's move forward. So there's the hashtag, another reminder everybody. Let me just ping that comment out of the way and let's get into the chapters. So there's nine chapters everyone. So keeping an eye on the time, we're going to be here for a good hour. We might go over past eight o'clock GMT here. So if you need to go, it's all recorded. It'll be on the YouTube channel. If you come through tickets on Eventbrite, I'll send it to you also so you won't miss out. Right, Helen, I'll disappear. I'll let you get on with chapter one. Thank you. So I was talking about why the book is structured in the way that it is. I start with step one, which is revolutionary curriculum and there is a reason for this. Obviously, there's a reason that the book is structured in the way that it is. But curriculum, I suggest is our starting point because is it revision worthy? So in step one, I suggest that you reflect on the curriculum at your context. And just have a think about, is it brimming with that irresistible knowledge? Whatever it is that makes your subject area fascinating. And we're really making that very, very explicit for our students. And it's knowledge that students repeatedly bump into. So it's allowing that irresistible knowledge to enter long term memory. But therefore, they're actually wanting to revise. We've got a curriculum in place that is worthy of revision. It's worthy of remembering. It's something that is knowledge that is going to really serve them well in further and higher education and in life. Are there high levels of challenge, but it's similarly accessible to all. So it scaffolded in a way that everyone can access it. Does it tell a story of your subject? I know that Christine Council has written loads of really fascinating stuff around weaving the narrative of your subject through your curriculum. Is there that balance of breadth and depth? That's such a difficult thing to achieve. But I think even just asking yourself that question of your curriculum means that you've set the wheels in motion to be able to achieve that to some degree. Can your students see themselves reflected? So you know your context better than anybody else. Can students almost like find a voice in your curriculum? Is there that diversity there that we're striving towards? And you know, no curriculum is complete without that literacy where students are empowered to talk, read and to write like subject experts. So once we've had an opportunity to reflect on our curriculum and once we're happy and confident that it is really powerful then we can start to put the wheels in motion for how to enable students to effectively study and revise and remember that irresistible knowledge. So Helen, I put this comment up here from Anya as a new head of department. I'm so glad to be part of this, which is a lovely bit of feedback. And lots of people are super excited. Paulette here got their signed copy. She's garden it and everyone's a genuine skill. So that's lovely. I'm from Linda looking forward to receiving my book to feeling inspired. So thank you, Linda, for joining us. And Lindsay has got her book today and she's really excited to get to the bottom of it. So we're going to go on to chapter two and remind everyone hashtag the revision, revolution, tweet, tag, whatever you want to do. And I'm going to choose for a few people at random. I haven't got endless stops. I've already given a hundred away in the last week. I think for more stock to arrive. And we did sell out on Amazon, I believe Helen. So I think that's all been the stocks have been replenished. That's a good sign. So this book is going to make a big difference. So thank you everybody for your feedback. Again, remind us if you log into Twitter, Facebook or YouTube, you can leave a comment and I'll put it on the screen. And we can post some questions to myself or to Helen. Okay, Helen, chapter two. Okay, so I talked about the problem with the our word from the students perspective. But in step two, I look at who our key stakeholders are. Obviously, the students are one of them. I'm going to turn my attention to those in step three. And but in terms of identifying our stakeholders, obviously there's parents, there's senior management, there's governors. But step two really focuses on calling them all to arms and pushing that revolution almost selling it to them, but particularly focusing on staff and staff CPD. So one of the problems with the our word, the problems with revision that I suggest that maybe our starting point in our staff CPD. And is this idea that students have that it's just for example, the reason for the big smashed kind of glass image, by the way, is what I'm suggesting here is that we kind of smash revision off in its current form. And revision is not just for exams. I think that's a really reductive view. And I think that's where a lot of the anxiety around revision comes from that is unnecessary. I'm going to suggest and revision is mysterious. How do we do it? It's a bit like saying to me, okay, go and practice for a tennis match. Well, I can have a go, but I'm going to lose that match because I've absolutely no idea. I need coaching through it. And that's what I'm going to suggest we do revision as well. There's a huge amount of fear of failure. And that's often when, as we know, students give up, don't they? I talked about my background earlier in the session. And, you know, I was lucky I was privileged, but that doesn't mean that it's only the students with tutors who should be afforded those advantages. Everyone should be able to access revision and we can make sure that that happens. The idea of cramming that is still everywhere, isn't it? I mean, all the way up to university level, you'll have students almost bragging sometimes about pulling an all nighter just before they do their exam or just before they need to hand their essay in. So that's very much part, I think, of the current revision culture that we need to be cracking and breaking and kind of reconfiguring. How many of us have been subject to perhaps I should call it the dreaded eye word as well as the dreaded eye word and these kind of last minute interventions, which in my experience, it's been a sort of too little too late with Year 11, maybe not very productive, teachers and students giving up their time. You know, if students were part of a culture that practised effective study skills from Year 7, that absolutely just wouldn't need to happen or it would happen in a way where students are popping along to a session knowing exactly what revision strategy to use and almost like guiding themselves through and being quite self-regulated with it. That massive cousin that we've got at the moment between school and university, I'm going to talk later on about note taking as a skill and how we can perhaps explicitly teach that. When I got to university and for all of us, you know, when we're sitting in lectures, we've absolutely needed to take notes. I had no idea how to do that. So, you know, I found a way I was reasonably successful at university, but if I'd been explicitly taught that through school, then it definitely would have been a smoother transition and would have removed a significant barrier to higher and further education. Students not knowing what their strengths and their weaknesses are that, you know, again, we're all very familiar aren't we with those students who are wholly reliant on us to tell them what their targets are moving forward and they're really quite needy, but it's understandable because we're not necessarily developing that metacognition and self-regulation. The final bullet point on this slide, I'm so passionate about this one, and I'm guilty of it, so I'm absolutely not pointing the finger with this, but I think part of our current revision culture is to say things like, you must revise or you'll fail or, you know, even worse comments like, if you don't revise your future as at stake, you won't get the grades you need for your job or whatever it is you want to go on to do. And that is no wonder that students feel anxious and really negative about revision when we're constantly throwing that threatening language about. So what I suggest in the revision revolution is that we reconfigure the idea of revision into something that students no longer dread, they don't fear it, can they even begin to love it? I think they can. I think they can if we have this culture shift. So by making it a powerful part of learning by making it accessible for all and we'll look at how we can do that. There are lots of strategies that absolutely guarantee success. So somebody on the chat earlier and that Ross pulled up mentioned and retrieval. Retrieval, depending on how it's done is a guarantee of success for students. I'm going to show you a couple of examples of that later on. Because it's a guarantee of success, it's it's therefore low threat of regular habit. Let's normalize study from year seven and then students don't see it as something frightening because they're empowered to do it and do it effectively teaching explicitly about how to space and interleave their study, making it purposeful. So making a link between what they're doing at home and the study that they are even in class and what we're then asking of them so they can see those links between the study and the curriculum. Breaking away that cousin. So now it's a smooth transition up from school into further and higher education or into their career, building metacognition, creating self regulated learners. And finally, like I said before, really passionate about this one reframing the language that we use around revision. So instead of trust eyes and students for not doing it or not doing it enough or not doing it very well. We're able to say things like congratulations on some really effective self quizzing or you know the parents might say well done with your flashcards this evening. So we've got that real positive uplifting and empowering language around revision and know it will take a culture shift by absolutely think we can do that. So at the risk of repeating myself slightly one of the slides and in the resources that go with the book is here on the screen. So it's looking with staff at traditional vision consist of so you know, often we might give students pass papers to complete but what are they really gaining from that you know if they don't know what they're doing right and wrong then probably gaining very little. Actually worst case scenario they might be just reinforcing bad habits by doing that and some ineffective strategies such as such as rereading and highlighting cramming. I've already talked about and last minute interventions possibly not revising at all and but not having that modeling and that explicit modeling which is absolutely key to them being able to revise successfully. So instead, again I talked about before how we're in this really exciting era of teaching that is is based on all the science around learning. I'm introducing them to concepts like retrieval spacing dual coding elaboration into leaving and spacing concrete examples, developing lifelong study skills, making it a regular habit that's explicitly modeled right across the school. I'm just going to go back to number seven for a second desirable difficulties. I think this is another one that I'm absolutely at pains with my students to be really transparent about so I will say to them, does this feel hard. Good. As long as it doesn't feel impossible because that's not a desirable difficulty but actually retrieving something from memory so closing your exercise book and trying to remember it is much harder than just passively rereading, you know, but that's a good thing because in the long term, you're going to remember it you're going to become more knowledgeable and more intelligent. So just being explicit with students about the fact that you're finding something difficult will good actually Einstein found a lot of things difficult but look how successful he was. So just like explicit language around what's effective in study means that they understand they know that they're experiencing something uncomfortable but that's okay. So that stuff CPD and then I think that brings us to step three. It does. I'm just going to pause there for everyone so there is the QR code again as the book as the hashtag everybody some reminders from me. I know that's been one or two people who are late to the party for whatever reason technicalities like blurred slides on your side so it's all clear on our side. If you miss anything it's all going to get it's already online but when we press stop, it'll be on the YouTube channel. So you're not going to miss out you get all the resources and the QR code I'll put in the chat box and on the screen and circulate the slides. Before we move on I suppose and thank you everyone for logging in leaving your comments. It's been really good to see lots of different bits of feedback I put this one up on the screen Helen and ECT trying to encourage some reluctant students that obviously would like a book so we'll consider that we want the selfies at the moment. So tag us in as we go through I'm going to post some questions from what Helen says and ask you to send your comments through by email if you're not on social media and then I'm going to choose some winners at random so that's the easiest way for me to be able to distribute some books to people as well as managing this session for everyone. So Helen let's move forward let's go on to step three or chapter three junior revolutionaries. I'm excited about this one because this is all of our favorite stakeholders which is the students. So I'm going to suggest but before I say this if there are any primary colleagues present at this webinar. I would absolutely advocate starting the revision revolution in primary school so although I'm going to talk about year seven a little bit now. I'm going to talk about later on absolutely a primary I'm even thinking that I'm going to use one of them with my four year old son to start to practice some of his phonic sounds and but I'll talk about that later. So why start with year seven and well they are keen little sponges aren't they year seven and I think there's an opportunity there to begin that culture shift and you know that it's a new start for them anyway. So it's a good time for us to set our stall out I suppose and so I suggest in step three that we start off with a bit of debunking of revision. So just actually posing the question to year seven what is revision what do you understand by the word revision and almost inevitably you're probably going to get answers around the same vein as the ones that I showed earlier when I did the student voice. So oh it's studying for an exam I'm sure the words exam assessment test would come up. But if we look at the morphology of the word revision and I'm ahead of English of course I'm obsessed with vocabulary but there's an added bonus here isn't there to build the word consciousness of our students and I think we could talk to students about the prefix re first of all and explain to them it's part of a really rich family of words that just means again so revision just like revolution or reignite. It just means again and actually vision again part of a big rich word family just means to look. So let's go back to the pure form of this word revising is looking again at something that's been learned or something you've looked at before there is no mention there whatsoever of exams or grace let's take all that anxiety and dread and negativity around the word away because it's not that it's just something we've added when we created that revision monster. It's a polysemus word in that it's got more than one different definition, but the other definition is actually equally positive it's about going back to something and changing it to make it better. So clearly both definitions of the word revision are things that we want our students to master they're absolutely positive skills that we want the student to empower students to be able to do. It's as simple as that. So, again, why start with with year seven so once we kind of debunked the word a little bit. It's about year seven be being part of this brave new world of secondary school. So they're entering secondary school and it's this new kind of highly academic place not that primary isn't, but there is a bit of a shift there they're in separate teachers, etc. And so we've debunked it a little bit but now we need to demystify it. So what explicit strategies could we introduce and I'm going to suggest a few in a moment that year seven can really run with and they can start straight away, get off to a flying with their effective study skills and normalize normalizing those effective study habits. And so, and again in those first few weeks of the year seven we are setting up our stall aren't we. So it's really going to set the tone with them and make them realize whether our particular context is highly academic or bit too lenient or you know really really strict or what kind of school is this well this is a school that really prioritizes study and we're going to empower you to study effectively and to to learn really really well and to continue to build and progress with that learning. But it also enables us to develop that common language around revision and I just want you to imagine a world for a moment where your year seven students leave in year 11 or year 13, talking eloquently about metacognition about retrieval about, you know, the particular flashcard method or note taking method they use to help them with their study and how amazing that would be. So, and, oh, just before I talk about techniques actually I wanted to bring in the idea of schema. So I thought also it's a good opportunity with your seven to start off by debunking this idea that retrieval if we start small and we start by modeling retrieval strategies is not just about memorizing facts. Actually, retrieval is building up this big schema this big web of knowledge and that's why we've got a spiders web on the screen there. I think the spiders web is a great visual for year seven because what we can say to them is look at all the interconnecting lines will these all represent different pieces of knowledge. What would happen if one of those lines broke if one of those pieces of knowledge left our memory. Well it would obviously be more fragile the web could could potentially break and but I think the fragility of a spiders web is also really powerful here, because we can talk about the fact that actually, and it is a fragile structure, and we need to repeatedly be using that knowledge and practicing that knowledge because with knowledge we either use it or we lose it but the more we build this schema and the more items of knowledge we have to connect with one another, the more easily we understand new things it's how we make sense of the world. Helen I think that analogy of that spider web is fantastic and I think it's something that I would recommend to everyone watching to take away in terms of understanding schema but particularly when one of the links on the web breaks how that schema can be disconnected and not categorized. I've got this comment for you Helen before we move forward and from Claire here and any tips for using these techniques in tutor time. Great question and there is actually a whole chapter and so step six that we'll get on to is about a pastoral curriculum and so it's designed to be delivered perhaps through PSHE lessons or well being however you structure that in your school. But there's no reason why little chunks of it couldn't be used in form time it's just again it's thinking about what's right for your context so how long do you have I know we have a longer afternoon session in form time at our school so we've got like 20 minutes in the afternoon which is almost half a lesson isn't it so there's a good opportunity that you can certainly do a bit of flashcard revision so definitely I think it can be a missed opportunity because sometimes form time you know you can be doing bits of admin and stuff can't you which is really important I know but there are there's definitely opportunities to use that time. So everybody and we're going to go to the next stage but before we do let me just take this off the screen I'm going to offer another book prize so this is for people that have logged in. It's just going to be immediate prize winner here and so in the Twitter Facebook or YouTube commentary but if you were lucky enough to be part and logged in at the start Helen talked about her survey of our students. When she was when she was unpicking some of the kind of problems with revision she said a number in terms of how many students said they struggled or said something negative. So I'm looking for people with the correct answer in the chat box I'm not going to choose anyone that comes first will choose a person at random. And if you can add a comment even better. And then we'll choose somebody and then I'll ask you to send once I choose that winner I'll ask you to touch touch base with me through an email and I'll ask you for your address and I'll post that book to you so there is a chance for people in the comments I can already see the answers coming through. So, Helen let's go to. Chapter four, revolutionary lessons, I'll be back in a minute and then I'll choose the winner in the next next slot. Thank you so this is the second part of the presentation really it's where we get to probably that you've all been waiting for the concrete strategies. So some of the strategies that we might start those little key near sevens or primary school students off with. And so I'm going to talk about three strategies I'm going to keep them really simple. And the three, the first one is note taking I'll talk about why I've picked that in a minute part of it is to bridge that big chasm currently that we've got between school and university. And looking getting students to reflect on their learning so those metacognitive skills are so important as we know, and self quizzing and then finally looking at how the light no method works which is such a simple technique but really powerful. So starting off by looking at note taking. I've chosen this because it's quite complex isn't it but we don't explicitly teach it please feel free to construct me you explicitly teach it in your school then. And that's absolutely brilliant but I've rarely seen explicitly taught I've seen teachers say right you need to take notes on this but again it's one of those like well we actually have no idea how to do that. You know with note taking involves selecting the most important information, which especially students with those low literacy levels are really going to struggle to do. It involves condensing it down into notes so potentially using abbreviations and again that's like another language isn't it. It's a metal language that students unless we've shown them what abbreviations look like it's a shorthand that's potentially dying out with this world of technology before us. And it then involves translating those notes back into sentences into paragraphs into essays essentially those notes have to be meaningful they have to be useful so there's a there's a lot involved in that note taking process but the suggestion I'm going to make for a note taking strategy. Makes it accessible for all it's explicitly modeled it's low threat and I'm done a job already already guessed it's the Cornell notes method and really really clear. One of the good things with note taking as well is it's active so if you want to say to students okay we're going to watch a short video here or we're going to read a text. It could be quite easily switched off couldn't they and during that time, but by asking them to take notes or showing them how to take notes, they've got to be actively watching listening taking it in and thinking about the information what's most important what are we going to select here. The Cornell notes as a couple of you've already mentioned involves writing a title at the top. And then you've got your cues down the side and you've got your notes and your summary at the bottom. So it's really really clear and the template was there and it bought students will need guiding through as to what kind of notes, what kind of cues to write. So it's a great way to also explicitly teach types of questions. So your questions stem such as why, how, when, where, etc. And another great thing about Cornell notes is that it then becomes a self quizzing resource. So all students need to do is cover up their notes, have a look at the cues, see what they can remember and they can quiz one another in pairs or they can just self quiz. So they start to see their exercise books as revision resources. This is made even more purposeful if you say, right, you're going to quiz self quiz on your Cornell notes. And then you link it in some way to a lesson that's coming up and they can see the purpose of that learning and the links between the study strategy and the curriculum. And on the previous slide, you could see some abbreviations and I would suggest that if you can use them across the school, obviously, as with anything, the more consistently it's used, the more effective it is and the more students get used to it. And some of them, you know, you might want different ones for different subject areas, but most of those you could use across the board, I would say. So once you've modelled the Cornell notes technique and here's an example here which is actually based on the Leitner method and I'm going to talk about that in a moment. And here I've shown how you would translate those notes back into full sentences. So again, it'll need explicit modelling and you can perhaps introduce some desirable difficulties there. So in my example, I have used certain vocabulary words, I've used certain grammatical structures that like I've used a noun or positive in that one. And if you're explicitly modelling that and then asking students to include it, it just makes sure that their writing is overstandard and it's academic. And like I say, you're introducing some of those desirable difficulties. So that was note-taking. And then self-quizzing obviously goes hand in hand with note-taking, but learning reflection. So once they've done that bit of self-quizzing, and it doesn't have to be on Cornell notes, it could be self-quizzing on anything. It could be the flashcard quiz that I'm going to talk about in a moment. Just asking them questions themselves, questions like what could you remember easily? What was more difficult? What did you struggle with and why do you think that was? And this last bullet point I think is key. Okay, you can remember the information now, but would you be able to remember it in a month or a year, for example? And it just reminds students the importance of actually repeatedly going back to knowledge and making sure that it doesn't leave our... Well, it needs to enter our long-term memory, so it would easily leave our short-term memory unless we keep going back to it. Like we said on the schema slide, we need to use it so that we don't lose it. Now, they could do that in pairs. They could have that kind of metacognitive dialogue with a partner, which is equally good. Or they could have asked themselves, or you could even get parents to have that discussion with them, which is potentially even more powerful. So lightener method, really, really simple flashcard method. And what I like about lightener method is it actually incorporates spacing. So students have all their flashcards. And the flashcard could be a vocabulary word on one side and a definition or an example sentence on the other. Or it could be an important question from the schema, an important piece of knowledge. All those flashcards go in compartment one. If they answer them correctly, they move them across to alternate days in compartment two. And if they answer them correctly again, they move across to be tested on weekly. However, if they answer them incorrectly at any point, they go all the way back to compartment one. So the idea here is for the pieces of knowledge that they are struggling with the most, they're testing on those the most. So they're kind of bumping into that knowledge and practicing it more repeatedly in order for it to enter long-term memory. It also, like I said, makes use of spacing because even when they're repeatedly getting it correct, they're still practicing it, but they're just spacing it out a little bit more. So you've got those intervals there as well. What I really like about lightener method, I've put it into my parental newsletter before because I think it's such a good one to use with parents. It's so simple, but also I know because I'm a parent of two boys and one's just started primary school. We need to keep things simple for very busy parents. So if we can provide parents with the three compartments in the flashcard, we're also then providing them with the answers, aren't we? So they don't need to be a subject expert to self, not to self, sorry, to quiz with their child. So they're supporting them in a completely non-threatening way. So that's a few concrete strategies that we could be introducing our students to pretty immediately really. Helen, this is fabulous stuff. I know my life as a teacher getting to the bottom of this stuff has taken several years, and I think it's important to stress to everyone watching that once you get to the bottom of it and you get the techniques and it becomes part of the culture and if it is embedded from day one, these things, I believe it's a social justice issue. If your kids even at primary are learning some of these things, corner notes, you've got across your whole school abbreviation symbols, it can be quite transformational. So just bring the slides off for a moment and just put a few comments on the screen. And I'm going to just announce a prize winner in a moment, but we've got a nice comment here from Holly. I'm a governor of my children's primary school and I've asked whether the children were encouraged to take notes. Sadly not, but hopefully that's the time for change, Holly. So thank you for your comment. Lina has contributed again. I think Lina is watching in Abu Dhabi. So the who, what, where, when, why, how question for retrieval practice, which is great. And we've got a comment here from Jay Kelly, a business teacher using corner notes explicitly. It's completely changed my subject teaching. So some nice comments. So thank you to those people who are commenting. I'm going to choose a winner. Don't shoot the messenger. It's very hard to manage a live stream event and read hundreds of comments. I'm going for the biggest impact. So I've chosen Oldworth school. I'm assuming the person who's logged in as Oldworth school is going to share this with all their staff, not just keep it to themselves. So you're the winner. Thank you. The answer was 33 percent. Helen said, Helen, can you remind us of that 33 percent? Yeah. So it was 33 percent of students have something negative to say about revision, which I have to be honest, I thought it'd be more. So it'd be interesting. I don't know whether people feel like they might want to do some similar student voice in their context because, you know, I mean, I work at Blue Co and our cohort is, you know, well, it's mixed really. But they are taught some revision strategies. But that was more positive than I mean, it's good to have that. So it's a good starting point. So if you've never surveyed your students, everyone, here's a nice start of the year reminder for you or not start the academic year here in the UK, but at least start the traditional calendar year. So hashtag revision, revolution, everybody. I'm going to give you another question for a prize at the school. Please could you email me? I'm not going to say it online publicly. You need to dig it out. Send me the email. Maybe screenshot this now before I take it off as your evidence. And I'll post your copy next week. Next question, everybody. So for anybody watching online, not necessarily in the chat box, Helen mentioned earlier, so you know, like what I'm doing here, I'm doing lots of recaps, making sure that you're listening. Now, if you missed it, then too bad. But Helen said revision has become a bit of a fill in the blank. So either in the chat box, tag me online. I'll choose one in the chat box and one online for two prizes. There are two prizes there. Don't forget that excited selfie. I've already had one or two on Twitter. I'll check Instagram and Facebook later. I'll send copies. I want as many people to get this book and resources as we can. And don't forget right at the end. And I think we're already over time, but we're going to keep going. We've got loads of CPD resources that you can download and share with your staff tomorrow morning. So let's move on, Helen. I'll work out how to get rid of that comment. Let's go on to the next slide. So we're halfway through the book. We're halfway through the revolutionary coaching. I'm a big fan of this one. I'm a big fan of this one. I know I keep saying this, but this is so powerful. So once students have seen you in the classroom modelling some of these strategies, and obviously it will take a bit of time. Again, that's why the book is structured in steps. It's time to get them to support each other with the strategies. So getting them working together as coaches. There's a few different ways you can do this. So some of you might have already heard of elaborative interrogation. So that's using your how and why question stems to push them towards the higher level thinking. So they might have retrieved some knowledge. That's great. They've got the foundation of knowledge, but they're then building on that by using a bit of analysis. She's using a bit of perhaps some evaluation of the knowledge that they've got. So they can ask each other those questions. Again, it'll need modelling by you. They'll need practice writing those questions. It's all in the book, but that's one strategy. Paired, quizzing, very, very easy. They can use the flashcards. They can use the Cornell notes. And that's another one that you can easily do. And actually it's a great one if you've not managed to plan a lesson. If you've not, you know, you've had a busy evening, busy weekend. They just grab their exercise books, do a bit of pair, quizzing. I am really passionate about this third bullet point. And again, I'm going back to my, you know, the students that I taught with quite low reading ages who struggle a little bit to access the curriculum. So pairing them up where one student is writing and the other one is coaching. Now, again, it will need modelling by you first. I always say to the students, it's important how you set this one up. So the student who's writing has their exercise book in the middle. The student who is coaching their eyes have to always be on their partner's work. And that's just a kind of behaviour management thing. You might want to give the coach some success criteria. It depends on where you are in your scheme. You know, if it's year 11, they might not need that success criteria because they might, they might be in up to a point of mastery with that particular scheme. Nearly. And the coach is basically questioning their partner as their writing. And the student writing is explaining their choices. So they're really practicing metacognition as their writing and as their coaching. Now, just going back to what I was saying about doing this with your students who struggle through low reading ages, etc. It's been transformational way. I think it does two things. I think one, it really makes them think about their writing. So it makes them absolutely up the level of their writing and the quality. But also it puts them on the same side. And I always say to them, right, when I mark your work or when you feed it back because they're often very, very proud and wanting to feed it back. It's a team effort. It's not that person because that person did the writing. It's both of you. And they're often just extremely proud of being on the same side. I think sometimes and certainly in my circle of friends, revision becomes something very competitive and that can be quite toxic. But when you're doing things like this, where students are like learning buddies and they're on the same side, they become another scaffold, another layer of support for each other. And again, it's that enjoyment and that love of revision that we really want to foster. And tip, tip, teach, try again. Really, really simple. But again, students won't be able to do it immediately. They'll need lots of practice. So they're questioning each other and their partner doesn't know the answer. So they give them a tip. They would then give them a second tip. If they still aren't getting it correct, then they would teach it to them and ask them to try again. Now you might say, well, they're trying to get after it's just been taught to them. That's just parroting it back. But what it does is it ensures that they have that accountability. So there's no opt out here. And, you know, I'm going to teach it to you, but you have to still answer the question. So tip, tip, teach, try again is a great way to elicit answers from students and kind of coach them towards the correct answer. Okay. I'm back, Helen. Right. I have to. So this is a great section in the next section. And we're going to talk about well being, you know, teaching kids resilience, looking after themselves and ourselves as well included in being in a good position to deal to use these strategies. Before we move forward, I need to also manage prices. There's tons of comments on some of the channels I'm trying to read. I'm trying to cope with it all. So I will choose people after the event. But let me just pick out some highlights and get a few people doing some digital whoops, I suppose. And so who we got. So some so Helen finished the sentence revision has become a little bit of a monster monster. That was the correct answer. So let me just there's Alva school saying thank you. You're welcome. So please get in touch. I'll post that to you. And I'm going to choose Charlie simply because she did this nice little emoji. I'm a sucker for emojis. So Charlie get in touch and I'll send you a copy of the book. And I'm also going to choose J Kelly only because she's been called a monster to in her school corridors and the classroom. So it's not the kids are not being too cruel. So I like that comment and there's loads on Twitter. So I'm going to choose some of those later. And there's been loads of people chairing selfies and all sorts of things. So thank you. Thank you. Thank you. That's we're very happy with that. Right. Helen, let's move on to kind of a couple more chapters. I'm just conscious of time. Everyone says about eight o'clock. I know lots of you at least tagging me online are really enjoying this. So thank you. And I think we'll be about another 15 minutes or so. So if you want to kind of sense of how long to stay on the line for or pop to the loo or grab or top your coffee up. There's your kind of Q and don't forget if you log into Twitter, Facebook or YouTube, you can leave a comment for us at least in the live screen. So Helen, revolutionary well being. Okay. So I keep saying that I'm really passionate about every single step, but this one I think is incredibly important. And someone put a comment early. I'm so sorry that I can't remember the name, but about utilizing form time. And this is a similar idea really. It's about making explicit to students, the science of learning. Now, again, it's up to you and your context to think about how to go about this. It doesn't necessarily have to be through PSHG lessons, but I do talk in the book about how my PSHG lessons. I remember making a lot of posters. So I guess what I'm suggesting here is perhaps we've got an opportunity there to really, you really teach students what the science of learning says, what the research says, what is going to be effective for them. And again, it's all about empowerment. It's all about them knowing what study skills are effective and what's going to help them through education and through life. So there is a fully resourced pastoral curriculum in step six of the book. And it includes information about study skills, metacognition, retrieval schema, note taking, elaboration, the lightener method, developing metacognition. So developing these self-regulated learners and developing autonomy. And again, the point of this is that through dedicating our whole curriculum to this really important, powerful stuff and sharing it with the students, we're developing this common language. So actually what we should have is all our stakeholders, students from year seven to year 11 or 13, teachers, parents, governors, all of us sharing this common language that talks about certain study skills, how they're being used, what's working, what isn't, what they need to do to move forward with their learning. So that's step six. I'm trying to pick up the pace a little bit because I could talk forever. And I like that. You're quite rightly Helen, very passionate about all the chapters. And I think if we go back to the slide where we've got the kind of connection, you can kind of see how all this neatly interleaves altogether, why everything, as we've said at the start is, none of these components can exist on their own. They're all interconnected to help transform that culture. And hopefully the book brings this all to life for you. And so Helen, step seven, senior revolution. Yeah. Okay. So senior revolutionaries are our parents, our senior management and also our senior students. So it's thinking about those students that we caught at the start of year seven and brought them along on this revision journey on this absolutely exciting adventure of empowering study skills. And once they get to year 10 and beyond, could we use them as advocates for a vision? So could we use them as mentors for our younger students and pair them up and get them to actually help our younger students on that journey? So it's about, again, you know, we're talking about a revolution here. So it's something that will, it's a culture that will take years and we want to sustain it. So it's about ways to sustain it by utilizing our senior revolutionaries. And another idea in step seven with the senior revolutionaries is that we would obviously involve parents in this important triangle, connecting our parents, teachers and senior students. And so I've talked a little bit about how we might involve parents with some of the simple techniques, but also, you know, through newsletters, through parents, seniors is a great opportunity to talk about those study skills. And also if you've got a school, well, most people have a school website, but if you've got the tools to be able to have maybe videos on there, like how to videos about, you know, this is how the Lightning Method works or this is how you can support your child with note taking or self quizzing. And that could be potentially really powerful. In terms of staff and our senior staff, so our senior management, it's really important that they are at the forefront and they are really supporting this revolution. So if the CPD running on retrieval, for example, they are at the front of that staff training session and they're really championing it. They could also run assemblies where they talk about, you know, I mentioned Einstein earlier and how he had an absolute plethora of difficulties on his journey to success. He had loads of struggle, but through sharing those anecdotes with the students, it normalises it for them and they see that actually struggles just a normal part of the learning process. It's not a reason to give up. So opening up that ongoing dialogue and again, I suppose it is to an extent in the hands of the senior management of the school to keep that dialogue going and keep the momentum up. I talked about revision champions, making revision champions of our students so that older students can be advocates. We've talked a lot about using pastoral time, so form time or PSHE to deliver a whole curriculum. But form time could also be used to celebrate achievements and assemblies similarly could be used to, you know, reward those students who have successfully managed to overcome a barrier in their learning through an appropriate study skill. You know, there could be a slot in every single assembly in every year group that celebrates those kind of achievements with study. So, we're going to move on to the next chapter which is homework and, you know, quip in, you know, improving the culture of homework with families as well as with our young people. And you mentioned some really interesting points here. Just before we move forward, we've got a nice comment here from Pepper, 8823. I really like the phrase empowering study skills. And then we've got a couple of comments here from Holly. There's the first one currently mentoring student who's learned as a post-exam. She's looking for support or revision. And I've sent her the link for the book and trying to get text and I try this, try this. Right, let's go into the revolutionary home study and then we've got one more chapter and then we're going to wrap things up and send you a QR code. So Helen, tell us more about the homework chapter. Okay, so I'm just going to talk briefly about why homework only appears in step eight. I think it's really important that, you know, what we can't do, it's that modelling process that's so important and perhaps is missing at the moment in terms of revision. So what we can't do is say to our students, here you go, here's a Cornell notes template, off you go, go and make some notes. We can't do that. It won't be successful. Students have got to have tons of modelling of these strategies before they can do them independently. So that's why homework comes quite late on in the book. It actually comes directly before step nine, which just gets you to reflect mainly on year one of your revolution. So by the time here at step eight, hopefully, students will be feeling confident enough to try some of these strategies independently. Now, again, there's a few sort of prerequisites here. With study strategies, we want to try and make them active so students are actively thinking and having to work quite hard, not passively highlighting, not passively rereading. We want to make them accessible for all. So it's about modelling, low threat and purposeful. So again, it might be linked to the lesson, an upcoming lesson. So, you know, revise through your flashcards, this vocabulary and we're going to use it in the next lesson in a paragraph on this, for example. So the first strategy, this comes from Argyll and Bain actually their book on powerful teaching and it's a retrieval that's very, very simple. So you give students items of knowledge that you deem to be important and obviously you should already have studied these items of knowledge and they star them if they know them and they put a question mark if they don't know them. So if they've starred them, that's fine. They can write in the answer, although they will need to check those answers to avoid that kind of illusion of knowing that's also mentioned in the book and unpicked a little bit. So the question mark, then they simply look them up and then so so essentially what I'm saying here is there is a guarantee of success. It's a completely low threat low stakes exercise because every student can do this. You know, they will know probably at least one of the items of knowledge because they've studied them but for the ones that are a bit more tricky they simply look them up and that meta cognition is coming in again because it makes them explicitly aware and even visually aware of where their strengths and weaknesses are. So that's one really simple possible homework study strategy. This second one, again it's from Argo and Bain but I have adapted it so I love this one because it makes use of spacing so they have to remember things from very recent study but they also have to remember things from what we'll feel to them a million years ago because you know last week can feel a long time ago to our young people but it makes sure that they're still returning back to knowledge from maybe a year ago. Now if your curriculum is well sequenced then that might not be as hard because that knowledge will be interconnected won't it and it probably will be linked and returned back to. The way that I've extended this though so they've got their three facts so this is factual kind of surface level knowledge but then they have to develop those facts into a sentence so again it's about bridging that gap like we talked about schema before it's not just about memorizing facts it's about understanding so bridging that gap between retrieving information and retrieving facts and actually higher order thinking so they have to then combine all of those items of knowledge into a beautiful sentence again I've introduced a few desirable difficulties here so there's some grammatical structures I've asked them to include and you could include them to ask them to include it in vocabulary and again it just elevates the level of sophistication and possibly makes their sentence more academic. So that is home work So fantastic Helen thank you right everyone so I'm going to show a few comments on the screen two or more opportunities to win a copy of the book I've posted a hundred I haven't got a hundred to start but I will get some and I'll post them out to you so let's start with Sally who's watching in Australia how about that I'm fortunate to coordinate our senior study program a lot of what's been spoken about I've had to learn about myself before I can pass it on I'm going to get a copy of this book Amazon but we maybe sort something out for you Sally because I know sometimes shipping Amazon actually is a bit of a problem so if that is then I'm happy to help but thank you for your comment and thank you for watching down under we've got this comment here putting together a Padlet in the math theory of the website with lots of the ideas from here this could be extended across subjects too I love it I've got a comment here from Twitter let's see if I can dig it out someone quoting something I said earlier which I'm going to come back to you know teaching students explicit revision skills is a social justice issue and if we talk about levelling up and post-pandemic here is one of our solutions that we can do day in day out in our classrooms right this one's funny a bit corny but we'll let you off and you've admitted that without sounding corny there are pennies run out because they're frantic trying to write lots of notes so keep them with revision and retrieval at least this is recorded and you can watch it back right my question to you all so I'm going to choose some winners on different channels and in the chat box so here's the question for our next book prize opportunity probably about five seven minutes ago Helen introduced a topic of a revolution with homework and she went through four or five kind of principles that we could explore I want three of those in return so either in the chat box or online what were those three things some of you well I won't give you a good way to find out some of the answers but let's see we can test people's retrieval knowledge and I'm probably going to choose people that can respond quickly to this one so there we go let's move on back to the slides we're nearly done everybody and I'm going to send you lots of resources so there's the hashtag give us a shout online please it's our one opportunity to do this virtual session and share some of the resources with you and this is our favourite catchphrase at the moment and no doubt Helen's going to say well this is another most important book and why really important so Viva Revolution is the phrase that I'm using in all my teacher training travels at the moment so Helen over to you let's wrap the last chapter up and kind of this huge call to arms for every teacher around the world yeah you'll probably be glad to hear that I'm not actually going to talk about this step very much because it's all about reflecting back on what you've done in your first year of the revolution or reflecting back on those first eight steps and what is in that chapter though is kind of this cycle of ongoing continuous improvement so with change management it's about going back evaluating what we've done how's it been successful and what we're going to do is kind of like nos in the next issue or the thing that needs tweaking slightly and then moving forward with that so you know this revolution is never complete just as you know we hear it all the time with curriculum don't we curriculum is never done the revision revolution is never done it's just about what is the next step so that's step nine essentially but I thought I'd finish with ten important points about building this culture of effective study so nothing to do with exams nothing to do with assessment or test just effective study that's going to empower students of every background and every ability and I'm so passionate about that so firstly your curriculum is it brimming with powerful knowledge irresistible fascinating what makes your subject area special and that students absolutely cannot resist revising they just they want to remember it every stakeholder are they on board if not what you know which stakeholder do we need to focus on obviously we need to focus on all of them but the revolution will only be truly successful if every stakeholder is on board so who are your key drivers in that call to arms remember that triangle of staff students and parents and it links back doesn't it to get an every stakeholder in an ongoing continuous dialogue around study and revision in short that senior management actively support so I will make this really clear not at my current school but I have run staff training before where senior management haven't been present and you know it is a bit undermining they need to be actively there they need to be at the front they need to be a voice of this revolution and actively supporting it obviously they need the training as well developing that common language so I'm going to at the risk of repeating myself say again about imagining students entering further and higher education speaking very eloquently about how they know that they're a self-regulated learner with a developing schema who uses techniques such as you know light and a method flash cards and metacognition to develop their learning is absolutely key and crucial like I said before we can't just give students a set of flash cards or give them a corner notes template we need to show them how to use it and that I think is the missing link at the moment which can so easily be part of our practice students will need repeated opportunity to practice before they become independent with it so that's why as I said just a moment ago homework comes later on in the book and they develop that independence and autonomy which incidentally is also why we need to start with year 7 or earlier include the science of learning in some way in your context so it doesn't have to be you know by all means please do use the pastoral curriculum provided as part of the book I'd love some feedback on how that's working but you know talking about it in assembly and there's a study which is cited in the book about how actually when students hear about struggling scientists such as I know I keep talking about Einstein there are other examples in there it just really motivates them because they're not necessarily aware that struggle is a normal part of learning okay and the last couple of steps I haven't actually talked about assessment and feedback but again in step 9 of the revolution it does talk about specifically about multiple choice quiz in actually so making assessment and feedback part of your revision revolution so aligning study skills with assessment so you know they might be studying something through their flashcards or any other home piece of homework that they're then going to have a multiple choice quiz on potentially but you know they can be really low stakes they don't necessarily need to be marked again that there's some input on that in step 9 because I haven't really had time to talk about it this evening I'm sorry I've just skipped over the homework policy talk to your middle leaders and your senior leaders about adapting your homework policy so that it prioritises study skills I mean how many of you I know I certainly have have felt in the past that you're setting homework just because you need to set it rather than because it's meaningful so have you shown them that actually this homework policy is going to have more impact and it's going to be less work because it's not going to require marking everyone can only benefit from that and so that's it those are the 10 things and I really, really hope it's been useful and like Ross said just be a revolution yeah so thank you Helen we're going to wrap things up in a second with a couple of more slides but yeah so I hope that has kind of given people a little flavour of what's inside and thank you Helen for preparing all the slides and going through everything great detail let me choose some winners for the last last prize so I'll go to Twitter and Instagram later everyone but Claire Lewis you gave me some correct answers here about the homework issue and based on recommendations Helen introduced about 10 or 15 minutes ago so please email me it's in the chat box on the website I'll put it in right at the end so congratulations and also going to choose David who's watching live on YouTube it should not be active it should be active and not passive accessible to all explicitly modelled low threat and purposeful so congratulations David please send me an email I'll choose people on Twitter later it's just easy for me to watch all this in here so thank you and I've got a couple of comments I suppose Helen before we move on let's see what I can find here I guess I kind of another question here students that are reluctant to do regular revision because they don't want to use their own time what would you recommend here to this person's comment Peppa I think if it's being modelled explicitly in class time so you know there's a couple of suggestions in the book about that whole pastoral curriculum well the pastoral curriculum that's resourced as part of the book includes them doing and actually practicing those study skills in class so I think if they've got that in class support initially then they might be more inclined but there's a really nice quote I think it's again in the Agwaal and Bain book about how actually when students have that moment of realisation that they realise that they need to do less for more impact it's like a light bulb moment oh my goodness yeah actually this feels harder but it's less work rather than you know writing out and copying something out which is going to take me forever I'm doing a quick five minute flashcard activity or something and it's much less work but it's much more I think it goes back to that message you know these things have to be explicitly talked to the students builds our self esteem their confidence to a point of self-regulation it sounds easy on paper but we'll finish off with a few summaries and then we'll go back to some of the I'm going to go back to a couple of slides just to sum it all up so we're overtime but we're going to make sure that we do a nice job last chance everyone for a book prize so I'm going to ask Helen to grab one of the books behind you and hold your book up here and I want everyone to get their phones out and take a screenshot or a selfie of us with our books and we'll try to do part and we'll just we'll just want a little bit of noise I'm pro at this now it's our only one-off opportunity to kind of shout about a book that's going to make a big difference and we'll choose people on any social channel and I'll just choose a few people and I'll ship out quite a lot of copies next week so last chance 10 more seconds grab that selfie take that picture the world of social media now that we all live on look at the kind of shameless things we have to do right so that's it last book opportunity chance right I'm going to just before we go to the take away slide Helen if I just come off this slide I just want to go back to these two pictures at the start and then we'll do our take away slide we mentioned the monster so here it is here revision doesn't have to be a monster and there's many things that we can do in and out of the classroom there's much behind the scenes but there are a lot of things that teachers can do day to day in the classroom which we hope we've kind of given you a little taster of things that you can do for me this slide pragmatically and of course the people watching outside the UK and have different rhythm to an academic year but for people watching in the UK you can kind of see how we've worked out how this might thread out throughout the year and give you a kind of route map that goes into this in great detail and I guess just one last thing before I go to our take away slide you know I can't screenshot every part of the book but that little slide there will give you a kind of little taster of to the kind of resources that Helen's pulled together the references, the research and the kind of detail going into step by step some of the things that you can do and one of my favorite resources there on the right hand side is the question matrix so let me go to the slide just to wrap things up Helen let's go to our take away and some things up so over to you thank you and I'm going to get really passionate again because Ross mentioned it a few times social justice issue absolutely I just really feel and again this was part of the birth of the revision revolution that if we're not explicitly modelling effective revision effective study strategies then we are potentially widening that disadvantage gap or contributing to the Matthew effect again when I talked about my experiences of revision they were fine, they were okay they weren't great I didn't really know how to revise but I managed, I found a way but there's such a massive huge wealth of students who that won't be possible for but that's easily solved through explicit modelling and we can really reframe the way that students think about revision and make it something that they love and dare I say again even enjoy so the language around revision I talked about quite a little bit reframing that as well and that's it really the books available now I really hope you enjoy it I would love to hear about how the revolution is going in your school and decide to try any of these strategies just to sort of link back to one thing that Ross was talking about with the steps it is mapped out to sort of cover an academic year but it's very much dependent on your context there's a little bit of the beginning of the book where you do a bit of a review or a bit of an audit as to where your school is up to and you can absolutely dip in and out of the steps you can make them last you can spread them over a much longer time period or a shorter time period depending as always nobody knows your school better than the members of staff in that school so you will know best what's right for you but I hope you find something useful in there and I would love to hear all about things in there right everyone grab your phone scan this QR code so if you're still with us you've got the best part if you've disappeared you're going to miss out on the resources this QR code will take you to a PDF that's linked inside the book but if you haven't got the book then at least you can get the resources and there's all the slideshows the presentations some of the assemblies that Helen has led in her own school and they're all for you to download and edit and use back Helen do you want to explain some of the things they might find in that link yeah there's loads of stuff in there so there's staff CPD sessions in there for step two there's a fully digital curriculum that I've talked about there are assemblies that Ross just mentioned and oh there's things like there's lots of templates for parents there's lots of just little bits of resources that you can either adapt or absolutely use in your own context so I really hope you enjoy so there you go folks so scan that code that's your last chance to grab those resources reminder from me people that are formally in the video recording please send me an email I've put it in the chat box a couple of times I'll go on teacher toolkit find the contact page and get in touch and I'll post a copy and then there's lots of people on other channels I'll dig out those later Helen and I are going to have to go back and see all your comments so thank you hashtag the revision revolution it starts now and it should have started many many years ago and if I can just sum things up you know pandemic it's been tough for everyone we know particularly for disadvantaged people and this is just you know here in England never mind talking about other contexts around the world but some of these key strategies we've outlined in this book will help you as a teacher a middle leader school leader start to make a kind of pragmatic start in your classrooms around the school tomorrow and Helen I agree strongly that our schools need this revolution from the ground up and it should start on day one the very first day of school so we hope the revision revolution will act as a conversation starter thank you for joining us this evening hopefully watching this back recorded to digest some of the things and we think that it will help schools across the UK and further a field and take those steps towards that social justice that all our children deserve one thing I should mention that we haven't Helen I are planning on doing a physical social distance work we can train an event in probably Manchester or North East Manchester in Oldham for people watching outside but we'll publish those details in the spring we're just working on a venue people that come along will get a copy of the book as well as resources and Helen I for the day and you get some tea and coffins and biscuits too so what's not to like what are we going to be on a Saturday in late June or early July which is when we think we both can do it physically amongst our full time jobs so that's it there's loads of comments on here maybe we'll just have a little chit chat and go through some of those but I'm going to finish things formally on behalf of Helen and I congratulations from me Helen as well for publishing your first book I know it's going to be a game changer and thank you for everybody that's watching Helen needs to have a rest and go and have a glass of water or something a bit stronger she's been a little bit anxious but I think you'll agree with me she has done a fabulous job when we first set this up I kind of joked that we'll just have 5 people and then she said please don't tell me how many people are going to turn up but we've had 500 people sign up a lot of people watching live on multiple channels so I've just got a comment here from Megs Viva La Revolution so ending it formally there after the recording here thank you Helen thank you so much and congratulations I think I'm just going to go through some of the comments and see if there's anything that we can answer so if people are still watching if you're logged into Twitter, Facebook or Youtube now's your chance to pose a question and then see if we can pick you can pick our brains ask some questions I'm just going to put some different comments up on screen as we go through and let's see because they're all starting to flood in so it's hard to keep up but thank you everyone thank you for all your feedback my favourite phrase teaching is a team sport there's a special place reserved in hell for teachers who don't share so Helen's got our green tickets so she's safe so my question to you all now is what are you all going to do in some shape or form and while I have the opportunity thank you for all the amazing work that you're all doing in our schools to keep our communities open our children safe etc etc right let's see what we've got so Pallette great presentation Helen nothing to be I'm a brilliant job I suspect you'll be in huge demand for lots of teacher training sessions so your head teacher is probably going to be starting to feel a bit nervous will they yeah we'll see all in good time what else have we got here okay so Donna will share some of these ideas back at my department highly recommended revision revolution Claire happy she's got a book another Claire here Claire is available to watch you can watch it all back on YouTube Facebook and my YouTube channel let's see if I can pick out one or two questions so that was a comment earlier I had this one I think pass papers in themselves are only useful as a diagnostic that occurs afterwards what do you think about that Helen yeah I mean I've had an issue for a long time because as in English and particularly now as head of English students saying oh you can't really revise for English I think it drives English teachers insane but again it's sort of on us isn't it if we're not explicitly showing them but then a lot of teachers go to will be oh we'll take some pass papers but sometimes all that does is kind of entrench some of those bad habits because they're not aware of what they need to change and how they need to progress and I think there's no chunking is there of individual skills so yeah I mean I think I agree really I think they need to look and be practicing more skills in isolation what about this one can you say 5 students struggle with corner notes any ideas yeah I can understand that if it's key stage 5 maths and physics I mean my knowledge of A level science is pretty much non-existence but I mean it just depends you know what the texts are like in that subject area there certainly would be videos wouldn't they that they would potentially watch and perhaps make notes from and again maybe explicitly using some of those abbreviations and things like that lots and lots of modelling I think there's a lot to modelling don't there any ideas for students who struggle with working memory so my dyslexic daughter for example yeah I mean working memory is very flimsy isn't it my memory is terrible now but again it's just like it's that idea of repeatedly bumping into knowledge so I know for example there is specific to being dyslexic but actually for any student and you know that phrase again what works with you know disadvantaged students or students with particular needs works best for all so again it's that repeated practice I think and just going over and over and over it one more from Tina here to keep them coming folks not related to revision but do you have any advice or tips supporting learners to give each other constructive feedback T-level constructive feedback absolutely again needs to be modelled and that coaching coaching example that I gave earlier does not come overnight and I did tons of work with students on actually what's the appropriate thing to say here and you can even have like I've got them little kind of crib sheets of the kind of questions so giving them sentence I'm sorry question stems that they might use to try and be more constructive with their partner but it does take time and it does need a lot of modelling to get them yeah my favourite strategy Tina is from Bambricks on Toyo who wrote leverage leadership this methodology so I pick all PPIPL so praise Ross I'm really pleased with what you've done today probe you know why have you written it in this way for example so we're zooming into the topic the other person identified two or three potential solutions to take we narrow it back down to one action will step we make a plan now next week this term etc and then check for understanding repeat back what we've agreed or summarise the conversation so you might find that little technique might be a good way for your T-level students it's all in the book I've explained it for you on my some of my YouTube videos as well as on some of the blogs if you think that might be something worth trying let's do one more we have a weekly CPD morning briefing slots I'm going to add for a slot to share some ideas from this for our school Helen from me talk us through just some of the CPD things you did in your own school yeah I mean the only sort of slight prerequisite to say with this is I do think it needs to be more than not saying your suggestion it wouldn't just be this but you know just a little bit of CPD on one area because it is such a culture shift but like I suggested in the book the starting point for me was retrieval practice so we've done a lot of work on this departmentally I think you know whole school they did a lot of work on it before I started because we've only been in this current role for about 18 months and it's just starting small and introducing staff to the idea of retrieval the science of it kind of framing it for them but it can't be done in one session so I think sometimes not always but sometimes with CPD it's like right we've had our CPD on this now we're going to move on but it needs to be so we did it departmentally with a series of sessions throughout the year and continuing to build and create that dialogue so that's the way that I tend to favour doing CPD so it's continuous and the dialogue continues well with the recommendations you know I've always said if it works for our kids or it's recommended for our kids it's also something worthwhile doing with our teaching staff right everybody so again I'm going to close things formally I've already tried once but we've been going since seven o'clock so an hour and a half so well done Helen and congratulations again I can't wait to get our physical event done thank you everybody for watching hashtag the revision revolution on Instagram and Twitter for small book prize people and send us your email so I'll circulate our contact details if you've signed up through Eventbrite if you haven't I'll put all the details on the bottom of the YouTube recording tomorrow but we're going to go and log off and have some downtime but thanks again for watching Helen and I are very chuffed that you've been part of the whole process with us and we hope that resources will make a difference so bye from me and Helen yeah thank you so much I'm absolutely humbled I think I said it before by people giving up their Wednesday evening but it's been an absolute pleasure and a privilege despite the nerves okay everybody bye for now I'm going to press this big button in the corner of my screen saying end the live broadcast keep well, keep safe and yeah hope these resources are going to be available to our own family as Helen and I both have children we know these things are going to be things that we use with our young children too whether we have access rate with our own children well there's a good interest in research teachers teaching their own kids that's an interesting one isn't it anyway I'm going to stop bye Helen I'll speak to you soon bye everyone else bye Ross thank you get your copy revision revolution