Do student-led strategies hold the key to effective revision in geography? One teacher offers his insights and top resource picks
Revision lessons are tricky. Geography, in particular, has a huge range of data, theories and concepts that need to be covered... And don't even get me started on the map skills! With such a broad coverage, you'll inevitably find yourself in the position where one pupil is keen to spend time on one topic, while another would prefer to skip over it.
For this reason, I tend to focus more on student-led revision strategies; in other words, worthwhile tasks that can be adapted to suit a range of topic areas, and worked through at any pace. But what exactly does this look like in practice?
Breaking down topics
My exam classes really like being able to break down big topics into bitesized chunks. I find that revision clocks work well as they give students the responsibility of deciding how to divide them up. This process helps them to see how different elements of a topic come together to reveal the bigger picture. Less-able learners may appreciate the more structured approach offered by these blank mindmaps*.
To promote more in-depth thinking, I frequently use Diamond 9 diagrams. If you have an adaptable template to hand, you easily can create activities to suit topics studied at any key stage. Such activities require students to rank various factors in order of importance, and then justify their decisions. They can even act as a handy warm-up* before moving on to exam-style questions.
Board game templates, especially those that require learners to make up their own questions, can also have value with any year group. Not only do pupils have to understand the subject matter, they also have to think carefully about the questions they write. It's worth taking the time to model effective question-writing, as this strategy lends itself to the revision of everything from map symbols to the demographic transition model.
Tackling the exam
Exam command words can be problematic at any level. While most students have got a reasonable grasp of the difference between 'describe' and 'explain', many still struggle with more ambiguous terms such as 'assess'. That's why I like to keep their definitions on display in my classroom, so that pupils can refer back to them whatever they're doing. But for something more portable, I'll often devise some sort of match-up task.
Of course, making examiners' reports readily available to students has a lot of impact. I often set my classes the task of marking example answers and explaining their comments. Naturally, any activity that gets pupils more familiar with the mark scheme* has value, as it gives them the confidence to assess their peers' work outside of the classroom.
*This resource is being sold by its author
Chris Powell was talking to Nicola Davison. He is a geography teacher and ITT lead, currently teaching at Parmiter's School in Hertfordshire
This blog post is featured in April's geography newsletter from Tes Resources.
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