As the exams season looms, Gareth Mellor outlines some revision tips, looks at boosting student confidence and easing stress, and considers ways to use homework effectively to support exam preparation

As the spring term progresses, one thing perhaps above all others is looming in the minds of most teachers – the countdown to exam season.

A time of great pressure for teachers and students alike, the importance of homework and revision to support all students, but especially those who are perhaps not achieving to their potential, is clear.

However, the latest figures from ChildLine show a 200 per cent increase in counselling sessions about exam stress. For the first time ever in the charity’s annual statistics, school and education problems emerged as a top concern among those contacting the helpline (34,454 counselling sessions and 87,500 website visits relating to education issues were recorded in 2014).

Major themes included not wanting to disappoint their parents, fear of failure and general pressures linked to academic achievement.

With worrying statistics like these, we have to acknowledge that “exam stress” is a very real issue, and one that can have long-lasting and serious consequences.

In the classroom, it is important to ensure students know that they are not alone in how they are feeling and that there are coping mechanisms they can use to identify, manage and overcome stress.

It is also vital that they know their teachers are there to support them, not least by giving them best practice revision techniques and homework plans to ensure they are as prepared as possible when exam time arrives. Hopefully, this will help to keep stress to a minimum.

The pressure of revision can be overwhelming for even the most hard-working of students, and it is often seen as a more arduous task than the exam itself.

Nevertheless, it is essential for maximising the retention of information and for helping students to work out what can be interpreted and applied in an exam. Here are a few ways that may help teachers to implement a successful revision strategy.

Variation

Offer your students a range of revision material (textbooks, videos, websites etc). In this way, you keep their attention longer while also meeting the needs of each learner and their individual learning styles.

Online and mobile learning

Today’s students are tech-savvy, and gravitate towards technology for support in many aspects of their life. Incorporating online and mobile learning into their revision engages them in a way that is familiar and natural. It also enables them to revise anytime, anywhere, at their convenience.

Look to the past

Past exam papers are, of course, an ideal way of introducing students to exactly what they will be faced with. Familiarising them with the formats and preparing them for the strict timeframes will help immensely.

Pencil it in

Creating individual revision timetables ensures that students don’t miss specific areas of study that you know they need to work on. It also provides a structure to the revision process. Include strict breaks too, which have been proven to be extremely beneficial in refocusing the brain after intensive concentration.

The homework debate

In addition to revision, homework also has an important role to play in ensuring pupils don’t fall behind in the run up to exam season. Education researcher, Professor John Hattie, became a household name within the sector when his book, Visible Learning, was published. It is one of the largest collections of evidence-based research about what works best in education.

He addresses the contentious issue of homework and examines whether it, in fact, actually benefits students. His research found that while homework is thought to have no effect on the progress of primary school children, it is important and does make a difference to secondary students.

There is a stereotype surrounding homework – I am sure most students, if asked, would say they find it mundane or excessive, and would fail to see its real benefits, yet it is something that forms a staple part of students’ learning process. What can teachers do to overcome the misconception among students that homework is a hindrance rather than a help, and ensure that the homework they set is as beneficial as it can be for students?

It is worth checking out the Education Endowment Foundation’s (EEF) Teaching and Learning Toolkit, which compiles the research into effective homework.

It defines homework as, “tasks given to pupils by their teachers to be completed outside of usual lessons”. It adds: “Common homework activities in secondary school include completing tasks assigned in lessons, preparing for tasks in future lessons, routine coursework, and revising for tests and examinations.”

However, the EEF also explains that there is evidence that homework is most effective when used as a concentrated intervention in the form of a project directly linked with a particular element of learning, with some exceptional studies showing it could have as much as up to eight additional months’ positive impact on student attainment.

I have collated some points that teachers might want to consider before setting homework.

Plan ahead

The most valuable homework is always planned ahead of time, with care and attention. It should never be used just to meet the demands of a curriculum homework timetable or other targets. Ultimately, if you value it your students will too.

Be inclusive

Not all students will have access to laptops or PCs at home, so homework shouldn’t be set exclusively to one format. Also, students’ home-lives will vary considerably; poor socio-economic factors, for example, may affect how successfully a student can complete their homework. If allowances can be made for students to complete homework while on the school grounds, this would be hugely beneficial.

Flex your flexibility

Homework should not always have to be handed in by a set date, or in a specific format. Giving students occasional open-ended deadlines, with relaxed rules on how they submit it gives them the opportunity to be creative.

Perhaps they will want to do a presentation on their task, or even a dramatic performance; either way, you’ll be getting them to be think creatively. Furthermore, setting a variety of tasks with different levels of challenge is likely to keep individuals engaged in the tasks at hand.

Be clear

Make the purpose of the homework clear to your students. If it is to increase a specific area of knowledge, then let them know. Children, much like adults, will participate in a task more willingly if they are aware of why they are doing it, and what the end-goal really is.

Give feedback

While correcting or marking homework is good, giving feedback helps students to fully grasp the tasks they have been set and offers them a deeper level of understanding.

Conclusion

The exam period can be a very stressful time for young people and their teachers. However, there are lots of precautions and techniques that can be introduced to minimise this anxiety.

  • Gareth Mellor is from online education service SAM Learning.

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