exam success skills Notes

Page 1

EXAM

SUCCESS

SKILLS

NOEL BROSNAN

High Exam Performance

You have one key goal – to perform to the highest

of your ability in the Leaving Cert Exam next June. All

school work and study needs to be focused and related directly to

this goal.

So everything you do in class, study and revision is orientated towards helping and preparing you for peak performance in your Leaving Cert

Exam.

Unfortunately, many students

underperform in exams not because they don’t have the ability or knowledge, but

because

they have not prepared properly.

It is really worth noting

the following factors which contribute

to exam success

Natural

ability accounts for about 20% of exam success

Study

and subject knowledge account for about 30% of exam success

Being

organised and practising exam strategy / techniques account for 50%

of exam success

Imagine the Leaving Cert is

an individual

game / sport like golf. So you will be performing

in the National Championships next June. The great thing about the

Leaving Cert is that you get to set your own targets to

aim for, e.g. 460 points. You achieve 460 points, and then you are a winner. It

really does not matter what grades other Leaving Cert students get. This is an

individual game where you are only competing against your self.

Your Team

To perform well in the

Leaving Cert exam you will have to prepare

and practise doing the right things. To do this you will have to know what is

expected of you.

“I

wasn’t scared by the situation. I knew exactly what I had to do.”

Katie

Taylor speaking about the Olympic Final 2012

To succeed you will have to be disciplined in training and practice. You will also use all the help and support from your team. Katie Taylor had a

supportive team to help her win Olympic gold in 2012.

Who is on your team? You, your parents,

your teachers, your friends and classmates and grind teachers?

Talk with your team members

about your hopes, goals, plans, strategies and fears.

Ask for help. Listen to

advice. Take feedback

from teachers, correct mistakes and

apply new learning.

9 Point Plan for Peak Exam Performance

It is essential to have a

holistic view of what’s involved in preparing

for

and performing

a high level during the exam.

Many students see school life in a fragmented and disjointed

way. Some students just go through the motions of attending class without being really present. They may only do some written homework.

It is important to realise

that all class work,

homework, study and revision are interconnected and exam orientated.

1. Become

highly motivated. Get

clear on what a high Leaving Cert result can give you.

2. Set

specific exam, study, revision and exam practice goals.

3. Increase

your self-awareness by developing your self-belief, self-confidence and

cultivate a positive mental

attitude.

4. Gain

knowledge and understanding of each subject syllabus. Become familiar with exam paper layout, exam questions and marking schemes.

5. Plan – design study, revision and

exam practice plans.

6. Create

a learning

environment –

· Be

an active student in class

· Use

study periods during and after school hours

· Design

your own resourceful study space at home

· Be

organised – plans, revision, notes, textbooks, exam papers.

7. Visualise

Exam Success. See yourself working well in class. See yourself doing revision

and practicing exam questions effortlessly. See yourself actually doing the

Leaving Cert Exam and everything as going according to plan.

8. Take relevant Action – Just Do It!

Nothing happens until you take action

Concentrate and listen in class

Apply revision strategies; learn material;

practise answering exam questions.

9. Perform

during the

exam.

The Motivation Factor

What is your main reason for preparing well and

performing at a high level in the Leaving Cert Exam?

___________________________________________________________________

What course do you hope to study in college?

___________________________________________________________________

Why do

you want to attend this course?

___________________________________________________________________

Which College will you attend?

___________________________________________________________________

How many points will you get in your Leaving

Cert Exam in 2016?

___________________________________________________________________

Leaving Cert Results

My Leaving Cert Grades /

Targets

SUBJECT

GRADE

POINTS

TOTAL .

College Course: ___________________________________

College:

_________________________________________

(I Believe I will achieve these results in my

Leaving Cert Examination 2016)

___________________________________________________________________

Signed:

_________________________________________

Date:

___________________________________________

The Laws of Success / Achievement

All

high performers use these Laws of

Success and Achievement

NOTE: These Laws or Principles are

all interconnected.

The

Law of Mind

become what we think about. If we think thoughts such as

· “I will fail”

· “I am not good enough”

· “School is boring”

then this will most likely be true. If however, we

think thoughts such as

· “I will pass”

· “I

will get 500 points”

· “I

will study Science in UCC”

You get to choose your thinking patterns which help create your

reality.

Consciously

become aware of your thought patterns and decide to think thoughts that will help and support you to perform at

a high level in class, during study and revision sessions AND in the EXAM HALL.

The Law of Expectation

Whatever you expect

with confidence will have a tendency to materialise in your life.

If you expect that

· “Irish

class is boring” – guess what? Irish class is boring.

· “I

expect to get a B1 in honours Geography” – preparing

well and expecting a B1 – it is very likely to happen.

The Law of Belief

This

is an essential law of

success.

· All

winners and champions in life have a STRONG POSITIVE BELIEF in their ability

to perform

well on the day.

This powerful belief

is nurtured by the fact that they know

what challenges to expect and they have prepared and practised well to meet those

challenges.

The

more you practise answering exam

questions within the time allowed the stronger your confidence and belief will grow.

· “Whether you think you can or you can’t,

you’re right.”

- Henry Ford

The Law of correct Attitude

Your

study and school / home work is a reflection of your attitude to:

your school

teachers

subjects

classmates

and most importantly YOURSELF.

· Be honest and

reflect on your attitude to each of the above.

· Where can

you make positive changes in

your attitudes?

Make the decision now. Change your thinking

The Law of Motivation

What

are your reasons for

doing well in your Leaving Cert Exam?

Remember,

the Leaving Cert exam is only a means to an end, and not the end in itself.

Imagine

your desired college course requires 470 points. Hence, you are now motivated

to achieve the required entry point level. So focus on the real motivation and desire for performing well in

the Leaving Cert.

· How

strong is your motivation and ambition?

· Are

you planning to do what

you really want to do in college or are you going to do what

someone else tells you to do?

· DO WHAT YOU WANT TO DO.

Are

you prepared

to do what it takes to live your dream?

· Are

you prepared to repeat the Leaving Cert if necessary to gain the required

points?

Are you prepared to study abroad? Last year,

a student I know did not get a place in either Ireland or the UK to study

Veterinary Science. He really wanted to become a vet – so he is now in Poland

studying Veterinary Science. He decided

to do what it takes to live his dream!

The Law of Choice

All

successful people make empowering choices.

· They

choose what they want to do.

· They

choose to plan and

prepare.

· They

choose to

practise.

· They

choose a positive

mental

and emotional state

which helps them perform frequently at a high level.

· They

choose to learn

from mistakes and failures.

· They

choose to enjoy and celebrate success.

What conscious CHOICES are you

making everyday regarding your Leaving

Cert preparation, Classwork,

Homework, Study, Revision, Recreation, Social

Activities?

The Law of Concentration

(intention and attention)

High

achievers develop strong powers of concentration.

· They

know what they want and what they have to do to get it.

· They

focus their attention on what they want to achieve

rather than other factors like “I’m not good enough” or “I might fail”. They

know that these thoughts will only hold them back from achieving their goal. All their energy goes towards concentrating on a positive outcome.

The Law of Habit

Successful

people develop good work habits which help them achieve

their goals.

· They

undertake key action steps on a regular (daily) basis

which helps prepare them to achieve high performance.

· They

consistently repeat the behaviours that they know will help

them achieve their goal

Question?

What effective work habits are you

developing and practising each day?

The Law of Control

facilitate high performance it is necessary to feel in control. How

you think will determine how much you feel in control. The thoughts

in your mind will direct this.

· Applying all the laws on a consistent basis

will help you achieve your potential.

Decide to be in control of your thoughts,

feelings and behaviours

in the

classroom

/ exam hall.

your study

/ revision / preparation

· Keep focused on the present moment and

decide on and

complete one thing at a time.

The Law of Preparation

Decide

On your goals

To make plans

To take consistent action

To correct mistakes

To revise and practise

regularly to ensure high performance.

The Law of Responsibility

Successful

people do not make excuses or give up if

the circumstances are not perfect. Instead, they take full

responsibility for their preparation and performance.

· Eliminate negative thinking

such as, “I hate maths”, “The Irish teacher is useless” or “I am no good at

French”.

· Replace

these thoughts with more helpful ones like, “I am beginning to

like maths” “If it’s to be it’s up to me,” “I am taking on the challenges that

French poses and I’m winning. OK, so nothing happens until you TAKE ACTION. Start today. Start Now. Consciously

decide to think more constructive thoughts

about your classes, teachers, subjects and the Leaving Cert exam.

EXAM PREPARATION

All relevant class work,

written work, study and revision help you to prepare for

your Leaving Cert Examination

CLASSWORK

Be fully present in

class.

Decide to concentrate and pay

attention in class.

The five minute rule –

Decide to focus your attention for the next five minutes.

Then repeat this rule again and again during the class.

Consciously and deliberately FOCUS on what is happening in class.

Listen for

and Identify new learning points in each class. This

makes written homework, study and revision much easier.

Ask how

will this information will be useful in answering an examination question.

If you notice you

are losing concentration make a conscious decision to refocus.

Make Notes of the Key points

Good Study METHODS

To be effective, study must be:

Active - work with a pen and paper,

look for key points, test yourself.

Focus on tasks, not time.

Organised - "What do I want to have completed

in this session?" Have a plan for what you want to cover in this

study session, this week and this month. Have an overview of the priority areas in each

subject.

Understanding- build material into patterns and associations that make

sense to you. Link new information with your existing knowledge of

a subject. Use graphic examples and illustrations. Seek to understand.

Frequently test - yourself to embed new

learning.

SMART Study Goals

Establish SMART and Clear Study /

Learning Goals

SPECIFIC:

Avoid plans like "Study English for 40

minutes."

Instead plan to, "Revise 2 themes of Yeats’

poetry and write out 8 paragraphs with relevant quotations."

MEASURABLE:

How will you know that you have achieved your goal? Select a suitable method of testing yourself

e.g. a 3 minute word dump or a 30 minute written answer to an exam question.

ACTION-RELATED:

Be active. Skim read.

Underline key words. Write notes on main points. Test yourself

with 3 minute word dump.

REALISTIC:

To help build confidence set realistic

and achievable study and revision goals.

TIME-BASED:

Always work against the clock. This helps to focus, concentrate and develop your time

management skills for exams.

The key question is:

Not how much

time do I spend studying? But

What new

points have I learned help me answer a particular question or how can I practice answering an

exam question within the time allowed?

A Study Method

30 Minute - Study Session – SQ3R

Survey (2 mins) Skim read your subject topic quickly,

noting key words in bold or in

different colour

and diagrams, charts, pictures and illustrations.

Question (2 mins) Create four /

five questions you would like answered from the

material you are reading. E.g. what happened? Who

was involved? What were the

causes of X? What

were the results of Y? Questions

help you focus, concentrate and

read with a purpose.

Read and Make Notes (16-18

mins) Read the material again more

slowly and

make notes. Focus on KEY words and diagrams. Write

quotations and definitions out in

full. Use COLOUR where

appropriate.

Review (3-4 mins) Test your new learning by using the word dump

method. Write

out all the key words you have learned. Identify any errors or omissions

and make

corrections. File your

notes in the appropriate subject folder.

Revise frequently

(5 -10 mins) to embed learning and

prepare for exams.

Note Making

The purpose of making summary notes on a topic or

section of your study coursework is to aid your overall

understanding of material, to help you distinguish between what is

really important information (depth) and what is

merely supporting detail. To make

effective notes consider the following

points and the Cornell Note Making System.

1. Sort out your filing system

Get your subject folders and notes

organised immediately. Invest in some ring binders, dividers,

plastic pockets, etc. Have a separate folder

for each subject and then keep a 'current

folder' for managing notes in progress.

2. Less is always more

Notes should contain a summary, not an

extensive repetition of what is in the textbook. Avoid

overcrowding the page. Focus on main

headings and sub-headings. Use abbreviations. Reduce what you need to

know on the topic down to one A4 sheet.

Once you have an overview, it is easier

to fill out the detail. To help you locate key and essential material use revision booklets and chapter summaries in textbooks

3.Make your notes visual

Ensure your notes are designed well so that you can recall them easily.

Use illustrations, diagrams, graphs, colours,

and boxes. Arrange the material in a logical way (title,

sub-point, explanation, examples, quotations and references). List key words/points. Notes must be legible and well

spaced out to allow for revision later. Where

appropriate use shorthand, symbols and different colours. Ideally,

you should be able to close your eyes in an exam and visualise a particular

page of notes.

4. Beware of transcribing and

highlighting!

Merely re-writing the text from the book into your notes does not ensure retention. Write in your

own words

and devise your own examples - this will make the material more meaningful. Only use a highlighter AFTER you

have previewed and questioned a text.

5. File and save your notes carefully

Practice following the logic of computer files, when storing

information. Think - "Where does this material best fit (subject, section,

topic, sub-topic, etc.)?" In this way, you will ensure that material is efficiently

processed and easily retrieved both physically (during

revision) and mentally (when you need it in an exam)

The

Cornell Note Making System

The Cornell Note Making System is an effective and efficient way of organising

notes so that you can later identify the

key points and actions, and easily recall

information.

The Cornell format is very simple. Here's how to

create a note-taking page:

1. Use a full sized piece of A4 paper

for your notes. You need to create lots of white space so your notes don’t

become crammed, fragmented, confusing and disorderly.

2. Divide the page into two portions

by drawing a line 2.5 inches (5 cm) from the left margin of the page. This is

the cue column. On the right

of the cue column is the note-making

column. This is where you make and write your notes.

3. Two inches (4 cm) above the

bottom of the page, now draw a line across the page. This is where you summarise

your notes on the page.

Cue Column

← 2.5 inches →

Note Making Column

2 inches Summary

Using the Cornell

note taking system involves three main

stages:

Observing – Listen and decide what

you will write down, based on what you hear, read, and discuss.

Recording – Write down your notes during and after class,

homework and study.

Reviewing – To help you learn the information and recall it

in future, keep reviewing

and revising what

you have written.

Observation and Recording Your Notes

1. Create a note-taking page in the

Cornell format.

2. Write down your notes in the

note-taking column. Make them as detailed

as necessary, along with diagrams and examples.

3. Immediately after the event, use

the cue column to write down keywords

or key phrases or actions. These are

words or phrases that sum up the detailed notes in the note-taking column. You

can turn your keywords/key phrases into questions

too.

4. Now revisit the notes again to

write a summary in the bottom summary

section of your notes page.

5. Revisit the notes as soon as

possible and write out write the key

words and summaries.

Reviewing and Revising

Using the tool helps you recall and recapture what

you saw, heard and experienced. The

system also allows you to self-test if you need to memorise

what you've learned.

1. Take a blank sheet to cover the notes

in the note-taking column.

2. Form questions of your keywords and key phrases.

3. Answer the questions from the information you had written down.

4. Check your answers against the notes in the note-taking column.

5. Continue repeating the process until you can recall all that you require to

retain.

6. To ensure you have long term

recall of the information, repeat the process again several days and then weeks

afterwards.

Revision

Revision is not just an accumulation of knowledge, but also as

opportunity to practise planning and developing ideas and answers.

When revising use the ‘Strategy first, knowledge acquisition

last’ approach

Many students study and revise in a vacuum. A student may study the subject

biology and the topic DNA. They learn everything in the text book on DNA. Then

if at all, they will look at the course syllabus and /or past exam papers.

THIS IS AN INEFFECTIVE APPROACH

Before

beginning a revision topic, first look at past

exam papers and then the syllabus

to help you focus on

what you need to revise.

The Five Minute Revision Guide

Revise

the day after learning a new topic (when it’s

fresh in your mind)

Revise

the topic again after one week

Revise

the topic again after four weeks

fourth and final revision

after a term should ensure

that the knowledge you have acquired stays permanently in your mind.

Note: Each REVISION takes about five / ten minutes

After each revision SESSION, test yourself by doing a two - three minute

Word Dump.

Top Four Study / Revision Guides

1. Syllabus – areas you must cover. Be mindful of compulsory

and optional topics.

2. Marking schemes – be familiar with how the answers are marked.

Where are marks awarded and / or deducted. Know how many marks

are awarded for content

and overall evaluation. Where can you get

marks for attempting questions? (NOTE: Different marking schemes apply

to different subjects).

3. Examiners’ Report – Examiners’ reports comment on the quality and range of answers in

previous years. They highlight where

students scored high marks and also point

out common classic mistakes. Knowing this information and applying corrective action is

vital to you exam success.

4. Past papers – These are essential for exam preparation.

They help you become acquainted with exam paper format. They also afford

you the opportunity to practise applying your exam skills and subject knowledge

to exam questions.

Other Supports and Resources

Teachers - ask them for help

Get support and help from your teachers, re

orals, aurals, research projects and subject and exam material.

Class

work

– make all class work relevant to the exam, e.g. if you are studying poetry in

English class at present, then become focused

and decide how you may use the class material to help you answer English

Paper II, Q.3.

Class

notes, revision notes, revision text books, the internet – Use all

appropriate resources to help you research your subject topics.

www.examinations.ie is a very useful website

Passive versus Active Revision

Passive revision is just re-reading text

books, notes and underlining or highlighting key words. No attempt is made to

recall or reproduce learning.

Active revision involves recalling

what you learn. It engages and focuses the mind.

Some Active Revision Methods

Notes: Write out the key summary words. You have

to reflect

on what you read and

select

the key points / words.

Index Summarise

your notes / material on index cards. By focusing on key Cards : words / definitions it will help you understand the

material better. You will also

be able to revise material more effectively and quickly.

Repeating

When revising feel free to speak out loud.

repeat key words /

out

Loud: definitions out loud to yourself or to

someone else. You might consider recording

the material on your iPod and listen to the recordings frequently.

Past

papers:

Practice

answering questions from past papers in the time allowed

High Examination Performance – A 10

Point Plan

you start

the exam

Think positively and

relax at

your exam desk. Visualise successfully completing the

exam paper. Focus on your breathing exercises

Read questions carefully

and tick off the ones you may

answer

Decide which questions you will

answer using the BUG

technique

Decide on the order in

which you will answer the questions. Begin with the ones you are most confident

about.

During

the exam

Brainstorm an

answer plan. Categorise and group relevant points.

Write your answer in the time allowed.

Note:

Some questions may have many parts with different marks allotted to each part.

This will influence how much time you will spend on each part.

7. Keep

your attention

focused

on the question you are working on. Avoid thinking about past answers or future

answers

8. If

you get stuck on

a point or can’t remember some details, leave a space on your answer

book and continue writing on the next point. It

is likely the information missing will come into your mind and you will then be

able to fill in the blank spaces. The idea is to keep your concentration and

answering flow going and uninterrupted. Many students when they can’t remember

some details

panic, worry and loose concentration and this adversely affects

their time management and the quality of the other answers.

9. Present

all your answers clearly marked

and labelled. When cancelling

material, simply draw a line through the sentence(s). Include all your answer

plans and rough work in your answer book.

Attempt

the required

number of questions and all the relevant parts of each question.

After

the exam

10. Avoid

post-mortems and checking answers with other students. Focus your attention and energy on relaxing

and preparing for your next exam.

Handling Examination Nerves

Almost everybody feels anxious and nervous

about examinations. Likewise, all top performers in their chosen fields i.e.

sport, public speaking, actors, comedians etc., experience some sort of anxiety

prior to performing. When faced with an important task or challenge, lots of

nervous energy, known as adrenalin is pumped into the body. It is important to harness this nervous

energy to help your exam performance. This

nervous energy may increase your alertness, allow you focus / concentrate for

longer periods and help speed up what you do.

Some student let the ‘nerves’ control them.

They panic and worry, usually over what they have no control over.

Remember: The way to exam success is being prepared by knowing what to expect and

responding appropriately.

Should you begin to worry, CHANGE you focus

of attention away from your feelings to the revision task or exam question at

hand.

By looking at a focal

point outside yourself, you break up feelings of absorption such as worry,

self-doubt and guilt. The practice of conscious breathing centres you and

returns you to the present moment

Four

Corner Breathing

This exercise is a tried and tested way to

calm yourself quickly any time, anywhere. First look around and find something

that has four corners – a picture, your desk, a window, a door or draw a

rectangle on a page.

Look

at the upper left-hand corner and inhale for the count of four

Move

your gaze to the upper right-hand corner and hold your breath for the count of

four.

Move

your gaze to the lower right-hand corner and exhale for the count of four.

Move

your gaze to the lower left hand corner, silently say the words relax, relax,

smile, and just do that.

Breathe in …2,3,4 Hold…2,3,4

Relax… Relax… Smile Breathe

out…2,3,4

Understanding

the Exam Question

Each question on the exam

paper has been carefully worded so that you can answer it within the timeframe

allowed.

BOX

help you understand the question, you might use the BUG technique when

appropriate

BOX

Underline

Glance back to check

Put a box around the action / instruction /

directive word(s). An action word tells you what is expected, e.g. discuss,

explain, evaluate etc.

Underline the key words in the question. This

will help you sort out not only the contents required, but will also tell you

any limitations, e.g. if there is a specific time frame or if only one element

is to be discussed

Glance back – have you missed out any words

which are important and change what you have to do?

Some Examples:

Geography:

Examine the part national

debt and global trade patterns play in continuing the cycle of poverty in many

countries.

Examine the part

national debt and global trade patterns play in continuing

the cycle of poverty in many countries

English:

“Essentially the play Macbeth is about power, its use and

abuse.”Discuss this view of the play, supporting the answer with the aid of

suitable reference to the text.

“Essentially

the play Macbeth is about power,

its use and abuse.”

Discuss this view of the play, supporting the answer

with the aid of suitable reference to the text.

Different Types of Exam Answers

1. The Essay Type Answer

· Answers

the precise

question set out rather than presenting general information broadly relevant to

the topic

· Is structured,

includes an introduction, short paragraphs – each dealing with a key

theme/aspect supported by specific relevant facts/details – and a conclusion

· Is written clearly

and to the point, without waffle, grand generalisations, unnecessary

jargon, repetitive or personal anecdotes.

· Had good

paragraphing: the key point of each paragraph is introduced clearly, and

paragraphs follow logically from each other. (Note the importance of creating

answer plans)

· Has

a clear argument or perspective, which reflects the

question DIRECTIVE, e.g. “Discuss”, “Evaluate” or “Account for”.

Short

Answers

Many

subject papers, such as Biology and Geography include some short technical questions to be answered.

Here there is usually a short correct answer.

prepare best for this type of question, practise answering similar questions from past exam papers and text books. Along

with classmates, you might consider

making up short questions which will help your revision and exam preparation.

answer short technical questions you need:

To be aware of each

specific step in calculations or procedures and in applying formulae

Specific knowledge of theories and

definitions

be able to interpret

graphs and data

be able to draw clearly

labelled diagrams

read questions with care

and double

check your answer before writing it in the space provided on the exam

paper

The Exam Zone

Students who perform well in

exams get into a positive frame of mind, often referred to as being in the Exam

Zone

Students

in the Exam Zone feel that:

they are well prepared to sit the exam. They

believe they know ‘enough’ (not

everything) about the subject to score high marks.

they are well practised

in answering different types of exam questions within the time allowed.

They are relaxed, calm

and in control

they have different

strategies to handle all challenges which the exam paper might

present

the are organised

and feel confident

knowledge, facts and details will flow when required

How close do you feel you are to being in the

exam zone right now?

Not in the Really

in the Zone

Zone at all

1 2 3 4 5 6 7 8 9 10

Do you experience self doubt and or anxiety

about the Leaving Cert Exam?

Not at all Very often

1 2 3 4 5 6 7 8 9 10

How well do you

manage self-doubt or anxiety before exams?

Poorly Very

well

1 2 3 4 5 6 7 8 9 10

How well do you

create positive thoughts and maintain focus before and / or during exams?

Poorly Very well

1 2 3 4 5 6 7 8 9 10

Getting into the Mental Exam Zone

Key elements for entering

and staying in the exam zone are:

1. Regular practice

2. Strive for continuous improvement

3. Ability to complete tasks

4. Stay focused on the present moment

5. Have clear exam goals, plans and

strategies

6. Ability to control anxiety and self

doubt

1.Regular

practice

£ I

spend an appropriate amount of time revising

£ I spend time reviewing and analysing past

exam papers

£ I plan exam answers

£ I

spend an appropriate amount of time answering exam questions within

the time allowed

£ I

spend time working on important areas where I feel challenged – e.g.

French grammar, Mathematical equations

£ I

always practice in conditions similar to those of the exams

improve in this area I will….

______________________________________________________________

Strive for continuous improvement

£ I

always aim to maintain or improve my exam performance

£ I identify particular ways of achieving

better grades

£ I am aware of the areas where I can improve

£ I

practice in the area I will improve in

£ I

plan how I will achieve higher grades

continue striving for improvement I will….

______________________________________________________________

3. Ability to complete tasks

£ I

can make clear decisions on what I will do

£ I can design a plan

easily and quickly

£ I complete tasks,

e.g. essays and projects on time

£ I

plan and complete revision tasks

£ I

can break down large amounts of material into small chunks / units for easy

learning and revision

£ I

make all revision and practice questions relevant to the exam paper

improve on my ability to complete tasks I will….

______________________________________________________________

4. Stay focused on the present moment

£ I have good powers of concentration

£ I find it easy to keep focused on the task at

hand at any given moment

£ I

find it easy to concentrate on one aspect of a topic at a time

£ I

focus on what I have done and will do rather than on what I have not

done

£ I am

happy to work on a key task now and I do not worry about the other

tasks I have to do in the future

improve on my ability to stay focused in the present I will….

______________________________________________________________

Have clear exam goals, plans and strategies

£ I

know exactly what grades I want to achieve

£ My exam goals are reasonable and achievable

for me

£ I believe I can achieve my Leaving Cert goals

£ I

have designed revision and exam practice plans

£ I

know what to do to achieve my goals

£ I

set specific and realistic steps for achieving my goals

improve on my exam goals, plans and strategies I will….

______________________________________________________________

6. Ability to control anxiety and self

doubt

£ I

know what level of stress produces my best performance

£ I am aware of what

triggers my anxiety

£ I use strategies

which help me relax, stay calm and in control

£ I

visualise high exam performance

£ If

distracted or anxious, I can refocus quickly

£ I

will remain positive even at challenging and critical times

improve on my ability to control anxiety and self-doubt I will….

______________________________________________________________

__________________________________________________________

Developing your Performance enhancing

mental and emotional states.

Getting

into the high-performance zone

In the

high exam performance zone students:

· Are aware of their skill levels

Have a clear

focus – know what you are doing

Focus on the present

moment activities, while keeping long-term goals in the background

Controlling the

controllable – being aware of what lies within their power of influence and

doing so. Students do not worry about things over which they have no control

An Empowering Attitude

Develop

an empowering attitude by creating positive thinking patterns around school,

work, study, revision, practising answering exam questions and during your exam

performance itself.

Attitude Outcome

I am working and preparing well

I am learning what’s worth learning

am working to deadlines

am focused, relaxed, calm and flexible

have a balanced timetable – work and free time. I have a sense of progress and

my confidence grows

know what’s expected in each subject paper. I am aware of compulsory and

optional questions. I plan and focus my

study and revision around the choices I make

I will

break down my revision topics into specific units relevant to the type of

examination questions asked. I will work against the clock. I know what to

expect.

focus my attention on the work of the present moment. I apply relaxation

techniques, all of which help me for the Leaving Cert exam

Exercises to

facilitate mental, enotional and physical wellbeing

Exercise

1 - Relaxation

Sitting comfortably in a straight backed

chair, place your feet side by side on the floor and your hands loosely on your

lap.

Become aware of you breath flowing in and out

of you lungs.

Imagine a white board in front of you (Just

like the ones in the classroom) It is completely covered with writing.

magine a board wipe begins to very slowly

wipe the board clean – using slow broad strokes.

Quietly sit watching until every last mark is

cleaned from the board and you are sitting looking at a completely clear board.

Choose one positive affirming word that you

will put on the board.

Watch as the word magically appears on the

board.

Take a minute to breathe in and absorb this

word.

Become aware of your breathing again as you

sit in the chair.

Exercise

2 - Relaxation

Sitting comfortably in a straight backed

chair, place your feet side by side on the floor and your hands loosely on your

lap.

Beginning with your toes, tense your toes

tightly, hold…. and release.

Then tense your whole foot, hold…. and

release.

Move up to you calf muscles, tense, hold….and

release.

Continue in this way tensing all the muscles

of your body, holding and releasing…..thighs, pelvis, abdomen, chest,

shoulders, upper arms, lower arms, wrists, hands, neck, head and scalp, mouth,

nose and forehead.

Complete the exercise by taking a couple of

deep refreshing breaths.

EXAM

SUCCESS

SKILLS

NOEL BROSNAN

High Exam Performance

You have one key goal – to perform to the highest

of your ability in the Leaving Cert Exam next June. All

school work and study needs to be focused and related directly to

this goal.

So everything you do in class, study and revision is orientated towards helping and preparing you for peak performance in your Leaving Cert

Exam.

Unfortunately, many students

underperform in exams not because they don’t have the ability or knowledge, but

because

they have not prepared properly.

It is really worth noting

the following factors which contribute

to exam success

Natural

ability accounts for about 20% of exam success

Study

and subject knowledge account for about 30% of exam success

Being

organised and practising exam strategy / techniques account for 50%

of exam success

Imagine the Leaving Cert is

an individual

game / sport like golf. So you will be performing

in the National Championships next June. The great thing about the

Leaving Cert is that you get to set your own targets to

aim for, e.g. 460 points. You achieve 460 points, and then you are a winner. It

really does not matter what grades other Leaving Cert students get. This is an

individual game where you are only competing against your self.

Your Team

To perform well in the

Leaving Cert exam you will have to prepare

and practise doing the right things. To do this you will have to know what is

expected of you.

“I

wasn’t scared by the situation. I knew exactly what I had to do.”

Katie

Taylor speaking about the Olympic Final 2012

To succeed you will have to be disciplined in training and practice. You will also use all the help and support from your team. Katie Taylor had a

supportive team to help her win Olympic gold in 2012.

Who is on your team? You, your parents,

your teachers, your friends and classmates and grind teachers?

Talk with your team members

about your hopes, goals, plans, strategies and fears.

Ask for help. Listen to

advice. Take feedback

from teachers, correct mistakes and

apply new learning.

9 Point Plan for Peak Exam Performance

It is essential to have a

holistic view of what’s involved in preparing

for

and performing

a high level during the exam.

Many students see school life in a fragmented and disjointed

way. Some students just go through the motions of attending class without being really present. They may only do some written homework.

It is important to realise

that all class work,

homework, study and revision are interconnected and exam orientated.

1. Become

highly motivated. Get

clear on what a high Leaving Cert result can give you.

2. Set

specific exam, study, revision and exam practice goals.

3. Increase

your self-awareness by developing your self-belief, self-confidence and

cultivate a positive mental

attitude.

4. Gain

knowledge and understanding of each subject syllabus. Become familiar with exam paper layout, exam questions and marking schemes.

5. Plan – design study, revision and

exam practice plans.

6. Create

a learning

environment –

· Be

an active student in class

· Use

study periods during and after school hours

· Design

your own resourceful study space at home

· Be

organised – plans, revision, notes, textbooks, exam papers.

7. Visualise

Exam Success. See yourself working well in class. See yourself doing revision

and practicing exam questions effortlessly. See yourself actually doing the

Leaving Cert Exam and everything as going according to plan.

8. Take relevant Action – Just Do It!

Nothing happens until you take action

Concentrate and listen in class

Apply revision strategies; learn material;

practise answering exam questions.

9. Perform

during the

exam.

The Motivation Factor

What is your main reason for preparing well and

performing at a high level in the Leaving Cert Exam?

___________________________________________________________________

What course do you hope to study in college?

___________________________________________________________________

Why do

you want to attend this course?

___________________________________________________________________

Which College will you attend?

___________________________________________________________________

How many points will you get in your Leaving

Cert Exam in 2016?

___________________________________________________________________

Leaving Cert Results

My Leaving Cert Grades /

Targets

SUBJECT

GRADE

POINTS

TOTAL .

College Course: ___________________________________

College:

_________________________________________

(I Believe I will achieve these results in my

Leaving Cert Examination 2016)

___________________________________________________________________

Signed:

_________________________________________

Date:

___________________________________________

The Laws of Success / Achievement

All

high performers use these Laws of

Success and Achievement

NOTE: These Laws or Principles are

all interconnected.

The

Law of Mind

become what we think about. If we think thoughts such as

· “I will fail”

· “I am not good enough”

· “School is boring”

then this will most likely be true. If however, we

think thoughts such as

· “I will pass”

· “I

will get 500 points”

· “I

will study Science in UCC”

You get to choose your thinking patterns which help create your

reality.

Consciously

become aware of your thought patterns and decide to think thoughts that will help and support you to perform at

a high level in class, during study and revision sessions AND in the EXAM HALL.

The Law of Expectation

Whatever you expect

with confidence will have a tendency to materialise in your life.

If you expect that

· “Irish

class is boring” – guess what? Irish class is boring.

· “I

expect to get a B1 in honours Geography” – preparing

well and expecting a B1 – it is very likely to happen.

The Law of Belief

This

is an essential law of

success.

· All

winners and champions in life have a STRONG POSITIVE BELIEF in their ability

to perform

well on the day.

This powerful belief

is nurtured by the fact that they know

what challenges to expect and they have prepared and practised well to meet those

challenges.

The

exam success skills

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