Each student needs an A4 or A3 piece of paper that they can split into 12. They then get 3 minutes per slide to write down everything they remember about the given topic. At the end of each topic they can give themselves a RAG rating of how well they think they’ve done. They can then use this to focus their revision. Alternatively their home-learning after the lesson can be to “mark” their revision clock, checking their content is accurate and adding any forgotten content. You could also split this over 2 lessons and have 5 minutes of class discussion after each topic so that they can get feedback in real-time.

This interactive flowchart helps you decide which statistics test to perform based on the type of data you have and what you are looking for. If you click on each of the categories it brings up a help bubble with a descriptor of what it means. If you click on each statistical test it brings up a complete worked example of how to perform that test. It also includes a help sheet and example questions on reading from a table of critical values. My students have found this invaluable in helping them navigate which test to use, but also as a visual display to aid their memory.

Each student needs an A4 or A3 piece of paper that they can split into 12. They then get 3 minutes per slide to write down everything they remember about the given topic. At the end of each topic they can give themselves a RAG rating of how well they think they’ve done. They can then use this to focus their revision. Alternatively their home-learning after the lesson can be to “mark” their revision clock, checking their content is accurate and adding any forgotten content. You could also split this over 2 lessons and have 5 minutes of class discussion after each topic so that they can get feedback in real-time.

This lesson allows students to explore the different methods of studying the brain for themselves, before then discussing as a class. I lead them through how to use Google Trends to investigate the change in popularity of different methods over time. The students then have to pick out key words for each method to help them understand the process. The students also have to complete a pros and cons table for each method (answers provided). Finally an AfL task muddles up the different aspects of each method and the students have to decide which belong to each method (answers provided) This could be used as an independent enquiry lesson or as a flipped learning task for the students to complete at home before the lesson.

I have created 4 rotating squares revision cards for Schizophrenia. The preview is an example, created by someone else and not based on schizophrenia. The page is split up into 4 with a 16 mark essay question in the centre. Each of the 4 sections has a different prompt to elicit students to consider certain aspects of the question. I print these on A3 and place in the middle of the table. Each student then has 5 minutes to work on their section, bullet pointing ideas and references. This can be open book, used as a tool to aid good essay planning. The students then rotate the sheet and see if they can add anything to each other’s sections. They then have a strong, detailed essay plan and I often set them the task of completing the essay for homework or as a timed assessment at the end of the lesson.