Grade Transformation Blog

Grade Transformation Blog

No.1 in Transforming Students’ Grades

Posts filed under Goal setting

Feeling like there’s not enough progress?

In a recent email conversation, a mum told me how her daughter was a little disappointed with her recent English mark. BUT, as her mum, she could see just how far her daughter’s come and doesn’t want her to feel disheartened.

This is a common situation in Term 1 because those assignments and assessments that have just been completed
are being judged on the criteria for your teen’s new year group,
BUT with only having had only one term of teaching at that level!

So, here’s a practical action that can help alleviate the frustration that may arise when your teen feels like they aren’t progressing as they’d like, or are falling victim to the new criteria and demands of a higher year group.

 

 

Quick Analogy: Do you have an analogue watch or clock nearby that you can look at?

If you do, then just quickly note the time right now and then watch that minute hand.
Can you see it moving?
Nope…
(unless you have super-power eyesight!)
But, we know it is, right?!

I’m Katie Price – Grade Transformation Expert and in a moment I’ll explain what this means for your teen.
Because I wanna talk about an issue from a recent email conversation I had with a mum, who told me how her daughter was a little disappointed with her recent English mark BUT, that as a mum, she can see just how far her daughter’s come and doesn’t want her to feel disheartened.

This is a significant observation, especially at the start of a new academic year.

Term 1 assignments and assessments that have just been completed are being judged on the criteria for your teen’s new Year group, BUT with only having had one term’s worth of teaching at that level.
So it can be tough sometimes to even maintain the same grades as the previous year, let alone continue to improve on them.

 

I discussed this issue back in my blog ‘What got you here, won’t get you there’,
so if this resonates with you, then go check that out after finishing this one 🙂

 

Because what I really wanna share with you is a practical action that can help alleviate any disappointment or frustration that may arise when your teen feels like they aren’t progressing as they’d like, or are falling victim to the new criteria and demands of a higher year group. Especially, like I said, from their results in Term 1.

 

Well, here it is…

 

Think back to the work your teen was producing 3 years ago.

It would look and sound quite different to what they are producing now.
And what about comparing the questions they were tackling or how they were writing and performing two or even just one year ago?

For example :

– The complexity of the music script they are now learning for an instrument will be more intricate than this time last year.

– The quality of their artwork will be higher,

– The vocabulary and sentence structures in their writing will be more sophisticated,

– The creativity in their design or ideas will be more interesting,
and

– The difficulty of the maths questions they’re now tackling will be greater.

 

I’m pretty sure that if they did this, they’d see and think something along the lines of either:
“Gee – that felt like quite a challenge back then, it looks kinda easy now”.

Or…

“Wow – I was really proud of that when I did it, thought it was pretty darn brilliant. But hmmm… it doesn’t look or sound so great now”…

It can be a great way for them to see the hard evidence of their progress and new levels they’re operating at.

 

So collect, or photograph, or digitally save a few work samples from your teen at yearly intervals.

Then you’ll have something to pull out and remind them of how far they’ve come if they ever need a reminder or some proof.
Keep a copy of an English assignment, a photo of a piece of art, a piece of music they’ve been rehearsing or a science analysis.

It doesn’t even have to be a whole project – for example the analysis part of a science project is where students most develop their writing.

(And in the digital age this is so easy and DOESN’T require you to be hoarding folders of paper or rolled up collages! Bonus!) 😉

 

Now, if you had one… take a look back at that minute hand on your watch or on the clock…
It’s moved a tiny bit, right?

Our development and growth in our skills is the same – it’s such a gradual process that we ourselves often can’t see it.
And the way that success criteria and grading are set up to increase through the year levels – as of course they should do –  well, it can compound this lack of sense of progress.
But for almost all students, they ARE progressing and sometimes just need a good solid reminder through some hard evidence to boost their confidence and motivation.

 

So, start now. See what you and your teen could save from their Term 1 assessments and then leave me a comment or drop me an email and let me know what you file and save and why you chose those them.
Is it a subject they struggle with?
Or is it something they love and want to continue with and achieve well in, in future?

 

And if you think this idea would be useful to others, feel free to share! Forward in an email or share this blog link on social media.

And until next week, let’s make this a fantastic week.

Katie 🙂

 

 

 

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Starting Year 9 – What to expect and how to succeed

Moving up to the next year group can feel like a big deal and can be pretty daunting (whether students choose to show it, or not).

There might be butterflies of excitement (‘Yesssss – Year 9 always sounded so cool’).

Or butterflies of anxiety or worry (in an ‘Eek! Y9! OMG – Things are gonna start getting tough!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 9 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

Okay, so your teen’s going into Year 9!….

There are gonna be a few things that feel pretty similar to Year 8, but also a couple of significant changes in the tasks they’ll likely be set.

 

Things that won’t change too much are the level and quantity of the subject content that is being taught. So no need to worry about anything suddenly feeling super-difficult or being out of their depth in terms of knowledge and understanding of a subject if they went okay with it last year.

Of course, they may have one or two new subjects if they have electives starting this year and that’ll be really exciting. This could be the place where there might be a steeper learning curve if it’s a brand new subject, like a new language perhaps. But of course the teachers and the syllabus will take account of that and most other students will be in the same boat, so nothing to worry about. Students just need to be willing and able to ask for help if they need it, for example from teachers, parents or tutors, or know where to find additional help or resources on the internet, for example tutorials on YouTube or subject-specific websites such as ‘Litcharts’ for English literature.

The one thing your teen might notice a change in though is the types of tasks they’re set. Rather than the more standard – e.g. answer these text book Qs for homework – they may be set more extended tasks like research assignments or even, perhaps their first essay.

These will require some independent research as well as the ability to structure a comprehensive but clear response.

At this stage teachers will most likely give them a scaffold or model to help with structure, but just in case they don’t, or you’d still like a bit more help with that then, try using my tip that I blogged about previously – ‘Write the Intro Last’.

I know. It sounds a bit backwards, but everyone who’s used it has told me how well it’s worked so give it a go 🙂

Plus, that independent research I mentioned – well that can massively sap your teen’s time.

So try out these tips too:

3 Google Hacks to help you research and find information that’s actually useful

And

The Ninja referencing trick

 

So there you have it.

Not too much change in the demands of the subject content, a bit of excitement for new electives (or perhaps just having been able to drop one that they didn’t enjoy!) and some new expectations in terms of likely more extended tasks, inquiries or investigations. Maybe even the first essay!

So be sure to use those tips I mentioned to help deal with those or just have a browse for other related tips using the categories in my blog at the bottom-right of the page.

Clicking on the ‘Assignments’ tag in the column of tags to the right of this post will be a good place to start 🙂

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER- happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie 🙂

 

 

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Starting Y12 – The challenges & opportunities to thrive (rather than survive) this final year!

Moving up to the next year group can feel pretty daunting (whether students choose to show it, or not).

And of course, well, it’s Year 12. It’s kind of a big deal.

There might be butterflies of excitement (‘Yesssss – Year 12 – at last!’).

Or butterflies of anxiety or worry (in an ‘Eek! Y12! OMG – Wait, no, I’m not ready!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 12 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

 

 

Yikes, it’s Year 12 for your teen!

You’re probably wondering how on earth they’re in Year 12 already, right!?

The final year of high school and a particularly important one if they want to give themselves as many future opportunities as possible – including those they don’t even think they might want or need right now.

(My sister started out working with artists and corporate commissions when she left school at 18. Then she worked in the marketing department for the Birmingham Royal Ballet. Now… she’s a vet – and did her study and training for that almost 10 years after leaving high school. And I can tell you – she was very glad she’d gotten good grades first time around, even though she didn’t need them for what she THOUGHT she was going to do with her life.)

So, with maximising choice and options in mind, here’s what to look out for and be READY for in Year 12.

The types of tasks and assessments will be similar to Year 11 – including essays, inquiries, research assignments and investigations.

A lot of what’s done in Year 11 is kind of a dry-run for Year 12.

So they should be fairly familiar with these by now and be confident in tackling them.

Therefore, what’s going to really pay off is being able to optimise these opportunities to operate at the highest levels of cognitive ability, i.e. respond at the highest levels of Blooms taxonomy.

(By the way – if you’re not sure what I mean by any of that, then be sure to come to my upcoming online Term 1 Parent Info Event – I’ll be emailing out details soon) 🙂

One way is to strategically select a topic or focus for any open task.

One that provides the greatest opportunity to incorporate high level info and demonstrate high level analytical and evaluative skills. I recorded a blog video specifically on this – ‘Choosing a great topic for an open-ended task’.

 

And of course, there are those final exams. It’s essential for your teen to know and have had plenty of practice in the six elements of exam technique, as well as be very familiar with mark schemes and how they work. Plus, they need to be savvy with time management by being clear and succinct in their answers, whilst also providing the required depth and detail.

It’s a lot to consider I know, which is why I teach all of these in my 10 Week Grade Transformation Program as well as the skills and techniques of active revision and revision planning.
(When it comes to revision, there’s nothing worse than seeing a student studying hard, but revising in all the wrong ways).

 

So, to sum up, have your teen keep in mind this year:

  • How can they manipulate tasks to allow them to operate and respond at the highest levels?
  • Have they nailed the 6 elements of exam technique?

And

  • Do they know if their revision techniques are what we call ‘active’ and scientifically proven to be effective

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER-happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie ?

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Starting Y10 – What lies ahead and how to tackle it

Moving up to the next year group can feel like a big deal and can be pretty daunting (whether students choose to show it, or not).

There might be butterflies of excitement (‘Yesssss – Year 10 always sounded so cool’).

Or butterflies of anxiety or worry (in an ‘Eek! Y10! OMG – Things are gonna start getting tough!’ kinda way).

So, here’s what your teen can expect and should be ready to look out for as they embark on Year 10 – so they’re not only feeling cool and calm about what lies ahead, but can also really make the most of the opportunities to show their best work.

Okay, so your teen’s going into Year 10

A couple of important details to look out for; one more obvious and one much less so (and is actually what catches many students out).

First of all, things that won’t change too much for your teen…

The amount of homework and independent work they get set probably won’t feel too different from Year 9. And also the subjects they’re studying are likely pretty much the same, both in terms of the compulsory ones and their electives.

But what that means is the subject content and the standard of it is going to increase, as they’ll be building on the foundations laid in year 9 and earlier.

 

Here’s what that actually looks like:

Your teen will be set more questions or tasks that have higher level commands built in.

Command words are also known as cognitive verbs (and if you’re not sure what I mean by them, then be sure to come to my upcoming Term 1 Parent Online Info Event – I’ll be emailing out details soon!).

 

In particular they’ll see ‘analysis’ level questions a lot more this year.

These either explicitly state ‘analyse’ in the question, or have it more subtly woven in by using phrases like ‘Explain how the author achieves or shows something’ or ‘Discuss the effect of x, y, or z’.

These and many other wordings of questions, tasks or assignments all require an analytical response, so your teen needs to be able to recognise when this is being asked AND know how to write analytically with detail but also whilst avoiding the dreaded waffle.

 

And finally, if your teen hasn’t already been set any essays yet in Year 9, then they’re very likely to get their first one in Year 10.

Being clear on not only the basic structure – intro, 3 body paragraphs and conclusion, and using a PEEL or TEEL structure within each paragraph – is a given.

Being able to construct an essay that flows and builds throughout, whilst also being focused on the command, not just the topic is really going to make the difference. Not just to their grades, but also to how efficiently they are able to write the essay as opposed to struggle through it for hours upon hours.

I train students on these elements in detail (and much more!) in my Write Like an A-Grader Training,

but for a quick and free tip, also check out my blog post ‘Write the Intro last‘, where I explain the ‘backwards solution’ to essay struggles 🙂

 

So to sum up!… Not too much change in subjects and content, but rather, a notable levelling-up in terms of the standard of their writing and depth of understanding, most likely showing up as the higher level commands, such as analyse, assess and justify.

 

I really hope that helps with any pre-Term 1 nerves or anxieties, as well as giving you some go-to tips and strategies.

Leave me a comment or drop me an email and let me know… What’s the thing your teen’s most concerned about for the next school year, or the thing they’re most looking forward to?

And look out for my Term 1 parent information event coming up very soon.

(Totally free and with a new twist for 2019! Woop woop!).

Here’s to a SUPER- happy and successful year ahead and until next week, let’s make this a fantastic week!

Katie ?

 

 

 

 

 

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Stop Studying Harder! (Figure THIS out instead)

When you were a kid, did you ever do that thing at the shopping centre, where you try running up the down escalator?

 

And at first it works, you make the first few steps pretty easily, but then as you get further up, like somewhere in the middle, you’re like, “Oh man, this is actually getting pretty hard now”, right?

And you’re still moving, still pumping your legs, but you’re not actually moving.

So what do you do?

You try to go faster, keep working harder.

And if you haven’t done it, then I’m sure you’ve SEEN a kid do this.

 

So what if I told you that this is kinda how many students are studying.

Even though they’re working harder than ever before, they’re not making the progress they want.

Here’s why (and how to END that downward momentum)!

 

So… the goal is to get to the top of the escalator.

Whatever that is in real life, a certain grade or set of results, or getting into a particular uni or course, or just getting a particular assignment or essay written!

 

We have the goal, and we’re working hard to achieve it, taking action.

But there might just be something that’s actually stopping us making the progress we want or feel we should.

Or something that’s just making it a LOT harder than it should be.

 

I’m doing things, I’m working, but I’m just not getting anywhere.

Whether that’s doing tons of revision, but still not getting the exam results you want.

Whether it’s doing tons of research for an inquiry, but going round and round in circles not knowing what to actually focus on or how to use it.

Or perhaps it’s struggling on where to start with an essay, just waffling around the topic, but having no real flow or direction through the writing, so that it just doesn’t feel like you’re making any real progress.

 

Well, wouldn’t it be easier if we turned off the escalator and they just became normal stairs. Now that means it does still take work and effort to get to the top.

But there’s no wasted energy and effort.

So what is that downward force?

How does your teen turn off the escalator?

Well, it’s different for everyone, it could be that they’re not clear on how mark schemes and success criteria work and how to use them to their advantage.

It could be that your teen isn’t accurately identifying both the topic and focus – separately identifying those two things – in essay titles, so they aren’t clear on how to plan or write their response. I

t could be that they’re missing one or more of the 6 elements of exam technique. It could be that they’re revising hard, but not using methods that are effective.

(In fact MOST students are using revision techniques that don’t work. Sad, but true).

It could be another factor that’s dragging down their results and performance in assessments and of course their confidence.

 

The key point here is about understanding what’s going on and then taking action to identify it.

 

So let me know… Is your teen trying the climb the down escalator at the moment?

Or, is there someone you know who’d benefit from hearing this? In which case, please – pass the link to this blog on to them 🙂

And until next week – let’s make this a fantastic week 🙂

Katie

 

 

 

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Try this ‘No Fail’ New Yr Resolution

You may know that I’m not a fan of New Years Resolutions.

You know… The type that are usually broken within a week – so are not only useless but also make us feel like a failure too.

Nope, not a great system in my book.

But there is a system that I like.

I shared it last year, and with New Year upon us here’s an update and review on it this year too.

 

Okay – so the idea is to have two words – one that reflects on and sums up the year just gone, and one that sets your intention or goal for next year.

 

This way, there’s not a specific moment or thing you do or don’t do that means you broken this promise or intention, but still gives you some direction, drive and focus.

 

So, my word for last year was ‘step-up’.

(And yes – I know that’s technically 2 words, but there’s no mark scheme for this task) 😉

Do I feel I achieved that?

Yes and no.

 

Ways that I did:

Well one of the goals – a big thing was working with and in schools.

And I definitely did that.

Definitely started the ball rolling on being able to help and impact more students in that way through in school student workshops and resources for schools.

However, in focusing on that, I didn’t do as well with spreading my word and reach throughout Australia as a whole.

Growing my reach through optimising my hundreds of videos on Youtube and speaking to more different media, I have to admit, has taken a back seat.

On the other hand, I have stepped up with providing even more support to my community of parents and students.

I ran a free Facebook Pop-Up group for 3 months throughout exam season, with plenty of support and additional exam-specific tips, and I’ve also introduced a ‘Next Level’ coaching opportunity for graduates of the 10WGT.

So, still a couple of things to take forward and work on and also some proud achievements too.

 

So, what’s my goal for next year?

Or I should say my word for next year.

Brave.

 

Because the plans I have for 2019 involve now not only working with students in schools through workshops, but also with schools at a higher level, through teachers and leadership too.

And to be totally honest, that is gonna take some bravery, to tackle this issue of integrating exam preparation, developing exam technique, actively teaching study strategies, essay strategy and more into an already crammed curriculum and bulging lesson plans.

 

But it’s a goal I’m setting myself so that these skills, tools and techniques aren’t limited to just the students who undertake the 10WGT, or whose school I’m delivering a workshop to.

I want to get as many students as possible happy, smart and successful in their study so that they confidently tackle the tasks and assessments they’re given and achieve the grades they’re truly capable of.

 

So, I’d love to know, what are your two words?

Can you use this as a conversation starter with your teen and have them consider theirs too?

Drop me a comment below this video to let me know 🙂

And whatever your plans and goals, I wish you and your family a SUPER Happy New Year.

Let’s make it an AMAZING year in 2019!

 

 

 

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Revealed: Missing link between SETTING and *ACHIEVING* goals

We hear all the time about the importance of setting goals and targets.

And it can certainly be a productive and motivating thing to do ?

However, there’s one key, super-important, super-ESSENTIAL step that often gets missed.

And it’s a trap that we can all so easily fall into…

Now, before I reveal all, I’ll give you an example and then you can ‘play along at home’ and see if you can work out what I’m talking about 😉

Let’s say Bob sets a goal to lose 5 kilos. He writes it up, sticks it on his fridge, does some visualizations of himself being 5k lighter, and all the rest of the steps in goal-setting.

He even puts a time-frame on it – to make it a SMART goal of course……..

And then what?

Is Bob going to just lose those 5 kilos?

No, of course not.

So, have you guessed it?

What’s missing?…

Yep, it’s the steps and actions that are needed to achieve those goals.

It’s knowing:

  • what those steps are
  • what we need to do to complete them

and then

  • precisely how and when we’re going to do it.

 

So, for Bob, he needs to figure out what foods or drinks he needs to take out of his diet and what he should eat or drink instead, and how much of them, probably even at what points of the day.

He might also need to find a way to become more physically active and then decide how, where and when he’s going to incorporate it into his life each week.

 

But back to your teen… It’s exactly the same for students, their study and their grades.

For example, if your teen sets a goal to get an A in English, they need to identify exactly HOW they are going to do it.

What precisely do they need to change or improve?

And then, exactly how are they going to develop their knowledge and skills to make those changes or improvements?

Because it’s not just a case of ‘working harder’ in English.

(Proof = I see some of the hardest working students STILL stay STUCK term after term, semester after semester, on the same old grades).

It’s instead knowing the exact steps to take that will create the changes they need to make, in the skills and criteria that the grading system requires.

So first they need to figure out how identify these.

  1. How can they find out what they need to specifically improve? That’s link 1 in bridging that gap between goal and achievement. This might be talking to their teacher, or go through their previous comments and feedback on assessments.

Let’s say they realise that need to focus on giving more detailed analyses.

Great – now they need to figure out link 2.

2. They need to find out HOW to do that. (Insider info: This is often the trickiest part! Because if they knew THAT then they’d likely already be getting those A’s, right? )

Well let’s take the example of needing to give more detailed analyses:

They’d need to work on extending explanations (which BTW is where my 3 magic words –  so, therefore and because come in!).

They’d need to use more technical vocab, and…

They’d need to select suitable examples or evidence and develop detailed links to back up their explanations.

 

So, let’s wrap this up:

The key message here is to make sure, whatever targets or goals your teen sets for themselves in their study, that they have a clear and specific path to get there. That they know precisely what they need to do and HOW to do it to achieve them.

 

I’d love your feedback or questions around this – Scroll down and leave me a comment 🙂

Until next week, let’s make this a fantastic week!

Katie

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Maximise ‘Power Hours’ for ultra-productive study

Does your teen struggle to get up and going early in the mornings?

They can just about ‘rise’, but there’s not much ‘shine’? 😉

Or are they all ‘up-and-at-em’ early in the day, but tired and a bit brain-dead in the afternoons or evenings?

*Yup – Raising my own hand over here for that second one* 😉

Well, the good news is, this is all toooottttally natural.

There’s a lot of research out there about what makes us earlybirds or night owls and how these energy ebbs and flows vary between males and females and at different ages.

But how can students optimise this and *really* make it work for them?

Does your teen struggle to get up and going early in the mornings?

They can just about rise, but there’s not much shine?

They can just about ‘rise’, but there’s not much ‘shine’? 😉

Or are they all ‘up-and-at-em’ early in the day, but tired and a bit brain-dead in the afternoons or evenings?

*Yup – Raising my own hand over here for that second one* 😉

Well, the good news is, this is all toooottttally natural.

There’s a lot of bio and psych research out there about what makes us earlybirds or night owls and how these energy ebbs and flows vary between males and females and at different ages.

It has now been well-documented that teenagers are naturally later risers and some schools have even adapted to this and start their days later for students in the later year groups of high school.

But how can students optimise this and really make it work for them?

 

Well, once your teen pays some attention to their daily patterns (if they aren’t already aware of when they’re feeling most alert and when their best times to work are), they can then take action to make these these their ‘power hours’ and really maximise their productivity.

That means really ramping up their focus at these times and removing distractions that might slow them down or disturb their concentration.

Giving themselves timed bursts and specific tasks to get through in that time will also help.

They should also make sure that they’re tackling the trickiest tasks and those that require the highest levels of cognitive thinking and processing.

This includes creative tasks as well as those involving analysis, synthesis and evaluation.

 

Other more straightforward tasks can then be done in the lower energy times of day, so that at those busy times of year, ticks are still marked against on that to-do list, but with a little less brain-power.

Things like proof reading, filing notes perhaps, or doing background research for an assignment or essay task are good tasks to do at these times 🙂

 

So, have your teen get clear on their ‘high energy, high focus’ times of the day and then make these their *power hours*.

This’ll help them achieve their best possible grades by having them produce their highest level work at their highest performing times AND get these tasks done more efficiently.

And then perhaps they’ll even have a little more time to relax and recharge at those lower energy moments too 😉

I’d love to hear from you! Let me know whether your teen is an early bird or a night owl.

And tell me – what do they do to maximise their power hours?

Scroll down and tell me in the comments 🙂

Until next week, let’s make this a fantastic week!

Katie

 

 

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Prioritise tasks and skills that’ll ‘move the needle’

It’s easy to stay busy doing things that make us feel productive.

Often, students get good at disguising these ‘distraction activities’ as something that still feels study-related.

Making a beautiful-gorgeous cover page perhaps 😉

But the key to higher grades with less stress is your teen figuring out the specific tasks and places to put their effort, that will really move the needle in terms of results, rankings and grades.

Here’s what these tasks are likely to be (and what they aren’t!).

 

It’s easy to stay busy doing things that make us feel productive.

In the good old days it used to be things like putting your CD or video collection in alphabetical order.

As a teenager it was (and I’m guessing still is today), cleaning up your bedroom.

[I know, I know! ‘Not such a bad thing Katie’ you might be saying – but not so great if it ‘s just as a distraction activity for something they really should be doing. Like that English essay or Maths investigation] 😉

We also get good at disguising these distraction activities as something that still feels study-related.

Making a lovely cover page for that Maths investigation perhaps!

 

But the key to higher grades with less stress is your teen figuring out the specific tasks and places to put their effort that’ll really ‘move the needle’ for them in terms of results, rankings, confidence and grades.

So this could be:

  • Practicing some past paper Qs, rather than writing out notes from the text book.
  • Working on extending their analyses in their English essay rather than finding another reference for it.

OR, thinking…

  • How many sources do they really need for that History inquiry? Would they be better off adding more depth and detail to evaluating the sources they already have?

 

In other words, they need to identify the tasks that’ll boost their results, not just give them some more the ticks on their to-do list.

They should also consider training and learning that’ll really help across the board – which will be universal to all subjects and serve them across different subjects.

For example:

  • honing their paragraphing skills, their range of vocabulary and the sentence structures in their writing,
  • developing exam technique skills,
  • studying past paper mark schemes and chief examiner reports and retrospectives.

 

The trouble is that these are jobs or activities that rarely appear on any to-do list, but are SO important to boosting grades and confidence for students.

 

I’d love to know… Scroll down and leave me a comment – what are the things that would move the needle most for your teen AND what are the activities that are keeping them feeling ‘busy’ but aren’t necessarily giving them the biggest pay off?

 

Until next week, let’s make this a fantastic week 🙂

Katie

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Posted in Goal setting, Homework, Mindset, Results, Revision, Techniques & Strategies, Uncategorized
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