Broad outcome
Do well in Physics.
ABOUT ME
Tony Dennis
-
Teacher GCSE and ALEVEL for 20+ years
-
Head of Department, Head of Year, Assistant Headteacher
-
Director of Post 16 Education
-
Educational Researcher
-
Co-Creator of the VESPA Portal and Director of VESPA Academy
What are the Characteristics of High Performing Students?
VISION
Knowing what success looks like
EFFORT
Working proactively
SYSTEMS
Organising time and resources effectively
PRACTICE
Revising effectively
ATTITUDE
Staying positive when times are tough
LONG ROAD SIXTH FORM COLLEGE
Physics workshop
Shared presentation
4 sessions
57 respondents
Teaching slides and the group’s recorded responses.
October 2026
Andrew Huberman on Chris Williams Podcast
GOALS YOU CAN ACT ON
Outcome Control
Turn an ambition into an action.
Sometimes we get the advice to make our goals as specific as possible.
...but that might not work if the outcome isn't within our control.
Here are a couple of examples....
2 - I want to be the principal clarinettist in the New York Philharmonic Orchestra
There's only one such role in the whole world!
It's VERY specific but too far beyond your control.
1 - I want to be a lifestyle influencer with 2 million subscribers and an annual turnover of £100k
This is specific, but it doesn't make it more likely to happen!
Goals: control × specificity
Specific outcome
Get full marks on electric fields and capacitors questions in my next test.
Broad action
Show my working for every Physics calculation.
Specific action
Next fields/capacitors practice: attempt every calculation; show the formula, substitution and unit.
Keep your ambition. Turn it into something you can do.
If you have high control over the outcome, you don't need general goals. You can be specific.
If you have a goal here, change it so that it's in the top right. Make your goal more specific and write it down.
|
|
|
|---|---|
|
|
|
specific goal,
but low control
specific goal,
and high control
general goal,
and low control
general goal,
but high control
1. circle of control - we can take meaningful action to make a difference to outcomes
2. circle of influence - things we can influence through our efforts but cannot control the outcome
3. circle of concern - external factors we care about but cannot influence
Thinking about what you can control can help your wellbeing too
Focusing our goals on the inner circle of control is most beneficial for both achieving them and our wellbeing, with some of our energy being spent on the circle of influence.
Thinking about what you can control can help your wellbeing too
Physics: where can you act?
CONTROL
Show the formula, substitution and unit on every electric fields and capacitors calculation, and leave none blank.
INFLUENCE
Take one wrong calculation to a teacher or study partner and rework it until the method is clear.
OUTSIDE
The numbers in the question, which topic is examined, and the mark the paper comes back with.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Goals: control and specificity
50 responses • Mean ratings on the 1–5 scales
1
1
2
2
3
3
4
4
5
5
Control
Specificity
1
1
Do well in Physics
Control 4.2 · Specificity 2.0 · n=49
2
2
Get full marks on electric fields and capacitors questions in my next test
Control 3.9 · Specificity 4.1 · n=49
3
3
Show my working for every Physics calculation
Control 4.7 · Specificity 3.6 · n=48
4
4
Next fields/capacitors practice: attempt every calculation and show the formula, substitution and unit
Control 4.4 · Specificity 4.3 · n=48
4 Physics sessions combined. These are participants’ judgements, rather than a test score.
This may seem counter intuitive, however the research suggests that telling other people our goals, make us less likely to achieve them!
Here's Huberman again to explain...
Once you have decided on your goal...
...don't tell anyone!!!
OUTCOME CONTROL · TAKE AWAY
Control the next action
Make it specific: what will you actually do?
Choose something you can influence directly.
Turn the goal into one task you can start.
FROM A GOAL TO A NEXT STEP
Force Field Analysis
What helps you move forward?
What gets in the way?
Fitness: what is driving it?
Goal: go to the gym twice a week for six weeks.
DRIVING FORCES →
← RESTRAINING FORCES
More energy
5
Homework and time
4
Feeling better about myself
4
Tired after college
4
Training with a friend
4
Phone or gaming habits
3
Ratings: 1 = weak influence · 5 = strong influence
Which force could you change first?
FORCE FIELD ANALYSIS
LONG ROAD • COMBINED WORKSHOP RESPONSES
Driving and restraining forces
Average strength of each force, from 1 (weak) to 5 (strong)
Driving forces
53 responses • n = ratings of each force
Curiosity about how the universe works
3.62/5
n=45
Enjoying solving challenging problems
3.62/5
n=45
A future career in science, engineering or medicine
4.06/5
n=49
Developing practical and experimental skills
3.11/5
n=44
Using Physics to solve real-world problems
3.62/5
n=47
Total strength: 18.04 / 25
Restraining forces
55 responses • n = ratings of each force
Getting stuck on mathematical steps
2.05/5
n=44
Choosing an equation for an unfamiliar problem
2.59/5
n=46
Finding abstract ideas difficult to picture
2.76/5
n=51
Losing confidence after a wrong answer
3.06/5
n=48
Other subjects competing for my time
3.94/5
n=53
Total strength: 14.40 / 25
4 Physics sessions combined. Means use submitted ratings. Totals sum five means; unselected forces are omitted.
FORCE FIELD · TAKE AWAY
Make the next step easier
Strengthen one thing that helps.
Reduce one barrier you can change.
Choose a small action for this week.
DISTRACTION → 25-MINUTE SPRINTS
Protect your attention
Make a short study session count.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Phone distraction while studying
54 responses • 4 of 4 sessions contributed
0%
50%
100%
9%
A
5 answers
44%
B
24 answers
28%
C
15 answers
19%
D
10 answers
A
Never — My phone does not distract me when I study.
B
Sometimes — I can ignore it when I really need to.
C
Most of the time — I can study without it, but it takes a conscious effort.
D
Always — I find it very hard to study without my phone next to me.
4 Physics sessions combined. Percentages use responses to this question.
Cal Newport - Digital Minimalism
Cal Newport, author of Digital Minimalism and Deep Work, explains the psychology of attention, and the impact of our constant need for distraction.
How to beat distraction: Nir Eyal
Big idea: distraction isn’t “laziness” — it’s an urge
-
When work feels uncomfortable, your brain looks for relief.
-
So you need a plan for the moment the urge hits.
Two tools:
-
Plan your time (decide in advance)
-
Surf the urge (notice it, don’t obey it)
You don’t need “more motivation” — you need fewer decisions.
Theme: design your environment + plan the response to urges.
4. 25-Minute Sprints
A focus technique for humans with phones.
THE BASIC SPRINT
25 mins = one task, full focus
5 mins = break / reset
Repeat 2–3 times
Rule: you’re allowed to stop… after 25 minutes.
NON-NEGOTIABLES
-
Phone out of reach (ideally out the room)
-
Everything ready before you start
-
No multi-tasking — one thing only
-
Use a real timer (not your phone)
Start small. Consistency beats heroic sessions.
Idea: focus improves when work is time-boxed + distractions are physically removed.
Sprint Training Methods
-
The Quick Sprint
25 on / 25 off / 25 on
-
The Serious Sprint
25 on / 5 off / 25 on / 5 off / 25 on
-
Measure tasks in sprints
Before you start: “How many sprints will this take?”
-
The Review Sprint
Use a sprint to mark, fix, and summarise what you did last sprint.
Aim: leave each sprint with something finished.
FOCUS · TAKE AWAY
One sprint. One clear output.
Choose the task before you start.
Put distractions out of reach.
Work for 25 minutes, then take a short break.
CORNELL NOTES
Make your notes work
Move from collecting information to using it.
LONG ROAD • COMBINED WORKSHOP RESPONSES
How students use their notes
53 responses • 4 of 4 sessions contributed
0%
50%
100%
4%
A
2 answers
43%
B
23 answers
42%
C
22 answers
11%
D
6 answers
A
I listen carefully, but make no notes.
B
I take notes, but do not reread them.
C
I take notes and reread them.
D
I take notes, reread them, then check and improve them using a handout or textbook.
4 Physics sessions combined. Percentages use responses to this question.
Kenneth Kiewra
Professor,
University of Nebraska
....conducted several studies, to investigate the effectiveness of notetaking
The next slide shows his findings.
Can you guess the correct percentage scores for each group of students?
Students listened to a 1500 word lecture on how memory works. They were then split into two groups to then take a test..
| 1 | ||
| 2 | ||
| 3 | ||
| 4 |
Note taking technique
Test Score
Listened carefully, but made no notes
Took notes, but didn’t re-read them
Took notes and re-read them
Took notes, re-read them, then checked and improved them against a handout/text-book
43%
44%
51%
71%
His findings suggest the key is what you do after you’ve taken the initial notes.
CORNELL NOTES
Returning to the notes obviously helps, but it’s not the reading of those notes that necessarily has an impact
..It’s returning to develop the notes through things like…
-
Clarifying material with additional underlining, arrows, subheadings and reminders
-
Adding to the material with questions: ‘how’ or ‘why’ questions that work like a test, encouraging you to explain what you’re reading
-
Adding to the material with clarifications you’ve got from text books/study guides, expanding the material with deeper additional information
CORNELL NOTES · TAKE AWAY
Use the cues to test yourself
Turn your notes into questions.
Cover the answer and recall it.
Check, correct and return later.
CHECK YOUR STARTING POINT
Confidence and evidence
What tells you that you are making progress?
LONG ROAD • COMBINED WORKSHOP RESPONSES
Expected A-level grade
54 responses • 4 of 4 sessions contributed
0%
50%
100%
22%
A*
12 answers
20%
A
11 answers
28%
B
15 answers
22%
C
12 answers
7%
D
4 answers
0%
E
0 answers
0%
U
0 answers
Students’ expected grades at the time of the workshop.
4 Physics sessions combined. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
What grade predictions are based on
54 responses • 4 of 4 sessions contributed
0%
50%
100%
50%
A
27 answers
24%
B
13 answers
4%
C
2 answers
22%
D
12 answers
A
Recent timed Physics questions, marked against the mark scheme.
B
Practice questions or feedback, but not yet under timed conditions.
C
The material feels familiar when I read or hear it.
D
Mostly a feeling — I have not tested it yet.
4 Physics sessions combined. Percentages use responses to this question.
DUNNING–KRUGER IN ONE SENTENCE..
We are most confident when we are least informed.
And revision is full of things that make us feel confident… without improving performance.
Strategic Study
Why it works: it forces retrieval + explanation (high utility). It reveals gaps fast (Dunlosky et al., 2013).
Will vs Skill: choose your next step
High will · lower skill
Use your interest: get one worked example, then attempt a similar problem independently.
High will · higher skill
Stretch yourself with an unfamiliar problem.
Lower will · lower skill
Start small: one question, one clear step, support if needed.
Lower will · higher skill
Set a challenge or connect the topic to a real application.
Skill = how confident you feel. Will = how motivated you feel.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Will and skill across the course
43 responses • Mean ratings on the 1–5 scales
Topic
Skill / 5
Will / 5
Ratings
Foundations and practical skills
3.7
2.9
42
Motion, forces and momentum
4.0
3.6
43
Energy and materials
3.5
3.0
40
Electricity
2.9
2.8
42
Waves and quantum physics
3.2
3.3
42
Thermal physics
3.4
3.4
40
Circular motion, oscillations and gravity
3.0
3.2
35
Astrophysics and cosmology
3.0
3.3
36
Fields, capacitors and electromagnetism
2.1
2.2
25
Nuclear, particle and medical physics
2.3
2.6
23
4 Physics sessions combined. Skill = confidence; Will = motivation. Only rated topics enter each mean.
THOUGHTS
-
It’s important to choose a high energy, positive time of the day to tackle your Low will / Low skill topics and subjects
-
If you had to choose a time of day when you feel most alert, which of the following would it be?
-
Early morning
-
Late morning (pre-lunch)
-
Early afternoon (post lunch)
-
Late afternoon (just after school)
-
Evening
-
-
Now choose a day of the week when you’ve got some space and freedom at that time of day.
-
Set aside an hour or two to tackle a Low will / Low skill topic or subject
-
Finally, make sure you line up a great reward for getting the job done!
REVISION THAT
ACTUALLY WORKS
And why it feels harder than it should
Three big ideas:
-
Your brain misjudges learning
-
Comfort is not progress
-
Systems beat willpower
Today we’ll give you:
-
The research behind what works
-
The methods that outperform re-reading
-
A simple plan for the next 7 days
WHY ARE YOU DOING THIS?
Before we talk about methods, let’s remember the point of all this.
Short-term
discomfort
→
Long-term
options
Quick reflection:
What do you want your future self to thank you for?
Where do you want these grades to take you?
Long-term
regret!
Short-term
comfort
→
LONG ROAD • COMBINED WORKSHOP RESPONSES
How students usually study
33 responses • 1 = Never; 5 = Most study sessions
Reread notes or a textbook
3.1/5
Highlight or underline key information
2.0/5
Copy or rewrite notes
3.0/5
Watch explanation videos
3.5/5
Recall information with the notes closed
2.9/5
Answer practice or exam questions
4.3/5
Explain a topic aloud to someone
2.1/5
Return to a topic on different days
3.3/5
4 Physics sessions combined. Each mean pools individual ratings. The methods keep their questionnaire order.
WHY GOOD REVISION FEELS HARD
Robert Bjork — UCLA psychologist
“Desirable difficulties”
Difficult learning conditions often improve long-term memory.
Research snapshot: Bjork (UCLA, 1990s–). Studies show that introducing difficulty during learning can improve long-term retention and transfer, even if performance feels worse during practice.
WHY GOOD REVISION FEELS HARD
Robert Bjork: “desirable difficulties” build stronger memory.
Feels good now
-
Re-reading
-
Highlighting
-
Copying notes
Works later
-
Retrieval (closed-book)
-
Teaching out loud
-
Spacing over days/weeks
Rule of thumb: If it feels a bit uncomfortable, it’s probably doing something useful.
Research snapshot: Robert Bjork (UCLA, 1990s–) — certain difficulties during learning can improve long-term retention and transfer, even if performance feels worse in the moment.
LEARNING IS WEIRD BECAUSE…
What feels easy often feels like learning.
But what works often feels hard.
So for revision we need evidence… not vibes.
WHAT THE RESEARCH SAYS WORKS
John Dunlosky — Kent State University
In 2013, he reviewed study strategies and rated them by impact on performance.
Research snapshot: Dunlosky et al. (2013) reviewed evidence for common study techniques and grouped them by “utility” (how reliably they improve learning).
HIGH UTILITY vs LOW UTILITY
Some methods feel productive… but don’t move the needle much.
LOW UTILITY
(feels good now)
Re-reading notes
Highlighting as you read
Copying / pretty notes
HIGH UTILITY
(works later)
Practice testing (retrieval)
Spacing practice over time
Teaching / explaining out loud
Key idea: your brain confuses familiar with learned.
Research snapshot: Dunlosky et al. (2013) — practice testing and distributed (spaced) practice show strong, consistent benefits across many contexts.
HIGH VS LOW UTILITY · CONCLUSION
Make revision do some work
Use notes to get started. Turn them into questions.
Close the notes and try an answer.
Check the gaps. Return on another day.
Judge the session by what you can do afterwards.
LONG ROAD • COMBINED WORKSHOP RESPONSES
How students choose what to study
54 responses • 4 of 4 sessions contributed
0%
50%
100%
24%
A
13 answers
33%
B
18 answers
15%
C
8 answers
28%
D
15 answers
A
I decide in the moment when I sit down to study.
B
I have a rough idea or a basic plan in my head.
C
I have a plan of which subjects to study.
D
I plan specific topics and prioritise gaps shown by practice or feedback.
4 Physics sessions combined. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
The group’s study habits
15 responses • Mean scores out of 10
3.7/10
Content
Revisiting and organising knowledge
6.3/10
Skills
Practising exam skills and spacing study
5.0/10
Feedback
Using feedback to improve answers
4 Physics sessions combined. Always = 10, Sometimes = 5, Never = 0. Three habits per section.
YOUR QUESTIONNAIRE · WHAT IT MEANS
Read your study profile
CONTENT
Revisit and organise what you need to know.
SKILLS
Practise what the exam asks you to do.
FEEDBACK
Check your work and improve the next attempt.
These are reported habits, not a grade or a judgement of your ability.
YOUR QUESTIONNAIRE · NEXT STEP
Choose one habit to strengthen
Content: make a short set of cue questions.
Skills: attempt a question without your notes.
Feedback: check it, find one gap and try again.
Choose the area you use least. Add one action to your next session.
EXPLAIN · QUESTION · CHECK · RETRY
AI as a study partner
How are you using it now?
How could it help you do the thinking?
LONG ROAD • COMBINED WORKSHOP RESPONSES
How students use AI for study
54 responses • 4 of 4 sessions contributed
0%
50%
100%
13%
A
7 answers
11%
B
6 answers
54%
C
29 answers
22%
D
12 answers
A
I use AI as a tutor to test me and find weaknesses.
B
I use AI to write essays or complete work for me.
C
I use AI to explain topics or create study resources.
D
I don’t currently use AI for study.
4 Physics sessions combined. Percentages use responses to this question.
USING AI TO REVISE
Transaction
Interaction
Cultivation
Learning is a chore. If something can do the work for me, I complete the transaction quicker and with less effort.
I need more feedback. I’m looking for something to tell me where I’m going wrong, or advise me on how I can improve.
I plan on getting significantly better at this subject. I want something that can test me, assess me and push me.
-
Can I get AI to write me the perfect answer?
-
Can I outsource all the hard thinking, find a shortcut and get an outcome quickly?
-
Can ChatGPT design my timetable for me?
-
Can I talk a problem through?
-
Can I get a steer on where I’m missing marks?
-
Can I outsource the assessment and feedback?
-
Can I improve my understanding by generating tests and exams?
-
Can I challenge myself more in this subject?
-
Can I outsource lesson planning?
Give AI a Physics brief
I study A-level Physics. Use the specification and course materials I provide. Help me revise electric fields and capacitors. Flag anything uncertain.
Name your topic and exam board. Use trusted course materials.
Make yourself do the thinking
Ask me one Physics question at a time. Wait for my working and explanation before giving feedback. Ask why my chosen equation applies.
Attempt the question first. Do not ask for the solution upfront.
Check the method
Check my physical reasoning, formula, substitution and units against the supplied mark scheme. Ask me to find and correct the first error.
AI can make mistakes. Verify feedback with your textbook, teacher or official mark scheme.
Close the gap. Try again.
Give me a similar question with different numbers. Let me solve it without notes. Then help me check the method and units.
Return to it on another day. Can you still do it independently?
Use your course as the reference
Your exam board & specification
Check the topics your class is actually studying.
Official questions & mark schemes
Use your teacher’s links and the correct paper or qualification.
Your working & corrections
Check reasoning, method and units. Retry the step you missed.
AI REVISION · TAKE AWAY
Keep yourself in the learning loop
Give it the context and trusted course material.
Answer first. Ask for feedback you can check.
Try again without the answer in front of you.
STRATEGIC STUDY · STUDY COMMITMENT
Turn your priorities into a plan
Choose a Physics topic that needs attention.
Protect a study time you can realistically use.
Give the session one clear task.
A short walkthrough of how to make a useful study plan.
STUDY COMMITMENT
A plan for next week
1 Open a blank plan
2 Choose study times you can protect
3 Reserve a weekly planning session
Choose realistic slots across the week.
STUDY COMMITMENT
Every session needs a clear task
4 Choose the subject and topic
5 Choose a study method and a clear output
6 Save the plan and add it to your calendar
Work through each session, one at a time.
STUDY COMMITMENT
The study planner
A topic you need to practise
A task you can complete
A time you can protect
Return to the plan and adjust it as you learn.
STRATEGIC STUDY · TAKE AWAY
Make the plan happen
A topic you need. A task you can finish.
A time you can protect.
Return to your plan and adjust it as you learn.
SO… WHAT SHOULD YOU DO?
Use methods that force your brain to retrieve…
and build systems that help you stick with discomfort.
-
Command verbs (practise the answer asked for)
-
Closed-book note-taking (retrieval)
-
Teach an imaginary class (explain it)
-
Spaced repetition (return to practice over time)
Next: I’ll show you exactly how to do each one.
Four ways exams ask you to think
From knowing the facts to making a supported judgement.
1. Define & describe
Recall facts, key details and processes.
Define capacitance. Describe the discharge curve.
2. Explain & apply
Explain a process. Apply what you know.
Choose a method. Show your working and explain why it fits.
3. Analyse & compare
Break ideas apart. Explore connections.
Compare graphs. Analyse a problem and explain your reasoning.
4. Judge & justify
Support your judgement with evidence.
Evaluate a method. Justify improvements or predictions.
A thinking guide. Read the whole question, its context and the marks available.
The command-verb reference
Different words signal different kinds of thinking.
1. Define
& describe
& describe
Label
Annotate
List
Define
Describe
Select
State / Relate
Outline
Summarise
Illustrate with examples
2. Explain
& apply
& apply
Explain
Comment on
Determine
Demonstrate
Identify / Infer
Calculate
Show / Prove / Set out
Verify / Give reasons for / Consider
Translate
Correct
3. Analyse
& compare
& compare
Analyse
Examine
Explore
Compare and contrast
Differentiate between
Distinguish between
Survey
Review
Investigate
Solve
4. Judge
& justify
& justify
Discuss / “To what extent…”
Evaluate
Assess
Argue
Justify
Criticise
Suggest / Propose
Make a case for
Predict
Recommend
Examples across subjects. Check your exam board’s definitions and the whole question.
OCR A PHYSICS · PRACTICE THE ANSWER
Same topic.
Different task.
Capacitors: what must your answer actually do?
| Command | Example task | Your answer needs to… |
|---|---|---|
| Define | Define capacitance. | Give a precise meaning. |
| Calculate | Calculate the charge stored. | Show working and units. |
| Explain | Explain why discharge current decreases. | Connect cause and effect. |
| Evaluate | Evaluate a method for measuring capacitance. | Weigh evidence and limitations. |
Practise the kind of answer the question asks for.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Command words: what is missing?
4 responses • 2 of 4 sessions contributed
Explain why current decreases as a capacitor discharges through a fixed resistor. Student answer: “The current falls exponentially over time.” What needs adding?
0%
50%
100%
25%
A
1 answer
75%
B ✓
3 answers
0%
C
0 answers
0%
D
0 answers
A
A definition of current
B
A causal explanation linking charge, potential difference and current
C
More description of the graph
D
The same statement using more technical words
4 Physics sessions combined. Correct answer: B. Small response count; interpret cautiously.
LONG ROAD • COMBINED WORKSHOP RESPONSES
The next kind of practice
2 responses • 1 of 4 sessions contributed
0%
50%
100%
100%
A
2 answers
0%
B
0 answers
0%
C
0 answers
0%
D
0 answers
A
Precise definitions
B
Calculations with clear working
C
Explaining physical processes
D
Evaluating experiments and evidence
4 Physics sessions combined. Small response count; interpret cautiously.
TRY IT WITH YOUR CHOSEN TOPIC
Command Verbs: your next step
Choose an exam question. Underline the command word. Practise the answer it asks for.
Add a specific task and time to your study plan.
2. Closed-Book Note-Taking
Retrieval > Re-reading
-
Read a short section (2–3 pages max).
-
Close the book.
-
Write everything you can remember.
-
Reopen and add what you missed in another colour.
-
Repeat later in the week (spacing).
If it feels hard… it’s probably working.
Research: Retrieval practice strengthens long-term memory more than re-reading (Dunlosky et al., 2013; Roediger & Karpicke, 2006).
LONG ROAD • COMBINED WORKSHOP RESPONSES
Closed-book notes: chosen topics
4 responses • 2 of 4 sessions contributed
Foundations and practical skills
0 · 0%
Motion, forces and momentum
1 · 25%
Energy and materials
1 · 25%
Electricity
1 · 25%
Waves and quantum physics
1 · 25%
Thermal physics
0 · 0%
Circular motion, oscillations and gravity
0 · 0%
Astrophysics and cosmology
0 · 0%
Fields, capacitors and electromagnetism
0 · 0%
Nuclear, particle and medical physics
0 · 0%
Not sure yet
0 · 0%
This method does not suit me
0 · 0%
4 Physics sessions combined. Small response count; interpret cautiously.
TRY IT WITH YOUR CHOSEN TOPIC
Closed-Book Notes: your next step
Close the book. Recall what you know. Check and add the gaps in another colour.
Add a specific task and time to your study plan.
3. The Feynman Teach-Back
If you can teach it simply… you can write it in the exam.
-
Pick a small chunk (one concept / one page).
-
Close the book.
-
Teach it out loud for 2 minutes (like a Year 7).
-
When you waffle or get stuck, mark a ★.
-
Reopen and fix the ★ gaps (that’s your real revision list).
Use these starter lines:
“Today I’m explaining…”
“The big idea is…”
“A simple example is…”
“In an exam they might ask…, so you must be able to…”
Why it works: it forces retrieval + explanation (high utility). It reveals gaps fast (Dunlosky et al., 2013).
LONG ROAD • COMBINED WORKSHOP RESPONSES
Teach-back: chosen topics
2 responses • 1 of 4 sessions contributed
Foundations and practical skills
1 · 50%
Motion, forces and momentum
1 · 50%
Energy and materials
0 · 0%
Electricity
0 · 0%
Waves and quantum physics
0 · 0%
Thermal physics
0 · 0%
Circular motion, oscillations and gravity
0 · 0%
Astrophysics and cosmology
0 · 0%
Fields, capacitors and electromagnetism
0 · 0%
Nuclear, particle and medical physics
0 · 0%
Not sure yet
0 · 0%
This method does not suit me
0 · 0%
4 Physics sessions combined. Small response count; interpret cautiously.
TRY IT WITH YOUR CHOSEN TOPIC
Feynman Teach-Back: your next step
Explain it simply, without notes. Find the gap. Check it and explain again.
Add a specific task and time to your study plan.
4. Spaced Repetition
Don’t cram the same day. Repeat over time.
THE PROBLEM
We forget quickly after learning.
Re-reading feels good… then vanishes.
In exams, “I saw it” ≠ “I can recall it”.
THE SOLUTION
Test yourself… then leave a gap.
Come back just as you’re starting to forget.
Each successful recall strengthens memory.
Rule: If you always get it right, you’re reviewing too soon.
Research: Forgetting curve (Ebbinghaus, 1880s). Spaced practice improves long-term retention (Cepeda et al., 2006).
LONG ROAD • COMBINED WORKSHOP RESPONSES
Spaced practice: chosen topics
2 responses • 2 of 4 sessions contributed
Foundations and practical skills
1 · 50%
Motion, forces and momentum
0 · 0%
Energy and materials
0 · 0%
Electricity
0 · 0%
Waves and quantum physics
0 · 0%
Thermal physics
1 · 50%
Circular motion, oscillations and gravity
0 · 0%
Astrophysics and cosmology
0 · 0%
Fields, capacitors and electromagnetism
0 · 0%
Nuclear, particle and medical physics
0 · 0%
Not sure yet
0 · 0%
This method does not suit me
0 · 0%
4 Physics sessions combined. Small response count; interpret cautiously.
TRY IT WITH YOUR CHOSEN TOPIC
Spaced Repetition: your next step
Choose what to recall. Put two return dates in your plan. Test yourself before checking.
Add a specific task and time to your study plan.
Three reasons to change your study
Active revision. Sustained effort. Notes you use.
Active revision
11.1–16.6%
Higher exam scores associated with using six active strategies rather than none.
University Biology; two exams. Walck-Shannon et al. (2021).
“Try your best”
12.7%
Students that Agreed or Strongly Agreed to statements about trying their best. Scored on average 12.7% higher in Tests.
Chinese junior-high pupils. Jin (2024).
Cornell Notes
8%
Handwritten Cornell versus personal notes.
All note-taking groups beat no notes. Evans & Shively (2019).
37.3%
Total Potential Gain:
TAKE IT INTO NEXT WEEK
Your current grade
is not your ceiling.
OCR A Physics H556 · June 2025 · whole qualification
C → B: 28 marksB → A: 28 marks
Historical example, not a prediction. Boundaries change with the exam series.
25.6%
E
69/270
35.6%
D
96/270
45.6%
C
123/270
55.9%
B
151/270
66.3%
A
179/270
76.3%
A*
206/270
What if there was an wayto get digital content based on your EXACT Subject Specifications??
STUDY RESOURCES
Flashcards for your
subject specification
Choose a topic. Test your recall.
Check the gaps and return later.
www.fl4shcards.com
LONG ROAD • COMBINED WORKSHOP RESPONSES
Quiz 1: a goal you can act on
34 responses • 3 of 4 sessions contributed
Which is the most specific goal that is mainly within your control?
0%
50%
100%
12%
A
4 answers
3%
B
1 answer
74%
C ✓
25 answers
12%
D
4 answers
A
Get the highest Physics mark in the college
B
Get full marks in every exam
C
Next fields/capacitors practice: attempt every calculation and show the formula, substitution and unit
D
Be better at Physics
4 Physics sessions combined. Correct answer: C. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Quiz 2: a useful study sprint
40 responses • 3 of 4 sessions contributed
What makes a 25-minute study sprint useful?
0%
50%
100%
95%
A ✓
38 answers
3%
B
1 answer
0%
C
0 answers
3%
D
1 answer
A
A clear task, distractions out of reach, then a short break
B
Switch tasks whenever a notification arrives
C
Spend the time choosing the perfect playlist
D
Keep going for hours without a break
4 Physics sessions combined. Correct answer: A. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Quiz 3: using Cornell Notes
37 responses • 3 of 4 sessions contributed
What should you do with the cue questions in Cornell Notes?
0%
50%
100%
0%
A
0 answers
19%
B
7 answers
0%
C
0 answers
81%
D ✓
30 answers
A
Use them only as decoration
B
Read the answer while asking the question
C
Copy the whole page again
D
Cover the notes, answer from memory, then check
4 Physics sessions combined. Correct answer: D. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Quiz 4: force field analysis
38 responses • 3 of 4 sessions contributed
How can Force Field Analysis help you make progress?
0%
50%
100%
3%
A
1 answer
89%
B ✓
34 answers
3%
C
1 answer
5%
D
2 answers
A
Set more goals until you feel busy
B
Strengthen what helps and reduce what gets in the way
C
Wait until every barrier has disappeared
D
Compare your motivation with everyone else
4 Physics sessions combined. Correct answer: B. Percentages use responses to this question.
LONG ROAD • COMBINED WORKSHOP RESPONSES
Quiz 5: making learning last
35 responses • 3 of 4 sessions contributed
Which plan best combines retrieval and spacing?
0%
50%
100%
3%
A
1 answer
0%
B
0 answers
91%
C ✓
32 answers
6%
D
2 answers
A
Reread all your notes once the night before
B
Highlight the same page every day without testing
C
Recall without notes, check mistakes, then revisit across different days
D
Wait until everything feels easy before testing yourself
4 Physics sessions combined. Correct answer: C. Percentages use responses to this question.
TAKE IT WITH YOU
Your next step
starts next week.
One change.
One specific task.
One time in your plan.
Thank you — and good luck.
Long Road Physics — workshop slides and combined responses
By Tony Dennis
Long Road Physics — workshop slides and combined responses
October 2026 OCR A Physics workshop for Long Road Sixth Form College. Teaching slides with anonymous combined results from all 4 school sessions.
