speed dating
As a review strategy, ask students to stand and "partner up" with a classmate. Post on the SMARTBoard the topics they must discuss. Make the first one fun, such as, what's your favourite TV show at the moment. (Let's face it, the students aren't going to stay on topic the entire time anyway) Then, the next one or two should be on topic, such as, "Review the plot for Act 1 of Macbeth."
I like to play music during my speed dates. When the music stops, after about a minute, students find a new partner. To try to build classroom community, I asked students to talk to the person in the room that they know the LEAST. Sometimes it worked; sometimes it didn't.
I like to play music during my speed dates. When the music stops, after about a minute, students find a new partner. To try to build classroom community, I asked students to talk to the person in the room that they know the LEAST. Sometimes it worked; sometimes it didn't.
tabletop twitter
Teacher writes a prompt on a large sheet of paper at each table. Students individually respond to the prompt and each other’s comments without talking. Just write!
Why use it? It's a way to get shy people participating in class discussion. It also has a deescalating effect for controversial topics. There is a level of anonymity (but bad if students write inappropriate comments so assign colours to groups of students for accountability). It's also a good, quiet transition activity. The class can post the papers and revisit the answers at a later date. This also makes for a great review tool prior to a test!
Things to consider: It's not suitable for young students who do not know how to write. Students who can’t transfer thoughts to paper would find this activity difficult.
Why use it? It's a way to get shy people participating in class discussion. It also has a deescalating effect for controversial topics. There is a level of anonymity (but bad if students write inappropriate comments so assign colours to groups of students for accountability). It's also a good, quiet transition activity. The class can post the papers and revisit the answers at a later date. This also makes for a great review tool prior to a test!
Things to consider: It's not suitable for young students who do not know how to write. Students who can’t transfer thoughts to paper would find this activity difficult.
kahoot!
Any time students can pull out their cellphones at the teacher's request, they're over the moon!
Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of "players," creating a social, fun and game-like learning environment.
Benefits of strategy: technological incorporation and no-stakes competition
Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of "players," creating a social, fun and game-like learning environment.
Benefits of strategy: technological incorporation and no-stakes competition
- Teacher creates or copies a Kahoot quiz on https://getkahoot.com/
- In class, teacher loads the quiz and launches it so that students see the login pin
- Students take out phones, laptops, or tablets to visit https://kahoot.it/ and login with pin on board.
deep thoughts journal
Give students a writing prompt. For example, ask students to “Think back to a time when you really knew that you know something. How did you know?”
Why use it? This helps students generate ideas and spark thinking about a topic. Questions can be direct or broad. If students find writing a challenge, they may illustrate their answers. As a method of formative assessment, it could be used to access prior knowledge.
Why use it? This helps students generate ideas and spark thinking about a topic. Questions can be direct or broad. If students find writing a challenge, they may illustrate their answers. As a method of formative assessment, it could be used to access prior knowledge.
letter box review
Students receive a page with labelled boxes. Ex. A-B, C-D, etc. Students write as many words/concepts/ideas related to the unit that they can think of in the appropriate box.
Extension: Ask students to make true sentences out of their word.
Why use it? This works as an end-of-unit review tool for any subject. In a variation, ask students to compare their list with others in the class to ensure all of the concepts are covered. For younger grades, can do this activity as a class.
Extension: Ask students to make true sentences out of their word.
Why use it? This works as an end-of-unit review tool for any subject. In a variation, ask students to compare their list with others in the class to ensure all of the concepts are covered. For younger grades, can do this activity as a class.