So: Quiz Review.
I promise my students at the start of each year that I will never drop a quiz on them without scheduling a review day. Now, if they happen to be absent on that review day, that’s on them, not me, but still. I’m not here to play “gotcha”, right?
I also learned way early in my career that me standing at the board and working out problems while they watch me like I’m a trained seal is the worst kind of review.
Seriously, “Sit and Get” didn’t work the first time. Why should I think anything has changed because there’s a quiz tomorrow? So for a while now I’ve been on a quest for quality review activities. (Looking at you, Speed Dating.)
But the reality is, anything can get stale if you let it. Even really good, student centered activities. It helps to have a deep bench. Mix it up. Keep ’em on their toes.
Between the MTBoS and the Classroom Chef/Ditch That Textbook crew I
stalk follow online, there are virtually limitless ideas out there. Beautiful thing is, creativity breeds creativity. Reading about my fellow teachers taking chances and putting themselves out there inspires me.
So come time to do linear review with my Algebra II classes, I planned a double-barreled approach: A Desmos Activty based on my Clark County School District enrollment trend project (trend line, writing equations, making predictions), and (inspired by Rafe Esquith, who wrote in his book “Teach Like Your Hair’s On Fire” that as test prep he’d have his students predict the common mistakes that generated the distractors on the California state tests), a Make Your Own Kahoot.
I assigned the Desmos Activity as a do-at-home, which was probably a mistake. Other teachers I follow have had great success using AB this way, but the mistake I made was not priming the pump with an in-class Activity. Not too many of my students logged on to try it out after-hours.
Live and learn. I did do a little crowdsourcing for the slides, and got some good feedback.
That’s a good first step.
Still, I took some time the next day to debrief and walk through (OK, more of a 10k-pace run) through the activity screens, pointing out how the students that attempted the activity had the chance to apply what they had learned about slope to a (semi-) interesting problem.
Next up: a chance to dig in to the common mistakes that derail my students. Time for “Make your Own Kahoot!”
It was a two-day review of linear equations for an Algebra II class, which sounds excessive. But I think it was worth it. Day one, I challenged them in pairs to write their own Kahoot!-style multiple-choice question. With good distractors. No ridiculous, obviously wrong answers, but instead answers generated by common student mistakes, just like the testing companies do.
Then I collected the questions and answers and went home and made the Kahoot quiz.
Next day, we played their quiz.
Good folks have their issues with Kahoot.
Which is fine. I wouldn’t do it every day, or every week, for that matter. But damn, do the kids love it. You should have been in the class where one kid picked “harambae” as his screen name. (Get it? Haram-BAE”). Rich.
Doc here: diy-kahoot-ch-2-review-directions.
Are my Track 3 kids learning Algebra? They’re trying, which is what I ask. Are we having fun?
Oh, hell yeah.