End of Semester 1: imminent. That must mean it’s time for five days of endless, mind-numbing review worksheets so we can all pretend I helped them prepare for a really hard test.
Then, the actual beginning of review. Snap back to reality…
We only got to like 5 practice items out of the 25 on the Jeopardy game board. That’s not enough. I had students grouped up so they could work together and lean on each other. I hoped that would help more students get more assistance than I could give alone.
“I can’t learn like this.”
“My group isn’t doing anything.”
“Can’t we just have a worksheet?”
(record scratch/freeze frame….)
Wait a minute. Aren’t all the MTBoS-inspired, student-centered lessons and activities supposed to be a magic wand that miraculously transforms unmotivated, under-prepared students into raging cauldrons of curiosity?
Ugh. Yeah. Fine. But it’s not working for the class.
Carly, for example — the student who respectfully pointed out “we shouldn’t be tested on this if we didn’t cover it in class” — called me over during test review last week.
She asked, “Mr. Vaudrey, when are we going to practice more… like… actual math? Like, I understand that all these things (she motions at the review problems printed on colorful “stations” around the room) are important, but like… are we gonna get more notes on, like, equations and stuff?”
Students like Carly are accustomed to math class working a certain way. When their usual method of success no longer works, they get nervous.
It’s not wrong to give students what they require to succeed in class; a variety of nutrients is necessary for a healthy diet. If they want notes, it’s okay to give them that for a meal sometimes.
So, a moment of decision: What’s more important – doing a cool/fun game, or providing an opportunity for students to review/relearn?
Call me greedy. Like St. Maximilian Kolbe, offered a choice of two crowns, I call “both”. To the MTBoS Search Engine we go.
And we come away with Four In A Row (hat tip to Sarah Carter/Fawn Nguyen). Long story short, I needed 25 practice problems (in this case, for solving systems). And as Fawn Nguyen points out: Kuta makes it easy. Pick the level of difficulty and type of system to solve, generate the problems, have Kuta make a separate answer sheet so the problems and answers can be printed back-to-back.
So what happened?
- Cutthroat competition: always a benefit when it comes to getting buy-in from students on an activity.
- Collaboration after each problem: Students working together to find mistakes and re-working problems (AYKM?)
- A triumphant “Yes!” from students who have struggled all year long, when they check their answer on the back and find out they worked the problem correctly:
- And from another who managed to string together a series of boxes: “I’m taking this sheet home and putting it on my wall!”
Oh BTW: to give the activity a long tail I posted the problem set on our Canvas page for students who wanted more practice on their own before the final.
They got what they wanted. I got what I wanted.
Learning has occurred. For students, and for teachers.