New:

1. Role play (formal): I tried a role play activity once in English class, but now I am going to try it in chemistry. My plan is to turn my students into ions and see if they can role play out the process of acid-base dissociation. If they act it out correctly, I will know that they are on the right track for understanding the concept!

2. Scavenger hunts (formal): Stole this idea from Paul. The students will have a question sheet, with the questions arranged in a specific order. When they find the answer (posted in the classroom), there will be a word on the back of the answer card. If all of the questions are answered correctly and in the correct order, the words collected will make a statement. This is going to take some serious prep time, so I have my fingers crossed I will get to it this term (but it might be something to try after March break).

3. Self-assessment (formal): I am going to have my English students assess themselves on how well they think they did in their debate. Also considering a modified version of this for chemistry labs.

Old:

1. Relay races (formal): Students solve multi-step problems in groups, each person taking a different role. They do this at the board (several groups at once), so I can watch how easily they get through the problems, and which ones they have the most trouble with.

2. Thumbs up, down, sideways (informal): I use this as a quick read of how comfortable students are with a concept.

3. Jeopardy (formal): I use this as a form of test review.

Hi formative assessment gang,

Sorry I was not able to make it to the meeting last week. Here are a couple things that worked for me since the January meeting. The second is one I adapted from Paul’s biology parts of a heart.

Cue card statements - Wrote mathematical statements on cue cards (instead of questions). Then, asked “why” this statement was true. For example: “The x-intercept occurs when the y coordinate is zero. Why does the x-intercept occur when the y-coordinate is zero?”

Cue card charades - Wrote concepts (one word or a small phrase) on cue cards (enough for one for each student and numbered in order) (Example: I did the parts of a parabolic graph so the cue cards looked like: 1. vertex, 2. y-intercept, 3. x-intercepts, 4. factored form, 5. general form, 6. vertex form, 7. parabola, 8. axis of symmetry). The numbers were written on the board (Just # 1-whatever). Each student also uses a piece of paper to write the numbers on (#1-whatever). Now for the game part:

Sorry I was not able to make it to the meeting last week. Here are a couple things that worked for me since the January meeting. The second is one I adapted from Paul’s biology parts of a heart.

Cue card statements - Wrote mathematical statements on cue cards (instead of questions). Then, asked “why” this statement was true. For example: “The x-intercept occurs when the y coordinate is zero. Why does the x-intercept occur when the y-coordinate is zero?”

- In small groups, the students talked about the concept, explained the reasoning to each other (sometimes there was debate), and gained a deeper understanding of each particular concept.

Cue card charades - Wrote concepts (one word or a small phrase) on cue cards (enough for one for each student and numbered in order) (Example: I did the parts of a parabolic graph so the cue cards looked like: 1. vertex, 2. y-intercept, 3. x-intercepts, 4. factored form, 5. general form, 6. vertex form, 7. parabola, 8. axis of symmetry). The numbers were written on the board (Just # 1-whatever). Each student also uses a piece of paper to write the numbers on (#1-whatever). Now for the game part:

- Student with #1 cue card stands and has to get his word or phrase across by explaining what it is. They are not allowed to use any words on the cue card. They are not allowed to gesture, use numbers or letters or symbols.
- Each student writes the word they think it is on their own paper.
- Continue until all cue cards have been explained.
- Then each student comes to the board and writes the correct word/phrase from their cue card next to the appropriate number.
- Everyone checks their own work, and any incorrect answers can generate some more conversation.

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