I did something different for the “review” for the final exam today. Instead of giving the students a packet of problems, I created review stations.
Eleven different pages were posted around the room. Each page was identified by a capital letter and had anywhere from one to four problems listed. Like this:
As the students walked into the room, they were handed a mostly1 blank table. On top of each I had written where they should begin. I alloted about three minutes per station. I had a total of 11 stations, so with the beginning instructions, transition time between problems, and instructions at the end of class, it worked out pretty well.
In the past I found that when I’ve given review packets, students don’t use them well. They either start at the beginning and work their way through, only do the problems they know how to do, or just stare at it. I liked this as it encouraged the students to work on each question/set of questions, without spending too much time on any one question. It also encourages them to think about what they need to study. The column on the right was a place for them to write notes to themselves about each problem: “Uh-oh I don’t know how to do this” or “Easy” or “Double check tonight”.
Their homework is to look over their comments and try to answer their own questions. Tomorrow we’ll go over the solutions.
I liked the way both classes went. They worked well with their partners, they were actively working the whole time, they know what they need to review tonight, and what they know well.
A better teacher would have had a bunch of three minute songs cued up to signal station changes. Oh well, there’s always next year.
1Mostly blank. Any geometric figures were already in the table for them. As were the axes for the graphing problems for C.