Monday, June 14, 2010

Cheat Sheet

I use this strategy every year in reviewing for the SOL's. I explain to students that in math we have learned a lot of concepts. I then display a pre-released SOL exam and tell the students that we will create a Cheat Sheet that they can study from. I then instruct the student to fold a piece of paper into eight sections. (Students will utilize both sides of the paper).I explain the importance of creating a cheat sheet(study notes) and how on the day of the exam, the student will remember what strategy to use to solve a math problem.

Focus Question(s):
What type of information can we put on our cheat sheet?
How can we use a cheat sheet to study?
Why is it important to know the mathematical concept? :Teacher will go through each question on the Released SOL exam and create cheat sheet based on the question concept. Teacher and students will list important strategies on the cheat sheet


Focus Question(s):
What math concept can we identified from the question?
Can someone reword the question?
What test taking strategy can we use to answer the question?Teacher will ask students to explain what their study strategy is for this upcoming SOL exam.

SOL Review

I am using turning point as a review tool in preparation for the SOL test. This is an effective diagnostic tool to quickly assess student understanding regarding a specific skill or question. I am currently using the 2009 SOL released test. I display the question on smartboard. The students typically have 15 seconds to answer the question. Using their assigned individual clickers, each student selects an answer. The beauty of this is that I get to see who selected the correct answer. If a student did not get the answer correct, I will know, thus I can provide immediate feedback.

Scaffolding

Scaffolding math problems determined by student math readiness has really increased student engagement during math class. This process is really time consuming in that you must disaggregate your data to predetermine your 3 levels: the prerequisite, target, and enhanced. As you establish your groups, the objective is to make sure your math questions in your targeted group meet the state objective for that particular SOL. As indicated, this process is time consuming: however, the student will encounter much success in working math problems that are level appropriate. And the student will easily master that SOL objective.

Final Review

This week is the last week for SOL review. To keep the students focused, we have been using several strategies at all grade levels. What seems to really work is getting the students to talk and explain in writing what skill that was currently reviewed. The student then has to share their writing with a peer. If the student can't explain the procedure in writing such as how to find the discount/mark up, then this will let me know as a teacher what the student needs help on. Addtionally, if the student is able to write about it, the student tends to truly understand the concept.

Wednesday, June 9, 2010

Bop-It

The hasboro game, "Bop-It" or the various versions of it, it a fantastic review tool. I set it to the "pass it" mode and the students begin playing and pass it around the room. The trick it that when they mess up they have to do a review problem. I stretch this out for about 50 minutes and get through between 10 - 20 reveiw problems, depending on the SOLs. The students love it because they get a break between problems, it is up to them when they do them and they have the movement involved. I do have some that are hesitant to play because of the pressure there is but after the first time they go it subsides. It also acts as a great classroom management tool because the class has to stay fairly quite in order to hear the commands.

Sunday, June 6, 2010

Review sheet idea

When I give students a review sheet for a test, I like them to go over the answers in pairs. So, I created the attached sheet. Each student gets a sheet. They put their own name at the top. Then, they choose three people to pair up with. Those names go in the slots for Partner #1, Partner #2, and Partner #3. The students complete the review sheet for homework. Then, the next day, they pair up with 4 different people. With each person, they have to agree on the answer to each problem and write that answer on the sheet. Then, after 15-20 minutes, I stop them and go over any questions that the students have. They then switch partners for the next section of the review sheet. We continue in this way until they have gone over the whole review sheet.