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Let's thank Teach for America's article called "9 Math Games for the Classroom" that incorporates review and time management, essential skills for all students. This awesome protocol is geared toward math review but can be modified for any subject. Be intentional and deliberate by announcing that the buzzer beater practice sessions will assist them in finishing timed tests one hundred percent!
BUZZER BEATER (Feedback, Discussion) Description: Students that face timed tests can leave points behind if they run out of time and do not finish. The Buzzer Beater activity combines authentic review work with time management practice. Application: The Buzzer Beater can be used in any subject area, especially math, that have traditional timed tests. Process: Prior to class, create a series of numbered math problems (one problem for each student in the group) that require about the same amount of time to complete. Make an index card for each problem and duplicate creating sets for each group; consider differentiating problems if needed. With those problems in mind, develop a pre-made numbered answer sheet with spaces for students to solve and show work. On class day, divide students into two equal groups and arrange desks into two ovals so that students can pass work easily within their groups. Hand-out sheets and index cards, one per student. Remind students to solve the problem on the answer sheet that corresponds to the index card number. Before activity begins, tell students how much time they have to solve each problem. Set timer but give students a one-minute verbal warning as time ends. Instruct students that at the buzzer they must stop work and pass their card to the next person and repeat the process until all problems have been attempted. At the conclusion of the activity, foster discussions about how to complete answers within the time limit, to work through time pressure anxieties, and to establish a goal to improve the number of problems attempted. Go over lessons learned from activity before administering a timed test and at conclusion elicit perspectives on the experience as a whole. References or for more information: Mason, E. 2015. (Teach for America Editorial Team) 9 Math Games for the Classroom https://www.teachforamerica.org/
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One of the most effective ways for students to improve performance is to genuinely self-reflect on their performance. Whether it is an assignment, a performance, exam, test, or quiz, when students think about their thinking and seek internal ways to improve, improvement will happen! To make this easier, I have created an overview protocol with an example sample for you. Modify to meet the needs of your students. A special thank you to Clemson University for an excellent overview of Exam Wrappers. WORK WRAPPERS (Feedback, Questioning, Discussion) Description: A work wrapper, also known as an exam wrapper, helps students self-review the outcomes of their completed work and to learn about how their own behaviors contributed to the results, e.g. the adequacy of their preparation, so that adjustments may be made for improvement or affirmation the student is on the right track. While wrappers are short in length, they all have three elements: a rationale statement, reflective questions, and a student-produced improvement plan. Application: Use work wrappers occasionally, most especially after exams or assignments that are critical to moving forward in understanding. Process: Refer below for complete example sample wrapper. Create paper/online wrapper in conjunction with a specific exam or assignment. Prepare rationale statement: This exam was designed to help you/give you practice improving your… (recall of information; ability to explain processes, ability to describe events etc.) Decide which questions to include in the wrapper such as How much time did you spend preparing for this exam? Total: When and where did you do this preparation? Describe: Provide practical improvement suggestions. Collect wrappers, review and grade based on completion. Return wrappers with meaningful suggestions for improvement in a whole group setting rather than singling out specific students and their specific faults.  Contact Edumentality for a copy that can be modified, subject line- "Wrapper"
[email protected] Being deliberate and intentional about quiz questions ups the game for all involved. Good luck and let me know how it goes.
PURPOSEFUL QUIZ QUESTIONS (Questioning, Feedback) Description: Quizzes take little time to prepare and execute, perfect for snapshot assessments. Creating purposeful quiz questions elevates the value of the endeavor so that the results can be relied upon and action to correct can be taken. Application: Use these strategies in any subject that use quizzes as an assessment tool. Process: First, determine the overall assessment goal as that will determine the timing of the quiz. Is it to check what students know before a lesson? “Assessments for learning” measure students’ levels of prior knowledge. Is it to keep students actively engaged? Quizzes during a lesson keep students on their toes. Is it to ultimately measure what they remember/know/understand? “Assessments of learning” occur at the end of the lesson and it evaluates gathered knowledge. Second, establish the types of questions to use. Multiple choice is best to use when there are numerous short answers available. Use Single choice answers when there is one simple correct answer. True-False questions are used to discern student understanding based on a statement. Try Fill-in-the-blank when true understanding, not guessing, is needed. Third, follow the four guidelines: Use quizzes only when necessary and not as a punishment; use them in an ethical manner, no trick or confusing questions; use relevant and topical material that pertains to the lesson; and keep the length short, review (grade) and return results to students in a timely manner. For reference or more information: https://instructionalstrategies.org/questioning-techniques-teachers/ Colleagues- I recently retired, built a new home, moved, and sold the old home. Since May, my life has been hectic and filled with change. We all go through these trials and tribulations, but it's time to get back to what I enjoy- Edumentality! Although my office is still a work in progress, I unpacked my computer and here I am. October's Protocol is immediately below this post.
You may not know, but this website, as crude as it is, was born from my days at Cross Creek Early college in Fayetteville, North Carolina. I was the instructional liason between the school district and Fayetteville State University and we became a model school for early college. The protocols that you enjoy started as a mini book for educators that came to the school for study visits. We highlighted particular protocols and modeled them so that teachers could experience the protocols and understand the processes. It was a huge success. Very important to the program was the catalyst organization, the Bill and Melinda Gates Foundation. While I am no longer compensated by the foundation, I decided to branch out and continue to share strategies, methods, and philosophies through the Edumentality website, I assure you, there is no charge for any of the information found here. My co-author in the compiled protocol book is Brenda Bass. I owe much to her as she has served as editor for many of the protocols within the website. Continuing to keep the website is my way to give back, much like the Gates Foundation did all those years ago. Let's give students opportunities to work through mathematical word problems in a collaborative and meaningful way!! Share with math colleagues if you can't use this in your classroom.
LAURA CANDLER’S RECHARGE AND WRITE! (Collaboration, Writing, Discussion, Feedback) Description: This activity promotes the ideas of meaningful collaboration, active listening, and personal accountability while students solve mathematical problems. It combines “team discussions with independent written responses” in a fun and systematic manner. Application: This protocol may be used in any subject that contains mathematical problems to solve, but it is especially useful in solving math word problems. (Can be adapted for other subjects.) Process: With a particular concept in mind, create/provide a minimum of four math word problems on a document with ample solving space, printing one for each student. Before class meets, determine team members and gather as many pencil cups as groups. Try to place like-ability students together in groups and differentiate word problems as necessary. On class day, group students, hand out word problem documents, and place a pencil cup in the center of each group. Give groups a moment to select a leader who is willing to lead the discussion. Display and discuss the following guidelines:
Monitor groups during both talking and writing phases. Decide ahead of time if calculators can be used but emphasize all work must be shown. Collect and grade work as usual, adding possible points for participation and/or effort. Resources and for more information Laura Candler's Recharge and Write! Based on Laura Candler’s Blog post, "How to Recharge Mathematical Thinking" (lauracandler.com) When teachers deliberately and intentionally insert questioning into a lesson, good things happen and when they teach students how to maximize questioning, nothing can stop them! Post and/or provide a copy of the matrix, train them how to use it effectively and watch them grow! QUESTION MATRIX (Questioning, Writing) Description: Developed by Chuck Weiderhold, the Question Matrix (Q-Matrix) is a set of question starters designed to recognize and develop higher-order thinking. It covers literal, inferential, and extended suppositional question formats. Application: The matrix can be used by teachers to ask a variety of questions. It can also be used by students to develop and broaden their metacognitive skills by being deliberate in asking what they need to know. Process: After direct instruction, review material with students and challenge them to create a number of questions based on the information. Introduce the Q-Matrix providing examples from the literal, inferential, suppositional formats. Project the matrix and allow students time to develop questions. Randomly call on students to share their questions, allowing other students to answer. Ask students to identify the type of questions asked (literal inferential, suppositional) and clarify if there are discrepancies between the answers.  Resources and more information:
Weiderhold, C. (1991) The Question Matrix. edcr3332015thinkingmaps.weebly.com/question-matrix.html This protocol/strategy asks educators from all subjects that require the written word to allow students to be accountable for content as well as how the content is expressed. By selecting the five most glaring Language Arts mistakes within written responses and efficiently sharing that information with students can help them be mindful in all subjects, not just Language Arts. The key for teachers is to create a simplified marking code. Questions? Comment below. SIMPLIFIED CODED MARKING (Feedback, Writing) Description: Language Arts teachers have been using corrective feedback shorthand forever, but the practice in other subjects is rarely used and yet, many subjects require written answers. Subject-area teachers are focused on the content of the answer, but with one-time preparation, they can also require students to use fundamental mechanics, grammar, and format. This cross-connection firmly solidifies the idea that proper use of the written word spans all subjects, not just Language Arts. Subject teachers can point out glaring errors by using a simplified coded marking chart. Application: Use the simplified coded marking chart in any non-Language Arts subject that requires written work like short answer responses, reports, or subject matter essays. Process: Consult with other subject teachers in the school (optional) to create a uniform coded marking chart and create the document with the top five major errors students make in their written responses. Hand-out/post chart, review, and remind students to keep it for the duration of the class. Assign minimal point values to the errors and deduct from the overall assignment total. Reassure students that as errors are corrected, grades will rise. Because each group is different, use the example chart below as a template:  For resources or more information:
Fairlamb, A (2018) Adventures in Coded Marking Adventures in coded marking (innovatemyschool.com) This technique was developed when my school hosted three-day teacher workshops. I also used it in my classes with great success and with just a little prep, it can save precious time and energy on the day needed. The other benefit is that students feel a sense of confidence because they know where to go and what to do when the teacher calls for groups to form. Efficiency is the name of the game! What do you do that makes grouping more efficient?
GROUP DYNAMICS (Collaboration) Description: Deliberate and intentional structured groupings created ahead of time will take the drudgery out of forming groups on the fly. Application: Use in all subjects and class formats, including online classes. Process: For the first week or two of class, observe students and look for things like traits, habits, and personalities. Make mental notes of who would work well together in partnerships, trios, and groups of four. Assign partnerships designated by numbers, trios by letter, and groups of four by city name. Create a sticker for each student that has their name and the unique code (Example: Jasmine Smith: 6-C-Omaha). Record the groupings in case a student loses the sticker. Tell students to put the sticker in the front of their notebook for easy reference. Show students the process by allowing them to meet their partners, trios, and groups of four. Begin by saying, “Find your matching number.” Partnerships form (assign only two of each number). Once students have met their partners, say, “Find your matching letters and trios form (assign only three students per letter), and say, “Find your matching city and groups of four forms (assign only four students per city). Be ready for noise the first time as students search for their groups. On class day when groups are needed, announce which code (number, letter, city) students use to find their group. Refer back to the sticker if a student forgets. Proceed with the activity once groups are formed. Modify as necessary. |