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* *Reflection: Station Rotation
Unit 3: Reviewing With a Purpose - Section 1: Tailor Made Review

In this video, I talk about how important it is to tailor review to student needs.

# Unit 3: Reviewing With a Purpose

Lesson 13 of 15

## Objective: SWBAT address and correct lingering misconceptions that were uncovered during the quiz that was administered the previous day.

#### Tailor Made Review

*70 min*

This lesson is one that has to be built by the individual teacher. I say this because only the teacher and the data can determine what should happen during a lesson such as this. For this reason, I am simply providing some insight as to the best method, that I have found, in regard to reviewing for an assessment.

**Preparing to Review:**

- At least two days before a unit assessment, I give my students a quiz that encompasses all the standards of the unit.
- After my students complete the quiz, I have them grade the quizzes by switching papers knowing that they will have an opportunity to correct their wrong answers to help keep anxiety at a minimum as it pertains to quiz grades, thereby increasing integrity of the reported scores.
- I then record which students missed each of the questions presented on the quiz.

**Designing Tailor Made Review:**

- After that, I design a review day that includes stations that cover the deficit areas that were uncovered by the quiz results
- I then prepare index cards that tell my students which stations that they have to visit during the station day making their review experience unique to their needs.

*****NOTE: **

I create altered versions of the station for those of my students who are struggling. i do this to help cultivate independence and minimize the students' dependence on me, the teacher, and their higher achieving peers. When students are able to figure problems out on their own, it builds their confidence, making them more likely to "Make sense of problems and persevere in solving them," during this review day. Furthermore, in building their confidence, students will be more likely to attempt and be willing to struggle through problems that they encounter in the future.

Those who are higher achieving students will receive a challenging task of some sort to stretch their thinking and foster a deeper understanding of the concept.

**During the Review:**

- When the review day arrives, it is my job to facilitate engagement and successful completion of each station task, while observing and addressing any misconceptions that might appear.
- I will also spend time visiting with a small group of struggling students where I will utilize strategies to activate learning and bolster achievement levels. These strategies include but are not limited to; skill building, confidence building, modeling, strategic questioning, and generally filling in knowledge gaps as it pertains to the unit.

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#### Ideas for Tailoring Review

*70 min*

Here are a few ideas to help you determine the best way to review the concepts presented in this unit:

Consider the standards of this unit. This unit includes understanding expressions and order of operations. Decide upon ways that you can present the material of this unit in different ways that will help your students review for the upcoming assessment. For example...

Some stations that you could create to review this unit could include the following:

**Matching Equivalent Expression**- At this stations, I would present students with several different expressions and have them to match them according to whether or not they are equivalent.**Order of Operations**- This station would have several problems that my students would have to solve using the order of operations.**Words to Expressions**- While at this station, I would have my students take mathematical phrases and translate them into expressions.**Expressions to Words**- This would be a station where I would have my students write expression as mathematical phrases.

These are just some suggestions as to what can be done to set up stations for this unit. Understand that whatever you do should be based upon data that you have gathered about your students. This data should come from multiple sources (i.e. observation, discussion, homework, quizzes, tickets out the door, classwork... etc.).

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- LESSON 1: Unit 3 Pre-Assessment
- LESSON 2: Numerical Expression, Algebraic Expressions… What’s the difference?
- LESSON 3: In Plain English: Mathematical Expressions in Words
- LESSON 4: Introducing Exponents
- LESSON 5: Order of Operations & Numerical Expressions
- LESSON 6: Unit 3 Quiz 1
- LESSON 7: Evaluating Algebraic Expressions
- LESSON 8: Mathematical Properties in Action
- LESSON 9: Equivalent Expression With Area Models
- LESSON 10: Equivalent Expressions Using Mathematical Properties
- LESSON 11: Reviewing the Unit
- LESSON 12: Unit 3 Quiz 2
- LESSON 13: Unit 3: Reviewing With a Purpose
- LESSON 14: Unit 3 Assessment
- LESSON 15: Student Self-Assessment: Reflecting on Expressions & Equivalency