I begin this review by asking my students to reflect for two minutes without talking about the concepts we’ve studied in this unit. I tell them they should be particularly mindful of those lessons they struggled with. Reflecting for two minutes is actually much longer than it sounds…try it with your students! After two minutes, I ask my students to write a word or brief phrase on the board describing the lesson they had the most difficulty with, but not to duplicate anyone else’s posting. When everyone has had an opportunity to post to the front board, I summarize the topics into five or six categories. I know what categories I'm going to use before my students even begin posting, but having them put it on the board gives them more ownership of the review than if I just tell them what to study. I anticipate that they will have stuggled with the "formulas" for z-score, t-test, and Chi-square, as well as the concept of significance as a measurable quantity but am always surprised by at least one thing that makes the students' list or doesn't. It also takes away the excuse "You didn't tell us to study that!". I tell my students that they will be helping each other review and will each get a chance to work on each category before the end of class.
You will want to have copies of the topics handout and make sure students bring their graphing calculators to class. I also keep an assortment of graphic organizers available for my students to use as they choose. I’ve included copies in my strategies folder if you want to use them. I begin this part of the lesson by having my students number off one through six. I ask them to group their desks in sets of three “around the clock”. See “Rotating Review” in my strategies folder. I assign one student number to each set of desks and have students seat themselves according to their number then assign one topic to each group. I give each team copies of the handout and tell them to complete the section for their topic. I can usually anticipate pretty closely what areas they’ll need/want to work on, but this is flexible enough to allow students to tailor the review to their needs. As my students begin working, I walk around answering questions, making notes of areas of misunderstanding, and encouraging them to help each other. As we move through the review, these groups of three will continue to mix it up until everyone has had an opportunity to work with each topic. I allow approximately seven minutes for each review session then have the students rotate as indicated.