Today students will share their examples from the review worksheet given yesterday. Before we get to this sharing, to start class I ask students to consider 2 questions. After a minute or two I will have students share their answers with a partner. I want both students to listen and to speak during this activity. To make sure that this happens, each person will be given two minutes to share their answers.
As students share their answers, I will move around the room to hear which problems we really need to focus on as the class shares. Once the students have shared I ask: "Did any of you have the same question that was hard? Which one? If we run out of time today is there one question in particular that you want us to go over before we leave?"
I document the answer to make sure we cover these questions for the students.
In my room I have a set of popsicle sticks, one with the name of each student in my class. I will use these to pick which students will share a problem that they added to their worksheet yesterday. To help students feel secure and get the conversation flowing, I let the first few students choose which question on the review sheet to share.
So I pick a student. The student decides which problem to share with the class. The student can direct the students to a page in the book. The student may use the document camera or write the problem on the board. After the problem is shared the class reviews the work and asks questions. I then ask if another student would like to share a different example for this problem. Some students have chosen to work problems that are contextual while other students have decided to have examples that are non-contextual. During the sharing students may want to share both contextual and non-contextual problems.
Once we have all the examples for a question we move to another question. When we have worked for about 20 minutes, I look to see which questions we need to cover from the Bell Work. If no one has shared these questions I make those the next examples. At this point, I may need to have volunteers share problems so that students who are not confident are not embarrassed.
As we end the day, I remind students about tomorrow's exam. I have students review the learning target for the unit. I then ask student to think about how to answer this question:
What did you learn from the review activity? How will you build on the review to prepare for the test?
I ask my students to write out their answers as an Exit Slip. The first question gives me an opportunity to see if students realize that the review worksheet was a way to teach them review strategies. The second question prepares students to study for this test as they depart for the day.