The purpose of this two day lesson is to review all the material that will be included on the assessment. In order to review I have created seven stations that groups of students will rotate through over the course of two days. On the first day I will introduce the stations to the students and have them complete three of the stations. The second day I will have the students complete the remaining four stations.
Each station consists of an activity for the students to practice for 15 minutes. The activities will be similar to the activities we did throughout this unit. My intent is that they won’t need much explanation of what they need to do because they will have already done something similar.
Also, there is an exit slip to accompany these two days consisting of six parts. The students will complete the portions of the exit slip that correspond with the stations they completed during that day. I will use the information from the exit slips to gauge any misconceptions or areas of weakness for the students. If an additional practice session is needed I will add another day.
When wrapping a unit that covers several weeks of material it is important to make sure that the review material is key to the students understanding. As I was thinking of how to review the material on the assessment, I thought that the best way for this unit would be creating stations in which the students review key material.
A lot of times when designing lessons for a unit, the lesson focus starts small. You have to work on part a before you can dive into part b. The background information for a concept then becomes less of the focus and that part b gets into the spotlight. So, when going back through the lessons of my unit I looked for part b activities. Activities in which the students were really diving into the concept became my focus.
Although stations can be a very time consuming undertaking I think it is beneficial. When thinking of creating stations you have to think of all the materials that will be needed at every station. The hope is that students are able to progress from station to station within a group while I am able to work with a small group. Because I pulled activities from lessons I have previously taught, the creating stations nightmare became less daunting.
After creating the stations I had to think about grouping the students. This is also an important part of this review. I had a couple options of how to group students. One, I could group students based on their prior math performance and put students with similar levels together. Two, I could group students with these prior math performance scores and spread out the high and low performing students.
I chose to go with option two for this review. If I were to put all the low students in one group, I fear that they would struggle with the activities all together. However, if I create a group with some high students and some low students, I think it sets up a better learning environment for both of them.
If you are able to teach a concept to someone, you fully understand the concept. So, if my high students are able to help my lower students within these stations, it not only deeps the knowledge of the higher student, but also increases the knowledge of the lower student.