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# Unit 4: Addressing What They Still Don't Get

Lesson 13 of 15

## Objective: SWBAT demonstrate their ability to target the standards for which they need intervention to obtain and retain conceptual understanding successfully.

#### 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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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. We are dealing with equations and inequalities. Determine what is similar between the two and what is different. For example...

**Example #1**

Both one-step equations and one-step inequalities use the same basic steps to solve them. For this reason, if your students are struggling, with the "one-step" part of equations and inequalities. You may want to mix these two standards in one station so that those students struggling with this skill can tackle it using both equations and inequalities. In this situation, you could also create a station for graphing both equations and inequalities, mixing yet another two standards with similar concepts. Same thing with changing word phrases to equations and changing word phrases to inequalities.

**Example #2**

Or, you may have a situation where students have equation down to a science but for some reason are struggling with inequalities period. In this case, you may want to create several stations highlighting the different concepts surrounding inequalities (i.e. writing them when given a scenario, graphing them, and solving them) You could create three different station based upon this situation and have one station that encompasses all the standards surrounding equations for those few who still may be struggling and for other students to simply practice and keep the skills fresh in their mind.

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 4 Pre-Assessment
- LESSON 2: Keeping it in Balance: One Step Equations
- LESSON 3: A Rational Balancing Act: One Step Equations Continued
- LESSON 4: One-Step Algebraic Problem Solving
- LESSON 5: One-Step Equations... How Do They Function?
- LESSON 6: The One-Step Equation & Its Many Faces
- LESSON 7: Unit 4 Quiz 1: One-Step Equations
- LESSON 8: Inequalities
- LESSON 9: The Different Ways to Represent An Inequality
- LESSON 10: So Many Options: Solving One-Step Inequalities
- LESSON 11: Inequalities in the Real-World
- LESSON 12: Unit 4 Quiz 2: One-Step Equations
- LESSON 13: Unit 4: Addressing What They Still Don't Get
- LESSON 14: Unit 4 Assessment:One-Step Equations & Inequalities
- LESSON 15: Student Self-Assessment: One-Step Equations & Inequalities