Reflection: Student Ownership Boxes Review Game - Section 3: Review Game


Many students thrive in the competitive atmosphere, but others shun it.  When I implemented this lesson, my entire 2nd period jumped right in.  However, when I started it in my 4th period, I had a student raise her hand and ask "Can I just work on my review in the back instead?"  I paused for a second, and then gave her permission to do so, and asked if anyone else wanted to opt out of the game. 

Approximately 1/3 of the class chose to opt out.  I reminded them that this meant they lost a chance for extra credit on the exam, and that they had to be silent in the back so I could hear students during the game.  Students accepted these conditions and worked quietly in the back.  In my 6th and 8th periods, these situations happened again.  However, in both 6th and 8th I noticed many students following the game with interest, and one said to me after class that he wished he'd stayed up front and played instead.

By allowing students to work in the back, I gave them some ownership on their learning.  However, the reason I think the students in the game outperformed those in the back on the exam is that they had to think more quickly, and had to rely on what was in their head, not what was on their notes.  Recent research has shown that students tend to learn better when they practice recall.  I am hopeful that more students will participate the next time we play a review game, especially since I have the test score data to help encourage them why it is important.


  Student Choice
  Student Ownership: Student Choice
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Boxes Review Game

Unit 3: Intermolecular Forces
Lesson 9 of 9

Objective: SWBAT quickly answer questions about intermolecular forces in a competitive review game.

Big Idea: Competitive review games stimulate student thinking about IMFs.

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