Applications of Exponential Functions Review
Lesson 25 of 26
Objective: Students will be able to identify their strengths and weaknesses related to the skills and ideas of this unit and to review the key gaps in their knowledge.
The purpose of today's class is for students to make sure that they have fully mastered the key skills of the unit. The session is deliberately not structured, because the students should structure their own review.
I immediately distribute the practice quiz to students and then I spend the first 15 minutes of the class period circulating to help students choose their areas of focus. I instruct students to start with the problems they do not know how to do, and then to organize their resources to get started.
If students do not stay focused with this loose structure, I occasionally assign study groups. Often I have them start out in seats of their choosing, and then once I have observed their level of focus, along with their strengths and weaknesses, I assign them a study group to collaborate with in completing the review.
Another strategy to organize the review is to ask one or two students to serve as the "Class Expert" for each problem and to post these on the board. Then as other students struggle with problems, I direct them to these class experts.
I like to take several minutes at the end of the review session to ask students to reflect on how effectively they used their time and on any other topics they need to review in greater depth before tomorrow's quiz. You can circulate and have this conversation with each group or pair of students, or you can ask students to write down their answers to some reflection questions:
(1) How well did you use your time today? Explain.
(2) What did you do that you think helped you be prepared for this quiz?
(3) What could you still do tonight to be prepared for the quiz tomorrow? Which topics in particular do you need to review? What resources can you use to help you?
I like to create a culture of reflection in my class, which happens only if you constantly ask students to reflect. Even though their answers to these particular questions might not be especially revealing, the more often that you ask these types of questions, the more comfortable students will become thinking this way.