Issue link: http://educator.cta.org/i/1470295
and teachers are freed up to work with individual stu- dents or small groups when needed. Maynard also recommends building in movement — designing a review activity that requires kids to visit di•erent stations in the classroom, for example — to keep kids energized and focused. Finally, she likes to use review time to reinforce her students' meta- cognitive skills: "Usually on that review day, I make them stop and think about what's going to be on the test so they can consider their approach," says May- nard. "I often tell them: 'Don't practice the things you already know how to do, practice where you're unsure so I or your partner can help.'" Here are five engaging review strategies: Correct the Teacher: Create a review assignment, or a set of problems, and then solve them yourself — but incorrectly. Have students pair up to work through the problems, correct your mistakes, and provide feed- back. Students love correcting teachers… Jeopardy!: Borrowing from the popular game show, this game doesn't require specialized software — you can use PowerPoint or Google Slides to create the game grid, or the templates at JeopardyLabs — (jeopardylabs.com) and it's adaptable across content areas. For a more lo-fi approach, create the grid on a poster board using Post-it notes. To promote deeper thinking, consider having students help write the questions or problems in advance. In Maynard's math classroom, a game grid might include these column heads: multi-step equations with mostly addition, multi-step equations using subtraction, dis- tribution multi-step equations, and word problems. Around the Room: Prepare a problem set or other review activity, and using a Word or Google doc, type the first problem or question at the bottom of page 1. Type the answer to the first problem on the top of page 2. Next, type the second problem at the bottom of page 2, and the second answer on the top of page 3. Continue until the last answer is typed on the top of page 1. Print out the pages and hang them around your classroom, says Maynard, but not in order. "Students can start anywhere and solve the problem on the bottom half, then find the answer on another sheet of paper," she says. Rapid Review: For a quick review activity, high school history teacher Henry Seton opens class with A "Jeopardy" game with homophones. a rapid review that focuses on recently learned content. He starts by asking a question: "What are Locke's views on private property in government?," for example. Students turn and talk to a neighbor for 90 seconds, then raise their hands to answer the question. If a student gets stuck, Seton calls out "Rescue!" and another student whose hand is raised gives it a try. "Rapid review starts class with energy and excitement. Stu- dents feel like the content is sticking," says Seton. " They 're getting a lot of cold-call questions, but it's in a safe, supportive atmosphere and helps students feel confident with the material." Partner Compares: Create two columns of problems. While each row should feature different problems, let students know that each row will have the same answer or solution. Have partners cut the paper in half so each student has a column of problems to work on individually. They can cross-check answers as they go and work together to spot mistakes if their answers don't match. The activity provides a "combination of independent and partner work," says Maynard. "Students are encouraged to solve the problems independently, and can't just copy an answer, but still have the support of a partner when needed." This article originally appeared in Edutopia. 47 J U N E / J U L Y 2 0 2 2 T