A Different kind of Review Game!

My students loved this review game!  It involves movement, a little silliness, and challenge.

HOW IT WORKS:

Students are broken into small teams - no more than six or seven students per team.  Each team is given a set of 3x5 cards with letters on them.  The number of letters are the same as the letters in a Scramble game set, so you will need more letters such as E or O, and less of letters such as X or Z.

Then I read definitions or key concepts to the class from the Unit we studied.  Then the students work in their teams to spell out the words using the cards.  But when they do this, students need to hold the cards up, not just spell them out on the table top.  This is where is get's silly....Because students have to scramble around to spell the words correctly.  Sometimes, I require each student in the team to hold at least one card.

My students loved playing this because it's a challenge to beat the other team AND it requires students to work together defining the words, then finding the letters for the words, and then spelling the words correctly.

Try it in your class.   My kids loved it!

A great alternative to old-school reading

For a few years I've used my Scramble activity as a fun and engaging way to cover text material very quickly.

HOW IT WORKS:
Instead of having students sit in their chairs and read text, and complete a reading guide, I have them walking (sometimes running) from station to station seeking information to complete reading guide.  Each station has different, short textual information.  No more than two paragraphs for each station.  But other stations might include the same information as others.  But because I use different fonts students do not know this until they begin reading the text.  Now students are engaged AND re-reading textual information!

To hold the students accountable they must complete a fill-in the blank or short answer worksheet as they move from station to station.

WORKING IN TEAMS:
An important element of this activity includes student teams.  I have students working in small teams - three or four.  Students are encouraged to spread out and gather information independently and sharing their answers.  However, students can not copy answers.  Instead they must verbalize.

WHAT IS VERBALIZING?
This is when students share their information in the form of speaking.  "The answer to number two is Hermitage." To which the other student might ask, "Heritage? How do you spell that?"  Then the other student spells out the answer.

We all know what happens when students share information like this - information retention increases because two students are actively engaged with the content. They might ask questions like how to spell the word, or if the answer is correct.  But no matter, there is engagement between the students and the information.  I explain to my students that I do not want to see them simply "copy" the information from each other since there is no engagements or learning when this happens.

WHAT'S NEXT?
In order to ensure all students have the correct information on the worksheet, as a class we review the information and correct any misunderstanding, or missing answers.

Then students need to evaluate what they thought were the three most pivotal events in Andrew Jackson's life - not including his birth or death.  The part is important!

The activity before gained student baseline historical information about Jackson.  Now students must evaluate and debate their choices.   Students write their three events on three different sticky notes.  Then students stuck their three events on large sheets of paper based upon their ranking.  As a class we reviewed their answers.  Then discussed any possible patterns or simulations in the ranking of events. Did a majority of the class have "Death of family at a young age for the number one event?"

CLOSING: I had students share their answers in their teams and come to a team consensus picking the number one pivotal event in Jackson's life.  Then each team shared their answers.