Group review- alternative to quizzes

One way I assess my students' understanding of key concepts is through a version of  a gallery walk.  My students learn a tremendous amount when they can talk with each other.  I can quickly gather information on what my students know, what concepts they are "stuck" on, who is excelling and who is struggling all while reducing my marking load.  Instead of giving them a quiz on the concepts, I make 1 question per page and print them off.  I write the answer underneath the question and cover it with a post-it note.  I then post the questions around the room.  I break my students up into pairs/ groups of 3 (3 is the magic number, most times in my class) and have them grab a clipboard and pen from their table.  In their groups, they are given a set time to move around the room and answer each question  I ask that 1 person read the question aloud and check to make sure every group member understands what the question is asking (the strong readers naturally help the weaker readers and teach them how to break apart a question... this naturally evolves during their discussion.  It is wonderful to listen to them ask questions and explain to each other!)  Then they all must come to consensus on the answer.  If they do not agree, I ask them to try and convince each other with evidence from the question's data, from their knowledge of the concept and so on.  Again, the conversations that come out of this stage really show who has learned what  and who needs further clarification.  As I am moving from group to group listening to their conversations, I also hear if there are any misconceptions or errors in their understanding that I can address as a whole class later on.  When the student group agrees on an answer, they lift the post-it to check.  As I walk from group to group, I get a good sense of how much each student understands and make quick jot notes on my class lists- I gather evidence without having to mark a stack of paper-pencil quizzes.  I ask them to record any questions/ concepts they want to review as a whole class after the small group discussions are over.  After every group is done, we meet back as a whole class to go over any misconceptions/ problem areas I over heard and any questions the students may have had during the process.  The learning that happens is far better than a passing out and handing back a short quiz where students focus on their mark and not their understanding.  I also like this method because I feel it benefits my students to be up and moving while they think and learn.

 I will sometimes follow up by give the students an exit slip, a formal lab or an assignment that they submit for a formal "mark" in my gradebook, depending on the concepts being covered.

More interactive notes from my grade 7s

My students were busy cleaning out their science binder and getting ready for their new unit... Out with the old  to store safely away until year end!  I took the opportunity to snap a few quick pictures of some of their notes they took during their ecosystems unit.  We still have lots to  learn about interactive notes, but the kiddos are proud of what they have done so far.

Vocab and concept review

I strongly feel that when my students engage in focussed, collaborative team work, they can take their learning so much farther.  I also am a big believer in active learning rather than "sit and get".  One way I get my students to activley engage in the key learnings of a unit is to have them do puzzle maps.  I purchased blank interlocking puzzle pieces from Scholar's Choice. (I did this to save time and because I am not that good at making such things myself!)  I then write key ideas, terms and concepts on the pieces.  I incclude formulas, graph trends, pictoral representations, etc.  I  group my students into teams at my class tables and give each a set of the puzzle pieces.  I ask them to work together to fit the concepts/ideas/key terms/formulas, etc. together in a way that shows what they know.  They all end up pushing their chairs aside, stand around the table and discuss the possibilities. I keep it ambiguous on purpose- I want to hear what questions and ideas they share with each other.  I want to see what key ideas they can readily link together and which ones they cannot.  I find out quickly what I have to reteach and what is good to go.  I want to see what their understandings are and what their justifications are for grouping certain ideas together. Sometimes I will stop the class and hold an impromptu discussion on how different groups are sorting the pieces.  I can put different ideas on the smartboard with my document camera for the kids to compare.   It is so simple, yet it stretches their learning and is another way to have them work with the key vocab without giving a worksheet.


 This is the one I made for my grade seven's ecosystems unit.  I use this review strategy for all of my grade seven and nine units.

What the box looks like to purchase- there are ones without lines too, but they are harder to find.

Group mini poster for assessment

Before we moved on too much, I wanted to quickly assess my students' understanding of how to write ionic compound formulas.  So far, the students had done an interactive notebook page, made models with the styrofoam balls, played with ion dice and did a game, "Let's Get Married the Ion Way!"

I wanted to see how accurately they were able to make ionic compounds and where their misconceptions/ mistakes were being made.  I gave each table group a 11x17 sheet of paper and asked them to each chose a colour that had to be different than other members of their table group.  I then asked them to chose 1 metal and 1 nonmetal to react (voice and choice!).  I told them that they had to use the paper to show me evidence that they knew how to make a correct ionic formula.  Each student could only use their colour.  The students could discuss with each other- I am a strong believer in students learning together.  My students are more engaged and thinking deeper than if I had given them a worksheet, I could move around the table groups listening to their conversations to see where I needed to step in, and it took far less time than assigning and marking a worksheet.  Because they each used a different colour on the paper, I could easily look at the end product to see what each student was thinking, how they contributed and who needed some extra intervention.  The next day, the students that demonstrated a strong understanding moved on to independent work and the others who had not contributed much or who had misunderstandings sat with me and did some review work together.

atom analogy project

It is so critical for my grade nines to understand the subatomic particles if they wish to have a good understanding of the organization of the periodic table.  One fun way we learn the subatomics is with the atoms analogy project.  Students get voice and choice by picking something they know well to compare to protons, neutrons and electrons.  I love to start the project with the clip on youtube from the old TV show WKRP.  My students are WAY too young to know the show, so with a little background info from an oldie like me, we watch the brilliant 2 minute clip on a comparison. Then, we get to work.  Students make some brilliant, creative comparisons and really understand the subatomics.  Win-win!

Goldbergs!

Another project I like to use while teaching my grade sevens their Structures and Forces unit is the classic Goldbergs.  I introduce the project with the driving question right near the start of the unit and we refer back to it throughout.  The students build on-going in class throughout the unit and it becomes the lens through which the students learn the essential outcomes from the program of studies.  I love to see the creativity, the application and the pride my sevens develop as they work.  

I LOVE that these are truly the work of grade sevens and not of their parents, uncles or older siblings.  One reason why I love true project based learning is that it is done in class and not at home.  I can monitor the students' progress, assist when and where I am needed, incorporate the essential learnings right into an authentic task for the students and the students have complete ownership of their learning.  I can easily assess what a student knows and what they need to work on.  This would not be the case with a "do at home" task.

Students bring their own materials from home.  I also have a big bin of recycled materials students can take from as well. I also have a drawer of common tools for student use and a large bin of hot glue guns.

Here is the assignment sheets I have developed with my colleagues over the years.  We change the end task regularly- ring a bell, pour cereal into a bowl, pop a balloon, etc. 

goldberg project

 self evaluation

My classroom

I love my classroom; it is such a beautiful learning space!  When I walk in each morning, I feel so grateful to have such an open, bright and well-equipped place to teach.  I want my students to have the same sort of feeling when they walk in too; warm, inviting and stimulating (but not too much!).

The periodic table (the kids are amazed that my old one has elements "missing" when they compare it to their recent, updated one... an excellent spring board for discussion on the scientific process, how new elements are created and how they are recognized)

In helping my grade sevens, "write like a scientist"... answer stems can help them to support their ideas.

Because I have a large bank of windows, tons of cupboard storage, a fume hood and a smartboard, I do not have much space for displaying student work- just 2 small bulletin boards.  Being that my school was one our government had privately built, my school board does not own the building.  This means I have to follow the rules of the private company and cannot put holes in the wall; no nails, no tacks, no staples unless it is on a bulletin board.  This also limits what I can put up and how.

On one wall is my assessment board.  I post our 4 point scale (Marzano-style) my students and I come up with at the start of the year. I also hang my clear folders for students to drop their various exit tickets as they leave (clear sleeves from a dollar store hung on with binder clips).  Students like to post samples of their work that they feel shows their success.  Here, my nines have posted examples of their classifying matter concept maps.  It is not just the high achieving students that have posted their work as exemplars.  Any student that feels their work shows their best are encouraged to and do post.  Love it!

To fill up my other board until I get student work at the start of the year, I have my skills board (Beaker gets posted and placed all around the room each year... kids love to see where I move him to next.)  Not the most creative, but we do refer to the word wall words and key phrases as essentials each student has to develop to think like a scientist.  I use these phrases when working on goal setting with my students so they focus on their learning rather than setting a goal of a percent.

On one counter, I have my hand-in bins, my popsicle stick containers and my organizational papers students will need throughout the year. Students grab as needed for their binder.

(need to take more pics... a work in progress!)