Some Strategies for Sessions: Warm-ups & More!

Happy Monday everybody! We hope your first week went well! As you start preparing for your first few weeks as a lead, returning or new academic mentor, here are some helpful activities to keep in mind. Don't forget to use your strategy cards! 

Warm-Ups

Lightning

I divide the students into two groups, and give each student a notecard with a number on it: 1 through 8. I then put eight problems on the board; the number on the notecard corresponds to the problem each student needs to solve. When each member of the group completes their problem, one student in the group takes all the notecards with the answers written on them and writes them on the board. The first group to do this wins.

Model: How to present answers

It’s worth the extra time early in the semester to explain how you want students to present their solutions to their peers. Emphasize the importance of facing the class, speaking clearly and loudly, and focusing explanations on the thought process. A good presentation says: “why I chose/how I knew to use a particular calculation, chart, or equation,” instead of saying “then I multiplied 3 x 75 and got 225.”

Grouping/Problem-Solving Combo

Best used when you have predictable attendance. If you want groups of three, make three copies of the worksheet and cut problems into separate strips. Hand out strips randomly. Everyone finds two other people, each with a different problem to form their threesome; each works on his or her question alone (writing solutions in their notebooks) for three minutes, then passes the slip to another member of the group. These are short, not too difficult, review questions.

Self-Select Grouping

Useful when there is a growing division between prepared and unprepared students. To keep the session relevant for all who attend, the facilitator could prepare two different worksheets or activities. Facilitator asks students to write down how they prepared for the week's PAL session. Students then self-select which worksheet/activity to work on. To close the session, ask students to make notes on what they will do to better prepare for the next session. Since making two worksheets is more work for the facilitator, you might do this only a couple of times during the semester as a way to motivate students to reflect on their studying methods.

Reverse Engineering

Give students an equation or solution (pertaining to the week's concepts) and see who can create the most original story/word problem to go with it. Students have an opportunity to connect words with the equation and see their relationship. They often find it harder than they thought.

Five-Minute Flares

Right or Wrong

Supplies/Prep: Slips of paper with correct and incorrect versions of rules or formulas you wish to use.

Students get one slip of paper with either the correct or incorrect rule. They had to find their counterpart (i.e. the person with a correct version finds the incorrect), write both versions on the board, and circle the correct rule.

Match the Graph

Supplies/Prep: Separate slips of paper – one with a graph, the other with the matching equation (or other topics easily matched).

Distribute the slips of paper (making sure both parts of every pair lands in someone’s hands). Students have to find their match (and remained as partners for the rest of the session).

Learning Objective Matrix

Supplies/Prep: Prepare an empty grid with the rows and columns already labeled (e.g., objective, pages, summary, formulas/properties, example); one copy per student. Students need their textbooks and notes.

Defining Terms

Supplies/Prep: Printout of 5 column chart: Term; Textbook Definition; Lecture Definition; Combined Definition; and Example.  (1 per pair of students); students should bring textbook and lecture notes.

Learning in 3-D (Biology)

Supplies/Prep: Yarn and worksheets with 10 multiple choice questions (optional).

Put students into groups of two and had them work with each other to learn the steps of mitosis and meiosis using the yarn as a model.

Opening the Floodgates

Supplies/Prep: Create open-ended questions related to current lecture topics (1 question for every 2 students). Students need text and/or internet access.

Students should work in pairs and each pair should be given a different question that was open to opinion. Each group works on their response using whatever resources necessary to support their argument with examples, facts, and definitions. Once they complete this portion, they write their response in a designated space on the white board.

Rotating Worksheets

Supplies/Prep: Printed worksheet for each student

Put students into groups of four and give each student a worksheet. As a group, the students discuss the first question and come to consensus on a good answer, which they all write down in their own words. After completing the first question, each group member passes their worksheet to someone else in their group, so no worksheet is completed by just one student. At the end of the session, each student leaves with one of the completed worksheets.

Unprepared!

Supplies/Prep: None (this activity is a handy backup if students come unprepared).

At the beginning of the session, assign each student a portion of reading.  Ask them to skim the chapter, highlight the main plot points, identify themes presented in the section, and record related details. Each student then has to present their section by writing it on the board; the rest of the students are instructed to make notes on everyone’s presentations.

Student-Led Discussion

Supplies/Prep: Create 10 or more questions about the material being reviewed. Prepare a PowerPoint presentation, putting one question on each slide (no answers); bring laptop; classroom equipped with a projector; candy – optional).

Bring a laptop to the session and explain to students that they would take turns coming up to the computer to type in answers to questions that were based on the course study guide. The person typing is really just a recorder; the answers would be supplied by their classmates. Email everyone the finished PowerPoint after the session.

Clockwork Math

Supplies/Prep: Prepare 12 problems, each on a separate sheet; tape each sheet to the walls around the room.

* I split students into 6 groups and they move around the room clockwise doing problems.

I start groups at problems 1, 3, 5, 7, 9, and 11. The groups complete three problems (i.e. group 1 solves problems #1, 2, and 3), putting the solutions on the board. When all groups have solved their three problems, everyone stops. Each group presents the problem they just finished to the whole session (group 1 presents #3, group 2 presents #5, etc.). They also have to make sense of the solutions left by the previous groups (group 1 will also have the solution that group 2 did, since group 2 started on problem #3), figure out which is correct if they are different, and then present it. Continue around the clock with the same pattern.

Tutor-Teacher Pairs

Supplies/Prep: Create a worksheet for each student. Format it so paper can be cut in half with an equal number of problems in each half. Cut and bring both halves to class.

*I split the students into two equal groups and hand out the top half to one group and the bottom half to the other group. For the first part of the session, students with the same half sheet work on the problems in small groups. When everyone is finished, I ask them to find a partner who has completed the other half of the worksheet. Instead of reviewing the answers in a large group like most days, I tell students to teach their partner how to solve the problems on their initial paper. If there are specific problems that pairs struggled with, I ask a pair to put their work on the board and we solve it as a group. I leave the blank halves in two piles on a table so students can pick up the other half of the worksheet on their way out.

Blind Key Terms

Supplies/Prep: 1 note card for each key term (I used 21), tape; or sticky notes

1. Tape one key term to each student’s forehead (this is where having small note cards helps, because big ones may interfere with their eye sight!). Make sure each student doesn’t know what term they have on their head.

2. Have students work together to help each other figure out

what term is on their head by explaining key points of that term and/or describing the term. Prompt students as needed if they forget some of the key points.

3. Once a student thinks they know what their term is, let them take it off their head and check. Repeat until all note cards are done.

4. If working in small groups, rotate the cards

In Their Own Words

Supplies/Prep: Students will need their books and notes. Make lists of terms – one list for each group.

*I had students form three teams and gave each team a list of terms from the chapter. Without using their books or notes, each group had to create a definition in their own words. For the second part, students took out their books and notes to expand the definitions, still writing in their own words. To close the session, I asked the students to each write a “one-minute paper” reflecting on what they had learned.

Matching Sentences

Supplies/Prep: Select 12 sentences containing terms, concepts, and themes. Print one copy per group. Cut the sentences separately to make 12 slips; then cut each sentence in half – students will match the first half with the second half.

Post-It® Vocabulary

Supplies/Prep: Identify and write applicable terms on sticky notes. One set of sticky notes per group.

*During the session, I asked students to generate what they thought the main themes of the course were so far and to write them on the board. I then split the students into teams and gave each team a stack of sticky notes of terms to put under the most appropriate theme they thought it fit. We then discussed each term - why it was placed under the theme and if it fit best there.

Vocabulary Bingo

Supplies/Prep: Identify at least 25 vocabulary words and create a master list with the corresponding definitions; blank 5x5 grids to use as Bingo boards, one per student (optional, otherwise a blank sheet of paper for everyone).

Game Rules/Goals: Facilitator reads definitions of preselected terms. If a student has the matching term, he/she places a marker over that spot. To win, you need 5 squares marked in a row or column. Winner must explain each term and definition in their winning series.

Vocabulary Ice-Breaker

Supplies/Prep: Create and print several copies of terms and their definitions (use size 20 font or larger). Cut each sheet so definitions and terms are separated in paper slips, but kept in separate piles; tape for each group to post paper slips to the wall/board.

To begin, I put all the terms on the left side of the board and the definitions on the right side of the board – in random order. Working in pairs, students go to the board to match terms with their definitions. Each group has a designated spot on the board where they tape their combined terms/definitions. After all the terms have been defined, students can check the other groups’ work. I give them time to record the definitions in their notebooks.

Vocabulary Notecards

Supplies/Prep: 4 sets of notecards, each with 6-10 different vocabulary terms from the chapter.

*A popular activity that I use in my PAL session involves making several lists on the board of terms (6-10 terms per list) so there are anywhere between 25 and 40 terms (depending on the size of the chapter). I group the students into teams, assign each team a list, and hand out an index card for each term. For the first part of the class, students work in their small groups to come up with a definition and an example for each vocab word without using their class notes or textbooks.

After about 10-15 minutes, depending on how discussions are going, I have teams pair up to work together on terms that each team had trouble defining or providing an example. Following this slightly larger group discussion, students have 5-10 minutes to go back and look through their textbook and class notes to complete the remaining definitions on their assigned lists and find an example from the text, which they can compare to their own example. Once they finish, I have each group present their terms to the class, and discuss if there is any confusion.

Ultimate Exam Page

Supplies/Prep: Students should bring textbook and/or class notes

This is simply a sheet of printing paper divided into as many sections as there are tests in the course (can use both sides). Starting with exam 1, students write down ALL the important concepts they need to know for the test, such as things they have to memorize and equations they have to understand. They use the same sheet of paper, so when the final exam comes, they essentially have everything they need to review/study on one sheet!