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!
