Students identify the mostsignificant (useful, meaningful, etc.) thingsthey learned during a particular session.
Students write one or twoideas that were least clear to them from thecurrent or preceding class period.
After introducing an im-portant concept, ask students to write down atleast one real-world application for what they have just learned.
In two minutes, students
andlist in rank order the most important ideasfrom a previous day's class; in two more min-utes, they
those points in a singlesentence, then write one major
they want answered, then identify a thread or themeto
this material to the course's majorgoal.
Vocabulary on the Move
Students use deductive reasoning to determine what is written on the card on their back.
Make a list of familiar vocabulary words (theD.E.S.E. released M.A.P. vocabulary is a greatplace to start) on notecards.
Tape one note card to each student‟s back.
Brainstorm a list of acceptable yes/no questions.
Does this word deal with geometry? Am I a polygon?Do I have more than four vertices?
Model asking questions to try to determine which word is written on your back.Do the activity.Once students have correctly identified their defi-nition, have them sit quietly at their desks. After several minutes (even if some are still tryingto solve their definition), share. Have studentsshare what yes/no questions they asked.Record questions on a chart for future games.
Assess: Using individual whiteboards, say a defi-nition and have students write the correct word
on their whiteboard. On the teacher‟s cue, have
students hold whiteboards over their heads tocheck for understanding.
Formative Assessment IDEAS
It is the assessment which distinguishes between the teaching and the learning.
On a FUN Note:
If you‟re looking for FREE clipart, go to www.pppst.com. It‟s my
favorite website and everything isFREE.