Tips Archive » Teaching Techniques » Reviewing Content

• Math (7 tips)
• Science (1 tip)
• Vocabulary (3 tips)
• Critiquing Films (3 tips)
• Review Games (9 tips)
• Across Curriculum (8 tips)

Math

Calculus Review Day

From Maureen Traverso, a calculus teacher at Daniel Boone High School in Birdsboro, Pennsylvania:

"It is almost time for the advanced placement exams and my students are already nervous. I have sponsored a review day for many years with the support of my building principal. A substitute takes my place for a day and my advanced placement calculus students have calculus for an entire day! It is not as bad as it sounds. We prepare ahead by keeping a list of topics to review and questions to ask. We work as a study team and help each other to be prepared with sample exams and graphing calculator activities. To break up the day, I buy pizza for lunch and the kids bring drinks and dessert. We are exhausted at the end of the day, but the kids tell me it is worth it."

Math Genius

From Charise Hall, a seventh grade math teacher at Tiffin Middle School in Tiffin, Ohio:

"As a class warm-up, students answer questions on skills learned in previous lessons. If the students are correct, they write their name on a ticket. The tickets are collected in a can titled 'Math Genius'. We have a drawing on the last day of every month and age appropriate prizes are given. Everyday my students ask me if they can earn tickets."

Math Proficiency Tutoring Resource

From Paul Kovats, a ninth through twelfth grade math and science teacher at Perry High School in Perry, Ohio:

"In dealing with Math Proficiency Tutoring, one of the best resources I have found is Passing the Ohio Ninth Grade Proficiency Test, published by Englefield and Arnold, Inc. This workbook concentrates on mastering the learning outcomes, test-taking and problem-solving skills."

Math Facts Bingo

From Joni Reed, a teacher in the adolescent day treatment program in Jefferson County, Colorado:

"Using a bingo game, I pass out bingo cards and plastic number covers to each student. (I allow faster students to take more than one card.) Using the entire blackboard, I draw one horizontal line from left to right a few inches from the top. Then I draw four vertical lines from top to bottom, dividing the width into five equal sections. Across the top, I label each column with a letter B-I-N-G-O. Now, I spin the spinner and when a number is chosen, I do NOT call it out. Instead, I say the letter and make up a math problem which will result in the number indicated on the spinner. I write the problem on the board under the appropriate letter. Students may call out answers but I don't write anything down until I hear the correct one. Then I reinforce the correct response by saying something like, "That's right. Three times five is 15. B-15." This stays up on the board throughout the game for anyone who missed it and to provide a check for anyone who has a bingo. We play until we have three winners and have small prizes for winners. I find that problems should start out simple until students get swept up in the game and then become more challenging. My students love it!"

Concentration

From Donna Langenderfer, a 9-12 grade proficiency math teacher at Lorain Southview High School in Lorain, Ohio:

"As a fun way to review basic facts, I play a form of Concentration with my students. I take 40 sheets of paper and write with a marker 20 short questions and their answers, each on a separate sheet of paper. I mix them up and tape them on the wall. Then I take another 40 sheets of colored paper (so you can't see through them) and number them one to 40 and tape them over the other sheets of paper. I've laminated these sheets of paper since I re-use them every time we play Concentration. Students get in groups of five to 15, depending on how many teams you want. Each team takes turns calling out two numbers. I uncover the corresponding sheets of paper and if they reveal a question and its answer, that team gets a point and another turn. If they don't match, I cover them back up and the next team gets a turn. The team with the most points when all 40 are uncovered wins the game."

Questions and Answers

From Roland D. Roghair, Sr., a math teacher at Humboldt High School in Humboldt, Iowa:

"On many 3x5 cards I put a problem and an answer, but they do not match. I start the students out by putting a question on the board. Someone has the answer on his/her 3x5 card. They walk up and put the answer on the board and also put up the next question (the question on their card). I give them a new card and they sit down. The process continues and everyone eventually gets up to the board. You could also do this in reverse order for another lesson."

Answers on Overhead

From Susan Edge, a sixth grade pre-algebra and science teacher at Hanes Middle School in Winston-Salem, North Carolina:

"After math qum~~es or$tests,$M put the answers up on the overhead projector. Each student is to write a brief explanation of any problem missed. This is well worth the time involved for several reasons:

1. If a student doesn't know why he missed the problem, it prompts a question.
2. If a student repeatedly writes the same explanation, it seems to have more of an effect than if I say the same thing.
3. When I look over the papers, it saves me a great deal of time in evaluating missed answers.
4. When the papers go home, it is immediately obvious to the parents the types of problems their students are having.

I learned this tip when part of the National Writing Project. It seems so simple, but changed my math teaching so much."

Science

Bowling Sheets

From Ray Andrzejewski, a chemistry teacher at Redlands High School in Redlands, California:

"As I'm taking attendance, I give a very short quiz reviewing old material or on last night's homework. When our local bowling alley went to automatic scorekeepers I got the idea of using their old overhead scoring sheets for this quiz. I randomly draw 10 of the students' quizzes each day. If eight out of the 10 quizzes are all correct, I then draw out two more to see if they 'pick up the spare.' I then keep score for them on one overhead bowling sheet and they compete against my other classes. The winning class gets a little something extra just for them. I have found that more students review yesterday's work right before class and have fewer tardy students. Students really enjoy it and it works well with all levels. My wife uses it with her eighth grade students."

Vocabulary

Computerized Flashcards

From Ron Benner, a teacher from Woodbridge, Connecticut:

"I made up templates so that teachers can print out words to use as flashcards. I use Word 97 Mail Merge with an Excel database of words. I print the flashcards out on business cards or plain paper. The business cards are great because they can be easily separated and more durable than plain paper. Plain paper works well if the teacher wants to copy them and give them to a parent. These flashcards can also be given to peer tutors to use in the school. I have done the Ginn Reading Program, the Dolch words and the first two hundred of the Fry words."

Spongy Vocabulary Review

From Luke Verna, a fifth grade teacher at Upper Perkiomen Middle School in East Greenville, Pennsylvania:

"To review vocabulary in any subject, take strips of masking tape and tape them to a rectangular sponge. Use a marker to write the vocabulary words on the tape. Have the students toss the sponge around the room to other students. The words that get chosen can depend on which finger is touching a particular part of the sponge. For example, if a student's left finger lands on a specific word that is the word they must try to define. Students love this game. If there are more than six vocabulary words, just tape over already defined words and write the new words on top."

Vocabulary Builder

From Rachel Becker, a French teacher at Orange Avenue School in Cranford, New Jersey:

"This game is based on the Groucho Marx show 'You Bet Your Life.' The game needs almost no preparation and can be played in any class that has vocabulary to learn. I am a French teacher and use the game to encourage class participation. I bring to class a list of words the students have been studying. The first word on the list is the secret word. 'Say the secret word and win a prize.' The first student to use a complete sentence which contains the secret word wins. The prize is anything the teacher wants it to be: an extra-credit point, a candy, etc. After the first word on my secret list is guessed, I tell or show the class what it was and the game resumes with the next secret word."

Vocabulary Bingo

From Linda Norman, a teacher at Ayer Middle School in Ayer, Massachusetts:

"I play a slightly different version of Bingo in my geography classroom. After students make their own 'boards' from a preprinted template and a list of current vocabulary words, I give out numbered paper chips. I then call the first definition, such as 'flat or gently rolling land' and they put chip #1 on the word they think matches the definition -- hopefully 'plain'! I proceed with subsequent definitions in the same way. When someone yells BINGO, I check to see if the words have been covered in the right order. This version of Bingo allows me to check for knowledge as well as luck!"

Critiquing Films

Movie Day

From a fifth grade teacher:

"I have a large library of curriculum related movies with worksheets for analysis that I use as incentives. If we finish the required reading, writing and publishing for a particular subject, topic or literature assignment, I schedule a Movie Day. Students are required to write a note to their parents explaining how the movie is related to what we are studying and give a brief summary of all the work they've done to earn it. I always read the requests before letting them go home so that the student is not demanding to see the movie or describing it inaccurately. Students that do not return the note to me go elsewhere and do a related reading/writing project during the movie. If the students have worked really hard, I allow them to bring snacks to share. It costs me nothing and the students work at a high level in order to participate."

After School Video Experience

From Cathy Priest, an American experience teacher at Perry High School in Perry, Ohio:

"It is often difficult to find class time to view some of the excellent documentaries and videos relating to historical topics taught in class so I encourage my students to attend an after school video experience. Together we view with a critical eye, we analyze historical and literary content, and we evaluate the importance of the video itself. This is all done in a relaxed atmosphere complete with popcorn. Students not only gain historical insight, but they also earn bonus points."

Everyone's A Critic

From Vicki Pergande, a sixth grade social studies and language arts teacher at Van Hoosen Middle School in Rochester, Michigan:

"My tip is an idea to get students to pay attention when watching movies in class. I usually make up a question sheet for them to look for answers, but this time I tried something different. I still made up a list of questions, but I didn't show them. Before the movie I told the students to take notes they could use for a question game the next day. I informed them that the more notes they took, the better chance they would have to win a 'fabulous mystery prize.' I also gave the students ideas of the type of information that might be important. We watched the movie and they took notes.

The next day it was time for the game. I explained I would give them a decent amount of time (it wasn't race) to answer as many questions as they could. I warned them that talking would disqualify them from the game and earn them a different assignment and also gave them ideas of what to do when they were done, so they would continue to provide a quiet atmosphere for their peers. When we went over the answers, we corrected in red and they wrote in the answers. I give them a quiz on the information the next week, so they make their own study guide. Every kid listened very attentively for the answers because they had a chance to win! I gave the top three students prizes (pencils and scratch and sniff stickers), and then we gave a mystery prize. We picked from a cup with numbered popsicle sticks, and if they had the number correct that was picked on the popsicle stick, they won a sticker. So even the students who have trouble taking notes had a chance. In one class we picked 5 right out of 30 to win the mystery prize!"

Review Games

Four Corner Questions

From Janice Vinco, a sixth grade science teacher from Concord, California:

"During our extended block schedule period, my students get a little restless and need a quick activity. Rather than give them a written quiz, I ask them a multiple choice question about the current topic of study and assign each corner of the room a possible answer and letter. To avoid the problem of everyone following the smart kids to the correct corner, I let them know that I've struck a deal with the 'brains' for them to purposely pick the incorrect corner sometimes to throw the others off. The kids love it because involves everyone, it's a quick and easy way to check for understanding and after doing this a couple of times, they're ready to return to their seats for more learning!"

Yummy Bingo

From Shelly Clausen:

"M&M's or Skittles are a fun addition to test review Bingo. The students can use the candies to cover up the spaces. They struggle not to eat the candy during the game and have a yummy snack when it's finished."

Millionaire Review

From Joyce King, a third grade teacher at May Elementary in Las Vegas, Nevada:

"My students are working on their own version of 'So You Want to Be a Millionaire'. They are generating lists of questions and possible answers. We are studying rain forests in science so my students research questions for our list and write four possible answers. We have also included general topic questions for the easy ones. We use prop telephones and to poll the class, we use letter cards and take mathematical averages. Lots of skills happen here and the game can be tailored to any subject area. As master of ceremonies, I know I can do as well as Regis."

Social Studies Basketball

From Gary Deurlein, a fifth grade teacher at Perry Middle School in Perry, Ohio:

"My students really enjoy reviewing for a social studies test playing this game. A basket is placed against the wall. Pieces of tape are then put on the floor, starting close to the basket and then going further back. A point value is placed on each piece of tape such as 10, 20, 30, 40, 50 and 100. The class is divided into two teams. I then ask a review question to a member of one of the teams. If the student answers correctly, that student gets to shoot the ball into the basket. If the ball goes into the basket, the scorekeeper puts the total on the board. I then alternate sides until all students have had a chance to answer a question. The side with the highest score at the end of the game wins. At the conclusion of the game, I give both sides a reward. The students love this game not only because they are reviewing for a test, but because they're having fun!"

Bingo Review

From Janice Schano and Cindy Whittman, a cosmetology and a dental instructors at Forbes Road Career and Technology Center in Monroeville, Pennsylvania:

"Terminology is often difficult for students to master. We found that playing Bingo is not only fun, the students tend to retain the information. Bingo cards can be constructed in Microsoft Word by using the Table format. Vocabulary words are then entered into each of the blocks. The instructor reads the definition, and the students mark off the correct words. Using this method, students generally score better on this portion of the exam."

Who wants to be a Millionaire?

From Linda Gibson, a second grade teacher at Dyersbury Primary School in Dyersburg, Tennessee:

"My class is enjoying reviewing each day by playing our version of the popular game show Who wants to be a Millionaire? A student is chosen to sit in the hot seat. Questions pertaining to the day's lessons are asked for each money amount. The three lifelines become, Ask A Classmate. The prize is simply a note stating the level they achieved. Every student is very competitive and supportive of the other students. This has improved their listening skills during class because any little tidbit could be asked during the game."

So You Want To Be A Millionaire

From George Beyer, a retired teacher but now a volunteer teacher's aide in Montana:

"For a test review in science we play So You Want To Be A Millionaire. Instead of one person answering all the questions, I pick students at random. No one knows who will be picked until after the question is read. The reward is .5 extra credit points for everyone in the class and the penalty is .25 extra credit points lost for everyone in class. The life lines are:

1. Ask someone else in class.
2. Ask the entire class — they have to write the answer.
3. Ask the teacher.
4. Ask me.
5. Ask the principal.
6. Ask for the question to be repeated.

Jeopardy Review

From Mark Geary and Pam Mason, a math, science and technology coordinator and curriculum specialist at Sanford Middle School in Sanford, Florida:

"We created a template in PowerPoint97 that works like the Jeopardy game show. All the teacher has to do is create original questions and answers and type them in on the corresponding slides. Easy questions go in the hundred-point row and harder questions go in the five hundred-point row. Clicking a link will bring up a question, clicking again will bring up the answer and clicking on the principal will take the player home to the main screen. This game is a tremendous review process for kids. The template can be freely downloaded at: www.magicnet.net/~itms/jeopardy/index.htm. An example that was made up by Pam can be seen at: www.magicnet.net/~itms/jeopardy/health/index.htm."

Music Review

From Nick DeNapoli, a general music teacher at Perry Middle School in Perry, Ohio:

"As part of the review of the previous day's music lesson, I sometimes use a competition game at the board to make it more fun and to find out whether or not the students have learned the information. I divide the class into two or three teams. I ask the information I want and then call out the names of a few students. When I ring a small bell, the students run to the board and complete the information as quickly as they can before the bell is rung again. I usually try to link up students of equal ability so that everyone is well matched. The students have fun and really enjoy the game."

Across Curriculum

Student Made Study Guide

From Karen Janzen, a physics teacher at Wheat Ridge High School:

"To help the students review for their semester final, I divide the class into the number of units we have covered. Each group has about twenty-five minutes to prepare one overhead transparency with all of the most important information from the section. At the end of class, each group shares their overhead with the others. Every student gets a study guide to help them when they study at home and we all get to see many colorfully decorated pages! Afterward, I make a couple of classroom copies that students can check out if they were absent."

Graffiti Day

From JD Stillwater, a physics, earth and general science teacher at Claymont High School in Uhrichsville, Ohio:

"I have a Graffiti Day when it's time to review a unit. Each student gets a dry erase marker and they have ten minutes to graffiti-ize the room. The graffiti must be related to the given topic. They can only write on glass surfaces, white boards and desktops and only school appropriate language can be used. While we all browse and admire the graffiti, I ask questions and point out the important stuff. The kids have just as much fun erasing what they wrote when we're finished."

Helping Students to Remember

From Angela Lozoya, a science teacher at Charles Shedd Academy in Mayfield, Kentucky:

"Sometimes it's hard for my students to remember what we learned in class so at the beginning of each class I have them jot down four things that we discussed in class from the previous day. This not only helps them to remember what we discussed, but gives them an extra credit grade. At the end of the week, we take what we learned all week, and turn it into a Bingo or Jeopardy game. The winning team or student then receives a small award such as a free homework pass or a free coke break. This gives each child the incentive to learn and increase their knowledge."

Basketball

From Vic Heintzman, a fifth grade teacher at Keaau Elementary in Keaau, Hawaii:

"I divide my class into any size groups. I make up a list of twenty or more questions on the subject being studied. I call on groups sequentially to answer one question and set a time limit. If the group answers correctly, a member of the group gets to shoot a 'basket' from a designated place in the classroom. If the basket is made, the team receives a point which is written on the board. I use a sponge ball and wastebasket. Using this method, I have found that the information is shared with everyone and test scores show improvement."

Group Review

From Susan May, a teacher and journalism advisor at McCook High School in McCook, Nebraska:

"A great review learning activity is to have students divide a piece of paper into 4 quadrants. Then they wad the paper up and throw it on the floor. Each student now grabs another piece of paper and repeats the activity, writing in another quadrant. Students can't write something that they already wrote OR repeat something already on the sheet. After repeating this activity four times, I chose one student to read something from her sheet. That student chooses another student, who has to explain/perform/demonstrate the one thing the previous student read as well as something from his sheet. We keep repeating until all students have been called on. This is a great way to review and have fun."

El Zippo Moving Game

From (Mrs.) Chris H. Cochran, a teacher of English to ninth and eleventh graders at Hickory High School in Chesapeake, Virginia:

"This is useful as a review for any class. To prepare, I ask students to make up a certain number of questions and answers based upon what they have been taught. One class period can be allotted for this preparatory assignment. I give a notebook grade based on an assessment of the amount of questions and answers assigned.

The next day the students have their notebooks and are ready to begin the El Zippo moving game quiz. It is called 'El Zippo' because only one person is allowed to speak at a time and no one can say anything unless the speaker recognizes and calls upon that person. I start the game by asking a question. Students who know the answer raise their hands. The student who is called on and answers correctly takes the teacher's place at the front of the room, and the teacher moves to the student's desk. The procedure is repeated with the student asking the question and then moving to the desk of the student answering correctly. Students receive an A for answering the questions successfully and may participate by answering, asking, and moving as many times as they are called on by other students. Students ask questions and answer questions in a quiet manner as they move from desk to desk feeling very successful. I pencil in the grade as each new person becomes involved. At the end of the period, each student should be in a different desk and should realize that he or she has just had one of the best reviews a class can have."

Take Home Test

From Ken Mercier, a ninth grade earth science teacher at Kawaunee High School in Kewaunee, Wisconsin:

"Periodically I give have my students a 'take home' test. The twist is I have them TEACH their parents or guardians the chapter we have just covered. I give them a list of 15 items and they must pick 8-10 topics to teach. A sample topic for a chapter on the moon might be to explain why the moon goes through its various phases during a lunar month, using a model. I have had parents tell me of standing outside in front of headlights (the sun) while their child uses a volleyball to show where the moon is at different phases. Most students also explain eclipses while doing this as well. The benefits are many. Parents like this testing because it gives them a chance to see what their children are learning. The students enjoy it because it is something different. In addition, any time you teach someone a concept you are more likely to understand it much better. Grading is done by the parents, using a 1 to 3 scale, with a 3 being very well done, a 2 being completed with some problems, and a 1 when the student had a hard time and did not really know much about the topic."

Students Creating Test Questions

From Elaina J. Ortino, who teaches seventh and eighth grade EH/SED students at Immokalee Middle School in Immokalee, Florida:

"I teach middle school students who function below grade level and who have behavior problems, all within a self-contained classroom. To be effective, I am constantly looking for ways to help my students become accountable for their learning and allow them to make choices in their education. I find that by doing this, negative behaviors decrease. To evaluate the learning of my students, I have them create their own test questions. They are given a 3X5 lined card on which they formulate five test questions on one side and write the answers on the other side, along with page numbers where the answers are found. By doing this, my students are reading, searching, learning, memorizing and formulating questions. I collect the cards and quiz the students orally by separating the class into two teams, each with one spokesperson. I allow students to use their books when searching for answers. The group that answers the most questions correctly receives one free assignment pass. The other group perceives half an assignment pass for a job well done. At written test time, students are less anxious because they are well-prepared and because they know I will use only their questions. Surprisingly, many students work hard to search and formulate difficult questions. No surprises on the test. Besides the students having great success with this strategy, they walk away with a sense of empowerment and achievement."