Having just given a group quiz, Curriculum Partner and I spend the next day giving the kiddos some structured study time.
We often joke that in a different world, in a different school, with different kiddos, this day would look different. Our kiddos would take their group tests home and figure out the answers and study on their own. So many of our kiddos don’t have those study skills or don’t have someone at home who can help support those study habits (though they have figured out how to send me messages through our school’s grading system, which is pretty cool) or have to work hours that put public school teaching hours to shame (one of my advisees has such a schedule and I tell him not to do anything in advisory except homework, but then he does the binder organizing and the poem reading anyway).
But we aren’t, so we have our review day.
The review day has changed the most of all the days of our 3-day testing cycle and that might just be because our student body changes throughout the years.
We currently start off by explicitly pairing the kiddos with someone who speaks the same language (Sorry, Russian speaking advisee singleton) but is at a different level of English. We have the kiddos make a dictionary and translate the words they don’t know. They then use the rubric to grade their own quizzes and make a perfect test (we’ve had them do this separately, but they kind of bled together this time and I’ll take it, I think). Then, then check for periods and capital letters, which aren’t a thing yet, apparently.
They all put their quizzes in their binders, so here’s the rubric, the task card and some extension problems (“Make up your own problem for the test,” I said. It’s a start anyway):
Gotta say, though, I was more impressed with this kiddo’s note sheet, largely because he took the time to write everything out, translate it, then write it again for a specific example:
Objectives (in which I basically made the kiddos use their notes. #MathsHairDontCare):