In Book 1 of the exam, students are NOT allowed to use their calculator. This will definitely present a struggle to some of my students, as quite a few of them are struggling with mental math, fractions, decimals, etc - skills they should have mastered in elementary school. Strangely enough, my students are able to factor quadratic equations and graph systems of inequalities. But, I'm afraid that they won't be able to show off these amazing (!) skills on the multiple choice section if they're struggling with the mental math. Our department and most schools allow students to use their calculators on the tests, so they don't ever encounter a time where they are forced to do any of the problems without a calculator. For the first few days after we get back, I'm going to feel like I'm teaching third grade... "Now, let's go over how to multiply two digit by two digit numbers...". Joy.
Furthermore, retention is the name of the game for these standardized tests.The Test covers material from sixth and seventh grades, plus mental math, plus all the material we've covered this year - which, if you ask me, is a TON of information. It's easy to forget some of this if students don't keep practicing and getting exposed to those problems. That's why I spent some time over my break planning for the mini-review unit.
My ideas:
- Days 1, 2 and first half of 3: go over mental math and arithmetic/computations needed for Book 1 and how to do it without using a calculator. Start by a diagnostic game (board races, around the world, whiteboards...) to gauge what students know & don't know. Then outline concepts needed to go over with the class, creating a poster. Break down the concepts, discuss, practice. Reassessment: jeoprady or other competititive review game, clickers.
- Days second half of 3, 4 and 5: introduce a review project for students that covers indicators and objectives students need to master before the NYS exam. Print out a list for each student so they can keep for reference. Have students get together in groups of 4 for the project. The project will involve having students, in their groups, create some sort of review mechanism (skit, powerpoint, video, song, etc) that clearly and effectively reviews four or five of the assigned indicators each group gets. During day 4 and the first half of day 5, students will have class time to prepare their projects - outlining it, creating it (if necessary), practicing it. In addition to the review, students also need to come up with five practice questions for the class - generally one per indicator. They are required to look back in their textbooks/notes/study guides/returned quizzes or released former NYS exams for questions. During the second half of day 5, each group will have a conference with me so I can make sure everything is covered correctly, thoroughly and effectively so the class can benefit from the presentation. Groups that need to add stuff will have the weekend to finish it before presentations on Monday.
- Days 6 and 7: Students will present their projects!! Each student will have incomplete notes boxes to take notes during each presentation. I think this method is more effective than having me drone on and on. I've tried this two different times (once in student teaching and once this year) & it's been very successful both times. :) After each group, we will have a brief discussion as a class to make sure all the main points are sinked in before moving on to the next group.
- Day 8: go over test taking skills, strategies and answer any final questions! BOOK 1 & 2 ARE TOMORROW!! yikess
This is the home strech! Time to make it meaningful! Any comments or other ideas? :)
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