Review game: Trashketball

I know that many teachers out there play some form of Trashketball, so this isn't really groundbreaking. However, I always have problems with these kinds of review games. Structuring them so that the higher-skilled students don't dominate or pressure the other students can be quite difficult. Or, looking at it the other way, there are plenty of lower-skilled students who are happy to sit back and let others on their team get the work done for them.

I developed Tic Tac Toe Battle Royale a couple years ago which addresses some of these concerns pretty well. But you can only do the same game so many times. My experiments with Trashketball in the past haven't been that successful, and so I thought about how I could improve it to work more effectively in my class. This is what I came up with:

1. Break students into groups of 3 or 4 - for me, this yields no more than 6 groups in my Algebra 1 classes. Give each group a letter, and each person in the group a number. Write these in a grid on the board. (If there is an unfilled spot in a group, that spot becomes a wild card - any person can take that number.)
   
2. For each round, create 6 separate problems that all target the same concept, but that are slightly different. This prevents the copying problem found in board races.
3. Hand out a template for doing the work on. My freshmen need an organizer for everything. "Get out a sheet of paper" just doesn't fly.
4. Show the 6 versions of the problem, giving the class enough time to get it done.
5. Call for silence. Block the projector. Randomly (or not) call a number between 1 and 4. The student in each group with that number comes to the board - all 6 at once. Have the board sectioned off so they know where to write. They are allowed to bring their own graphic organizer up with them, but no one on the team may offer help at this point. The idea here, of course, is that students must make sure that all group members have done the work. Students who tend to slack off have to at least write down the work that others in their group are doing. Not ideal, but it's better than spacing out.
6. Have the trashketball basket set up. As students complete their work on the board, tell them if they are right or not (make sure to have answer keys ready!). Right answers get a point, and they get to take a shot for a bonus point. There is less waiting around time this way - some students will still be writing their problems as others are already lining up to shoot.
7. Record the scores and move on. Winning team gets a whatever.

How it looks:


I did this for the first time today, and was amazed by how well they did. There were only 2 students in the class that I couldn't get totally engaged. The rest did all their work, were excited to take their shots, and so on. It takes longer to make this activity due to the multiple problems, but it was really worth it. Man, do they love tossing paper balls into the recycle bin.

I know it kind of breaks my respect class norm, but it really warms my heart to hear a kid (who I can usually barely get to sit down, and who really wanted to win) say to his teammate who hadn't done his work on the board carefully: "Fool! I told you it was negative eleven!"

Trashketball Problems (Keynote) (Powerpoint)
Answer Template (Word)

STAR Review

When we get back to school next week, we have a week of classes, and then we have the STAR tests. Instead of trying to jam in a few more concepts, we're just going to review what we've already learned, in game form. I've got "Who wants to be a millionaire?", "Tic Tac Toe Battle Royale", and "Big-L Bingo" ready to go, as well as a triage lesson (when you look at a problem, should you Guess it? Try it? Kill it?) I hope that this will yield an overall positive result. And when the test is complete, my students won't have to see another multiple choice question for the rest of the year.

Showdown!

I forgot to post about the last lesson - I gave students a quiz on radicals and complex numbers, and I also taught them how to factor trinomials in the form ax^2 + bx + c when the gcf = 1. I graded the quizzes over the weekend, and they weren't that great, so I decided to spend today reviewing with them.

So after reviewing the homework carefully, we spent the rest of the class doing an activity called "Showdown". I got this from another teacher, and I'm not sure where he got it from. When managed properly, I find that this activity works extremely well for review. Students always want to know if it's a competition, and it's not - it's a collaborative activity. Though competitions are fun and have their place, they often lead to one student in the group doing all the work so that the team can get the highest score. This activity helps students communicate with each other and lets them go at their own pace. I made a set of 16 problem cards (with answers on the back) for each group, which I'll post on ILoveMath. Here is the overhead of the rules I made for the class:

Showdown Setup:

• Each group selects a team captain who will set the pace of work.


• Each student needs a handful of answer slips (there are 16 problems in total).


• Each group needs a team answer sheet.

Process:

1. The captain shows problem 1. All team members work individually and silently on the problem. Write answers on answer slips, turning them upside-down when done (or totally stuck).


2. When the captain sees all slips are upside-down, he/she calls “Showdown”. Group members show and compare their answers, explain their work, and come up with a group answer. The captain writes the group answer on the team answer sheet.


3. The captain turns the problem card over and compares the given answer to the team’s answer. If the answers are different, discuss. At this point, you can ask me for help if you can’t figure out how to get the answer.


4. Move on to the next problem and repeat.

The individual time gives students a chance to access their own knowledge. The group time gives students a structured way to collaborate, and it also prevents them from asking me for help before they have thoroughly discussed a problem. I am freed up to be able to walk around and see what's happening, listen to their discussions, and point things out to them when needed. I've done this activity in the past where it did not work exactly as it's supposed to (i.e. students start collaborating right away, or they look at the answer right away), but my class today did an outstanding job with it.