Submitted by: Jessica Bowden
Collaborators: Tyra Pickering
School: Highland Springs High School
Summary
Near the end of the unit, pre-test students to determine areas of weakness. Students are then put into groups according to the concepts/SOLs they scored the lowest on. Students are given directions using the following website: www.jhbowden.weebly.com. Students choose a game show format and research how the game is played. If you are pressed for time, you can use the game show selector available here: http://henricostaffdev.org/game/. Students use pre-existing research and new-found research to create questions and answers on their group’s google doc. Student then create the format for the game and add their questions. Games are then loaded on the webpage to use for exam review with the class.
TIPC Ratings
Ideal – students add to and re-visit previous information regarding an area of weakness. After researching their specific games, students then take that information and transform it into the types of questions and answers that would be asked in their chosen games.
Students use google docs to compile and fact check their questions. Once they have completed the game, students post the games on the internet for others to share. This category could be increased if students could play against another school using skype.
Ideal – students take information from an area that they are scoring weakly in and create questions and answers in a variety of formats using digital media. Once they have completed the games, the games are played and students assess ways they could improve on their questioning techniques.
Approaching – students use information to create a project that is original and that provides students an alternative to flash card, study guides, and cramming to remember facts.
