We are closing out our probability unit and instead of giving my students 30 problems of review to complete in class I designed a “station” activity. The station format idea actually came from a couple colleagues of mine, and it really helps to get kids up and moving. Also, as the title implies, makes review a little less boring.
I wanted to put a creative twist on this so I came up with the following station activity. There entire activity is self contained, meaning that you don’t need our textbook to use it as I designed the problems. You should be able to run it as is, or modify/improve it as you like.
Also, Ted-Ed deserves it’s own paragraph for it’s awesomeness. Now that I’ve actually gone through and used it to flip a lesson (or part of an activity really), I’m really excited about using it next year in my flipped classroom (or even my non-flipped classes)!
In addition, my good friend and colleague Eric Beckman, recorded the activity for me. Here is my reflection, and the activity resources:
Stations 1 & 2: In these stations students were asked to watch two Ted-Ed lessons the night before (Station 1, station 2). I then used some of the provided questions, and created my own, for them to answer after watching the lessons. I loved that I get great data on their responses and that students can participate in discussions. I can review all student responses, both open ended and multiple choice, as you can see in the screen shot below. I can also give feedback to the open ended questions, and students will be notified when I give that feedback. You can also download all the responses as a CSV file. The discussions centered around the problems seemed really thoughtful, so I was happy with that. The videos also provide a different perspective on the concepts for the students, which I think was helpful for some.
This did however take them more time than I anticipated. I had one student from each group create an account, which took time, and some of the questions were tougher for them then I anticipated. Next time I will have them set up with Ted-Ed accounts when they come to class, and will also likely reduce the number of problems they have to answer. Because some groups took a while, some groups didn’t complete all the stations.
Stations 3-5: These were the basic probability problems. Students did well on these to varying degrees. I could’ve given these problems all as one station, but breaking it into multiple stations broke it up for that students. Sometimes simple things like that make math more approachable for students. It’s also important to have the key available for students so they can get instant feedback if I’m not available.
Station 6: This station asked students to solve two problems and then create two short video lessons using my iPad to explain their solution. Every time I do this I get mixed results, but the good results outweigh the bad. The downside is that students really don’t like doing it so some push back a bit. However, it forces students to take their understanding to the next level. They will learn it better if they are forced to teach it. It makes them take an extra step in understanding, as they don’t want to explain it incorrectly on record, or mess up and have to re record it. I need to do more of this, as the students that really try get a lot out of creating short lessons explaining concepts.
Stations 7 & 8: More practice problems, similar to stations 3-5.