General+Classroom+Resources

These files are gnereal resources I have used in my classroom. They would work with any topic in any course.


 * __Student Self-Assessment__**
 * //Do you ever want to check your students' understanding at a certain point in the course? Ask them. This form allows students to evaluate their own understanding of a series of topics. Their are two sheets in this file: the first is an example of a list of topics and a scale to evaluate, the second is a summary spreadsheet that allows you to quickly see where there are gaps. The scale can be adjusted for your needs. The outcomes can help drive your instruction.//**


 * __Concept Paragraphs__**
 * //A great way to see if students understand and connect new concepts, especially those with extensive vocabulary, is to have them write about it. Write can alert you to misconceptions as students are attempting to explain something in their own words. Attached is a sample from a unit on sequences. An alternative would be to have students create a concept map or cartoon. (There are great online programs available that would allow students to animate their cartoon. Great for student engagement.)//**


 * __Organizing Notes__**
 * //If you have a student who is struggling to organize their information, this sheet can help them get everything they need in one place. It provides space for definitions, examples, drawings, etc.//**


 * __BINGO__**
 * //Bingo is a great review activity that can be used with individual students as well as teams. The file provided is an example from an Algebra review prior to a test. Students work out problems in an attempt to get Bingo! You can have prizes for them if you wish. When creating the board, it is important to vary the level of difficulty in the rows, columns, and diagonals.//**


 * __Tic Tac Toe__**
 * //This document provides an outline for an activity that can be used with any topic in math. It takes some prep time intially, but it gives students some chioce, while challenging them to think! The Tic Tac Toe board provided outlines different levels of understanding. A project or activity is created for each block. Students must choose any 3 in a row to complete the assignment. An example for exponential functions is also provided.//**


 * __Exit Slip-- Content__**
 * //This exit slip provides an opportunity for students to self-evaluate their understanding of a concept and then justify their response. They not only rate their understanding but also provide a detailed explanation or example.//**


 * __Exit Slip-- General__**
 * //This is a more general exit slip. It takes less time, but does not ask students to reflect on a specific math concept.//**


 * __Getting to know the students__**
 * //The more we know about our students, the better we can meet their needs. These forms give students an opportunity to tell us about themselves as individuals as well as how they best learn in the classroom.//**


 * __Bloom and Gardner__**
 * //Benjamin Bloom (Taxonomy of learning levels) and Howard Gardner (Multiple Intelligences) have had a great impact on the field of education. This chart allows you to look at a course unit or learning objective to see which levels of understanding and intelligence strengths are being met by the learning opportunities in your class. It is not something that will be full of activities the first time through, however, as your "toolbox" of strategies and learning opportunities increases you can see what areas may be missing. Let me know if you want to see an example!//**


 * __Daily Warm Ups__**
 * //If you use warm ups in your classroom, this is a nice form for students to complete them each week. You can collect and assess them weekly if you want to include them as part of students' grades.//**