Since we are nearing the end of the semester, a few teachers have asked me for some review activity ideas. I thought I would share the list I put together with everyone. If you have another idea to add to the list, please share!
1. House Party: (from Dr. Muhammad)–Students each receive a strip of paper with a discussion question relating to the concept you are learning or reviewing. I use it for vocabulary. I create a discussion question for each vocabulary word. For example, “Which teacher at MSB do you think is the most stringent? Why?” After students receive their question, put on some music. Students will walk around the classroom and ask each other the question. Set up some rules for how many people they must ask. (3 or 4?) And you might want to require they write down the answers other students gave them. This activity also works best when the teacher participates too. When the music ends, they must return to their seats. As a whole class, ask the students the discussion questions and ask for their responses they received.
2. Tic-Tic-Boom: (from Ms. McKinney)–The entire class stands in a circle. It’s like a hot potato game. The students toss the “potato” (grenade) from student to student. The teacher can orally say, “Tic Tic Tic….Boom.” The student who has the potato when the teacher says “boom” has to answer a review question. I think you could also do it like the traditional hot potato game with music. when the teacher cuts off the music, the student holding the potato has to answer the question.
3. Vocab Wars: (from Spurgeon)—The class is split into two teams. One person from each team gets to throw a crumpled up piece of paper at the other team. If it hits another person, the person who was hit gets asked a question. If the question is answered correctly, they survive. If the answer is wrong, they are out.
4. Walk-Around Bingo— Put review questions in each box on a Bingo card. Students must walk around the room and get OTHER students to write answers to the questions and put their name or initials by the answer. The rules should be that they need to have an answer from everyone in the class and every answer on the card needs to be correct. The first one done is the winner! Go over the answers at the end.
5. Basketball review: (from Mr. Schwierjohn)–in groups, students use a dry erase board to answer review questions and hold up their answers. The first group to hold up the correct answer gets a shot at the hoop/trash can with a basketball/wadded up paper. The student from the group can choose how far away to stand from the hoop for different points. (Put tape on the floor to designate where a two point, three point, or four point shot would be.) The group with the most points wins.
6. Fly Swatter Race: (from Monahan)—each group has a different colored fly swatter. All of the terms are written on the board. A representative from each team goes to the board with the fly swatter. The teacher reads a definition or clue, and the students “swat” the term on the board. The first student to “swat” the correct term gets the point for their team.
7. Around the World
First student stands beside student 2’s desk. I ask a review question, who ever says the answer first goes to stand by student #3. A player tries to go as far around the room as he/she can before they lose and have to sit down.
8. Graffiti Review. I generally use it before a big test/exam as you need topics/words that are not too specific. You take several words or topics from your unit, eg. galaxy, sun, star, astronomer, satellite. Write each one in the middle of a piece of chart paper. Spread the chart papers around the room (wall, desks or floor). Give each student or group of students a marker (different colors if you can). Each student/group starts at one chart paper. When you say “go” they have to start writing down everything they know/can remember about the word or topic. Use a timer, and call “switch” after whatever interval you decide to use (30 sec., 1 min., 2 min. etc. for me it depends on the topics and the class). At “switch” they must rotate to the next paper. When all students/groups have written on each paper, I collect them. One at a time, I put them up on the board, as a class we read through what has been written, and I correct any inaccurate information or mention any important information that has been missed. It does not lend itself as an end or period or every class activity though. I find I usually need 30 min. to an hour to do it properly.
9. paper ball fights. You have to use half a sheet of paper and write whatever you want on them. If we’re doing element names, I write the symbol on it. Rules are 1-don’t hit the teacher 2-when time is called you stop, if not you’re out 3-no aiming for the face 4-must stay behind the desks (we move the desks to make 2 separate walls that they can’t cross. that way no one is too close when they throw) with this we can do several things 1-quiz-when time is called write your symbol down and answer 2- odd man out – we open the paper and go around the room if you don’t know the answer you’re out. if someone is out they can answer and be allowed back in.
10. Two Corners: Agree/Disagree.
One student comes to the front of the room and turns their back on the class and closes their eyes. You have already as a class decided which corner is agree and which is disagree. Teacher reads a statement. Then you say go and all the students run to a corner. Then the student at the front says whether they agree or disagree. Anyone at that corner is out and sits back at their desk. Play repeats until there are only 2 players left. Then the rule is they each must pick a different corner. The last one standing wins and can be the caller next game.
11. Hot Seat
This can be used for reviewing vocabulary that was taught in a previous lesson. It is also very useful for pre-teaching vocabulary in a listening or reading text. Get two or three people sitting in ‘hot seats’, with their backs to the board. Write the target words on the board. The rest of the class have to help those in the hot seats to guess what is on the board (without, of course, saying the words!).
Students choose a partner. Each partner has a different color of pen or marker. Students decide which partner will go first. The teacher will read the definition, and the first partner will write the correct word in the box of their choice. After everyone writes the word, the teacher says the correct answer. If the written answer is correct, the first student receives the square. If the answer was wrong, the second partner scribbles out the wrong answer, puts the correct word, and the second partner gets the square. The next definition is read by the teacher, and the second partner writes the word in the box of their choice. If the answer is correct, the second partner gets the square. If the answer was wrong, the first partner scribbles out the wrong answer, puts the correct word, and the first partner gets the square. The first person with three correct answers in a row wins (horizontal, vertical, or diagonal).
13. Vocabulary Match-Up: Write the definition of a word on one half of an index card and the vocabulary word on the other half of the index card. Cut cards in half in random ways. Have students select one or more halves. Students must walk around the room to find their match. They then list the word and its definition on the board for the class to copy down.
14. Vocabulary Bingo: Students fold a piece of paper into 9 (or 16) sections. They write one vocabulary word in each box. If you want to allow for a “free space”, you may. Provide the definition. Students “X” the box and place the number of the definition in the box. For example, you define “procrastination” first, and student places an “X” in box along with a “1”; you define “obscure” second, and student places an “X” in box along with a “2”; you define “garrulous” third, and student places an “X” in box along with a “3”; ETC. This way you can check to make sure that the student X-ed the correct box.
15. Memory challenge
In groups, write down as many of the vocab words and defs as they can remember. The group with the most wins. As a review at the end of a unit or semester, you could divide this game into rounds. Each round could be a topic. Students would have to list as much information/terms/examples about that topic in the allotted time. The group with the most information during that round would get the point.
16. Balloon Games
Put vocab words inside the balloons and those are the words that students have to use in sentences or define. One person from each team chooses a balloon and pops it to find out their word.
Play some sort of vocab or review game, and then if they get it right, they get to come up and pop a balloon. Their points for their team or the prize they win is inside of the balloon.
17. Pictionary and Charades
18. Go here for a few more ideas that sound fun: http://teachersnetwork.org/NTOL/howto/science/games.htm and a couple here [ http://answers.yahoo.com/question/index?qid=20091028190720AAIWtMH ]http://answers.yahoo.com/question/index?qid=20091028190720AAIWtMH