Recall and Review

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The one minute paper is designed to help students realise what they know or do not know i.e. ‘check for understanding’. 

The leader should ask the students to take out a piece of a paper and write on the topic presented by the leader. Remind them it is most important that they put their thoughts on paper in their own words, not that they produce polished piece of writing. 

Then have each student share their response with the group. Additionally, the leader may choose to encourage conversation regarding similarities and differences between students’ ideas.

This strategy improves students’ questioning and reasoning skills by encouraging the students to consider the quality and type of question. 

The leader should prepare ten to twelve varied questions over an important lecture or section of text. Once at the session, ask the students to read or review the assigned material to understand it 100%. Then, allow them to ask you questions. If students’ questions extend beyond the reading, model your think process for them. 

After students have finished asking their questions, begin by asking them questions directly from the text or lecture. Then move on to higher order questions (refer to leader manual, section C). 

Finally, lead a discussion concerning what type of questions where asked? What where the differences and similarities between the students’ and leader’s questions?

This strategy improves students’ questioning and reasoning skills by encouraging the students to consider the quality and type of question. 

The leader should prepare ten to twelve varied questions over an important lecture or section of text. Once at the session, ask the students to read or review the assigned material to understand it 100%. 

Then, allow them to ask you questions. If students’ questions extend beyond the reading, model your think process for them. After students have finished asking their questions, begin by asking them questions directly from the text or lecture. Then move on to higher order questions (refer to leader manual, section C). 

Finally, lead a discussion concerning what type of questions where asked? What where the differences and similarities between the students’ and leader’s questions?

The quiz should consist of 5-7 questions that are read aloud by the PASS leader. The questions should require short multiple answers and focus on particulars of major points.

The students should not be encouraged to talk or share answers; however, they can refer to notes or text book. If they do not have the answer they can write down the question. The quiz should be followed by a debriefing where the short answers to the questions are expanded upon through discussion. 

Allow the students to answer the questions in any order, have the student restate the question and give their answer. 

Allow time for other students to concur or disagree and encourage discussion.

Divide the students into two or more groups. Instruct each group to make a practice quiz for another group and provide answers to their own quiz on a separate piece of paper. Be sure to provide examples but allow them to be creative. 

Ask the groups to exchange quizzes and give them time to complete the other group’s quiz. Then, have each group compare their answers with the answers that the other group previously composed. Be sure to allow for time to discuss questions that remain unclear.

This is a fun way to check to see if students know the material well enough for a test or quiz. 

The key is being well prepared with about 30-35 “answers? at different levels of difficulty and in different categories. 

Form small groups and let them know the rules: No books or notes. Designate a different person to answer each question but the team can discuss the concept before giving the answer. If the question is missed, other teams can steal. 

Teams keep control of the board with correct “questions? or alternate from group to group.

This strategy can be very useful before an exam. Have each student come up with:

3 topics that they know well enough to teach to the other students, 

2 topics that they do not understand and need further assistance with. 

1 possible test question. 

Have each student write their 3:2:1 topics on the board. Most of the time, the students’ topics will overlap allowing students to teach The other students who need additional assistance. 

Follow up with discussion of the possible test questions.

This strategy works as a great opener for a PASS session. The PASS leader should prepare between 12-24 note cards. 

Half of the note cards should have vocabulary terms and the other half should have corresponding definitions (feel free to be creative). At the session, the PASS leader should shuffle the note cards and place them facedown. 

Allow the first student to turn over 2 cards at a time until a match is found. Once a match is found, have the student remove that pair of cards and allow another student to take a turn finding a match. 

Allow the students to continue taking turns until all the cards have been paired together.