Dr Ice of your average quiz…

As part of the Teacher Training Programme run by Lottie Hendey, we were asked to ‘Dr Ice’ a classroom technique that we use. I decided to choose the most basic of techniques to see if it could be improved. I often do quick quizzes with my classes at the beginning or end of a lesson, to assess understanding. I shifted around the D,R,I,C,E sections here so that it is hopefully clear what I have done!

Engaging in learning – make questions progressively more difficult, but be explicit about what the grade / level of the questions is – will help students to understand the relevance of the learning, and also…

Challenge expectations – as this should build confidence with students who may have low expectations of themselves, but are now able to answer them.

Deepening thinking – finish quizzes with more abstract idea, eg one that is an application of understanding to a new situation. Allow students to confer with each other. Best if this is open-ended, with several different solutions / possibilities…

Role modelling learning processes – don’t lose the opportunity to explain to students why you chose to include a quiz in today’s lesson. Why this could be something that they set up for each other or themselves during revision work.

Impact – perhaps with older students, you could get them to create a quiz following the above guidelines as a h/w eg during revision time so that they can see the benefits? Could rate the quizzes to try to maximise impact?

Key realisation: plan your quiz carefully rather than an off-the cuff approach!

Feel free to ask me for examples! Charlie

Posted in Assessment and Questioning, Quick Links
One comment on “Dr Ice of your average quiz…
  1. Jeremy Grigg says:

    I like these headings and decided to try a ‘deepening thinking’ lesson, centred around ‘What makes a chair a chair?’ I tried the lesson with Year 7 and 9 and found that the Year 7 group were really creative with their thinking, probably more so than the Year 9s. And although the Year 9s were better at comprehending the plenary (about empiricism and rationalism and acquiring knowledge)I wondered if they would have been better, had I embedded more lessons like this on the way to Year 9… I think the majority of the students enjoyed the lesson (both years 7 and 9) but would find it hard to justify or prove specific progress.

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