Review/Extension Activity: Sometimes, Always, or Never

May 19, 2013 at 1:36 pm Leave a comment

When you get your kids to think and then they ask you to do it again, you know you have a winner.

This is a versatile activity that can be adapted for any setting, time frame, and group dynamic. It engages students in processing vocabulary and ideas, helping them get comfortable and familiar with new words without any memorization pressure. Preparation and setup can be as easy as you need it to be. Here is the basic idea with one simple variation:

Create a list of statements about the topic you wish to explore or review. The statements should be sometimes, always, or never true. For example, here are some of my statements from a lesson about quadrilaterals:

A rhombus is a square

A rectangle is a parallelogram

A parallelogram has a right angle

A quadrilateral has 4 acute angles

A quadrilateral has exactly 2 right angles

I played the game with intensive students individually or in pairs, so I did it as a board game: Take any follow-the-path game board and randomly label the spaces sometimes, always, and never. In turns, each player picks up a statement card, reads the statement, and decides whether it is sometimes, always, or never true. The player must PROVE or at least reasonably demonstrate their answer through logic or examples. Often, the student develops their answer through the process of proving it. They can sketch examples, look up a definition in a reference book, and discuss with others. Some of the students surprised me – and themselves! – with the insights this process brought out. Once the players are collectively satisfied with the answer, the player moves to the next unoccupied matching spot. The game can be adapted to different game boards or simply collecting cards. Adapt for levels of knowledge/memory by making different reference resources available (or not). When students are already familiar with the way this works, you can make it an independent center activity for groups or individuals. You can have students make up the statements and then pool them together. Making up statements for a S/A/N game center can be an “early finisher” activity.

Another way to play that limits it to more of a categorization exercise is to write just the words on the card instead of full statements. Make several copies of each. Then, students draw the cards and place them on a template that looks like this:

A ______________ is a _________________

This will result in many of the same permutations you might have created in the first place, but it’s easier to prepare and adds a fun randomness.

This activity works especially well with topics involving a lot of categorization or attributes. Try it in science:

An elephant is a mammal.

A bird can fly.

A reptile lives in the desert.

Or in social studies. Or even in grammar. I love metacognition!

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Entry filed under: Math, Teaching, Uncategorized. Tags: , , .

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