Round Robin Review Revisited

How’s that for alliteration?

Every Wednesday, during our prepratory hours at school, teachers meet with their professional learning teams. It’s like the in-school version of a PLN, really. The PLTs have become similar to a mini-staff meeting every week, where we go over policy, are given news updates (like NM received a waiver for NCLB), and discuss our school-wide EPSS (Educational Plan for Student Success) goals.

Written into our Reading EPSS is vocabulary across the curriculum. We’ve had a rubric for vocabulary for as long as I’ve been with the district and it was a good rubric to get us started. The rubric, however, limits the method of introducing words to meaning-loaded sentences, and does not address repeated use of target words at all. While content area teachers teach Tier 3 vocabulary (see Isabel Beck’s work) and much of that vocabulary is put into meaningful use within the content of the class, teachers asked for activities for vocabulary that extend beyond the parameters of the rubric.

So last Wednesday I had the opportunity to address the staff during PLTs and present two activities to the staff:  Consensus Board (Kathy Short, University of Arizona), and Round Robin Review (this link goes to the first time I wrote about this activity. Read this first).

The purpose of this post is to share some of the ideas for using the Round Robin Review that the teachers came up with.

  • The process of doing word problems in math, which includes
    • Coding (the annotation strategy we’re using across the curriculum this year)
    • Determining what the question is asking for
    • Finding the relevant (and irrelevant) information within the word problem
    • In the case of multiple choice problems, eliminating answer choices
    • Set up
    • And determining an answer to the posed question
  • English/Language Arts – Working with context clues (I’m not sure how this would work, but it sounds interesting.
  • English/Language Arts – Poetry: TP-CASTT (Look under “Terms, etc.” TP-CASTT)
  • In History, using the established steps to discuss important historical events
  • In Health, using the established steps to discuss important health concepts

One of the teachers already said she was going to use this activity to review figurative language, which I hope works out well for her. I appreciated that the teachers were receptive to the activities I presented, and were already brainstorming practical use for them within their classrooms. I know, as a teacher sitting in meetings, I always try to find something that I can take away from the meeting, especially since Wednesday meetings take our prep time. I’m excited to get feedback from teachers about how the activities worked in their classrooms.

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