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Endangered Animals Unit - 25 review articles/lessons and 25 powerpoints

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Meredith Akers

Grow, reflect, share, 4 review activities that promote high level thinking and student discussion about your content.

article review activity

As we look toward the end of a lesson, a unit, or even a school year, we plan time to review the content. This often results in asking students questions (sometimes in creative ways to make the review a game or more fun). I love me a fun game for review, but when I think about the level of thinking in order for the review to be quick and teams to be able to take turns, it usually ends up being pretty low-level questions – recalling and regurgitating information. The other thing I often observe (ahem… and maybe did a lot as a teacher) during reviews (especially prior to a big assessment) is talk a lot. I never meant to talk my students’ ears off – I always started with a review game of some sort and then if a student got something wrong, or if we came to a topic I felt the class still didn’t fully understand, I would suddenly break into lecture mode for 5-10 minutes to tell them everything I wanted to make sure they knew about the topic. As if hearing me talk about it would cement it in their brains? I think we sometimes think if we make sure we tell them everything one more time before the big test, they’ll get it… but that is far from the truth.

I’ve been reading the book 17,000 Classroom Visits Can’t Be Wrong by Antonetti and Garver in which the authors take all that data from those thousands of walkthroughs to find the most effective ways they saw STUDENTS LEARNING rather than teachers teaching. This seems like a small difference – teaching and learning go hand in hand, right? but really – if you review like I (admittedly) did – with pretty low-level review questions in a game paired with tiny lectures here and there, there is a lot of TEACHING happening, but quite possibly, not a whole lot of learning. I’m not saying there is never a place for lecture or knowledge-level review. These are both good strategies for teaching and reinforcing concepts. Antonetti and Garver share strategies that focus on getting students working with and thinking about the content at high levels of Bloom’s Taxonomy- and provide the brain research to prove this more effectively helps students learn and remember the content! I want in! Thinking specifically about reviewing, I’ve taken a couple of their suggested strategies and turned them into templates and I share some examples for how you might prompt students in order to use these templates with your own content.

Antonetti and Garver suggest asking students to place topics you’ve been learning about on a continuum from least important/influential/impactful to most important/influential/impactful.

To me, it is easy to imagine using this with events in history. For example, if you’d been studying the American Revolution you could give students the topics of

Then, you ask students to work in partners or small groups to place the topics on a continuum showing increasing impact or importance the father the right a topic is placed. Since there is no right answer, students must use their opinions along with what they know about each topic to justify those opinions. You can imagine, this causes passionate and sometimes loud conversation as students justify and defend their answers! This can also be done with historical figures you have been studying.

What could this look like in practice? Check out the image below of my google slides template “The Continuum Challenge”. It includes directions along the sides in the “grey space” for students as well as topic boxes that students can drag into the slide.

article review activity

Do you and your students prefer Jamboard for drag and drop activities? No problem!

article review activity

How to use the continuum challenge in your classroom

You could print the template or share with students digitally – or even better, do both. Have students complete in partners or small groups and then call on one or two to share using your touch screen board or by sharing their screen. Then call on others to share their ideas if they have different ideas or different rationale. You could also have students complete the activity with sticky notes or index cards arranged on their desk or table.

Okay… so that sounds great for a history lesson, but what if you don’t teach history? Imagine the same activity using science vocab terms. You may need to create a scenario for students to apply these terms to in order for them to place them on the continuum. For example, you could list all the terms you’ve been studying as a part of photosynthesis and ask which are the most important for the plant’s survival in a dessert (or marsh, or tundra…). Remember, that students should be able to explain each of their decisions and why they placed them in the order that they choose. AND remember to choose a prompt that really has no “right” answer. The point is to get students discussing and justifying by applying their knowledge.

What about writing? How could you have students use the continuum as a review to think deeply about the writing process? Well, what key terms and strategies have you covered? Younger classes might have things like “using a period at the end of the sentence” and “having a subject and verb” while an older grade level’s topic lists might include:

Students would work in small groups or partners to discuss which topics have the greatest impact on the intended reader and/or best help to prove the author’s point. Imagine the discussion that will result!

Click here to grab a copy of The Continuum Challenge Google Slides Template

Click here for your own copy of the Jamboard version of The Continuum Challenge Template

I believe we can kick this strategy up a notch by then asking students how they can apply this to their own writing. Ask them to pull out a previous composition and add or improve upon it by using a topic they put in their TOP three most impactful. Ask students to do this on a sticky note or separate piece of paper. Then, students can share their original sentence or paragraph and then what they changed/added. You could have students share in small groups, volunteer to share with the whole class, or you could collect them and share anonymously and ask the class for feedback and/or to identify which strategy was used to improve the work. The ultimate goal is to get STUDENTS talking about and APPLYING their knowledge rather than simply answering questions or listening to the teacher explain again.

Rank & Justify

Similar to the Continuum suggested by Antonetti & Garver is a Rank & Justify activity I created and have shared previously. In this activity, you provide students with topics you have covered and ask them to rank them in order of most important to least important and justify their answers. A big difference between this template and the continuum is that students can only select a few answers and aren’t ranking all of them. There is also room provided for their individual justifications for each choice and ranking. This can be a useful template to take a grade on because it can be done independently first, but you can then still have small group and/or whole class discussions where students share their thinking. The discussion piece is where students end up reviewing each other on the content and cementing in that learning as they passionately justify and defend their choices. Here, the teacher can ask questions and point out which topics students didn’t cover and ask them why in order to review those lesser chosen items, as well. Additionally, you can walk around the room and point out ideas shared during the small group discussion that you would like shared with the whole group. Here’s what the Rank & Justify Template looks like:

Grab a copy of the Rank & Justify Template for your own use HERE

Click HERE for the Full Blog Post on the Rank & Justify Template

This strategy is not mentioned specifically within the book I referenced earlier, 17,000 Classroom Visits Can’t Be Wrong , but the brain research referenced within the book (as well as TONS of other research) backs up the effectiveness of this one.

There are instructions and timers for students outside of the slides in the “grey space” that don’t show in the preview above.

Grab a copy of the Brain Dum p template HERE

Learn more about the Brain Dump template in my blog post about it HERE

In order to get students discussing and thinking at high levels about the content, instead of having them simply “peek” at each others’ brain dump lists, instead, have them ask each other questions and explain to each other how they remember that information. After they finish the entire Brain Dump activity, have students create something to help themselves and their classmates remember one or more of the items they struggled to remember and had to “peek” or ask a classmate about. You could also ask them to find patterns and/or connections between the content they struggled to remember and their own lives. Finding these connections helps students’ brains to place the content into long-term memory. Students can share these connections and further review each other following the Brain Dump Activity.

Venn Diagram with Categories

Yes, I said Venn Diagram. Yes, I know that this strategy is not new for ANYONE. BUT to kick it up a notch and promote even more higher-level thinking than just comparing and contrasting, you can add in having students categorize each line within the Venn Diagram. For example, instead of just listing all of the traits you can think of about pie on one side, the traits of cake on the other, and the things they have in common in the middle, tell students that they can’t list something unless without a category that both have in the center of the Venn diagram or both have differences on each side of the Venn diagram. Students should label each category on the same line with the traits that fall into that category. For example:

As easy as a Venn Diagram seems to fill out, it becomes more complex when one must come up with a category for each entry. Doing this activity in small groups or partners facilitates discussion about the content as they work to complete the graphic organizer about two topics you need students to review. Click this link to get a copy of the template in black and white with text boxes, in color with text boxes, and copies of the black and white and color versions with NO text boxes if you want to print the activity for paper and pencil completion.

I hope these review strategies, templates and ideas will inspire even better and more creative ideas from YOU! I know we ALL want to find ways to help facilitate true student engagement and long-term learning for our students. Let’s take advantage of the time we have at the end of lessons and units when we are reviewing content with students and choose to look for ways (like the examples above or other ways) to facilitate student discussion, application, and interaction with the content rather than knowledge-level questioning coupled with mini-lectures as I used to do! While it FEELS like WE need to say it again… it is so much more powerful to facilitate a way for STUDENTS to talk instead of the teachers. Might feel scary… but the research shows it is worth the time and the risk! Please share what high-level review strategies you use!

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Activity Article Reviews Samples For Students

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Activities For Reviewing Content

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Review activities help students participate and become interactive with learning. With these activities teachers can ensure better understanding of content while making learning more interesting.

Reviewing content periodically after a lesson is important. Teachers can summarize information and emphasize key points during a review. Reviewing content provides students with an opportunity to ask questions, recollect information and strengthen their understanding.

As important as reviewing content is to the teaching-learning process, the review activities or strategies used also make a difference. Incorporating the ‘right’ review activity helps to facilitate student interest and student engagement, resulting in a direct and positive impact on student learning.

The following are three simple and effective activities used to review content during a lesson:

1. Carousel Brainstorming Method:

The Carousel Brainstorming Method is an interactive strategy that incorporates movement within the classroom. Students are placed into different groups with specific colors. Teachers will also have to set up various ‘stations’ in different areas of the classroom, each with a recording sheet and colored pens. The recording sheet will consist of a review question pertaining to the content taught and a space to record answers. Each station can have different questions to provide a comprehensive review of the content.

Student groups are instructed to start at one station and rotate around, traveling to each station in an organized manner. They are instructed to read the question, brainstorm and record their answers and then move on to the next station. At the second station, the groups are to read the previous groups’ answers and add any new information. Groups are specifically instructed not to repeat any ideas or thoughts. Each student group is given 3-5 minutes at each station and a bell is sounded to indicate the progression to the next station.

When every group has visited every station, a final bell is sounded and each student group is given a few minutes to consolidate the information written on their current recording sheet. A representative from each group can then present this summarized information to the class.

2. 3-2-1 Strategy:

The 3-2-1 Strategy can be conducted as an individual, small group or whole class activity. It is very simple and requires students to review the content by identifying 3 key points from the content, 2 ideas which they felt were controversial, not clear or that they disagreed with and 1 question they have pertaining to the topic.

Once every student or group has finished their 3-2-1 points the teacher can record the information on the board and address any questions or make any clarifications needed.

3. Word Splash Activity

The Word Splash Activity encourages students to get involved with the review process. The students are asked to say aloud words or phrases that they feel are vital to the lesson that was taught. As each student says a word the teacher can write the words on the board to keep record. The next step is to give each student a random word from the board and instruct them to write one sentence relating that word to the topic at hand. This activity helps students to recollect information and form connections while learning and participating.

Thus incorporating these quick and easy reviewing activities provides students with an interactive and meaningful method for reviewing and learning the content taught in class.

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5 Review Activities That Kids Actually Like

Content review doesn’t need to be boring—here’s how to liven it up and make the information stick.

High school students work together at whiteboard

In classrooms, pre-test review isn’t an especially popular activity. “Do you ever dread when it’s time to review for an assessment? More importantly, do your students?” asks an article published by AMLE , the Association for Middle Level Education.

Dread or not, it needs to be done: To make learning stick, students require repeated opportunities to engage with content. Meaningful review activities start with a solid understanding of “where students are weak and where there is already good understanding,” says eighth-grade math teacher Tara Maynard, who culls this important information from a Desmos or Socrative activity, or a formative assessment. “I would estimate that 75 percent of the review is on what they’re not grasping well and the rest is continued practice on what we’re already understanding,” Maynard tells AMLE.

To make reviews more engaging, or even fun, you need to find the right balance between effectiveness and motivation, mixing evidence-backed tactics that improve retention with gamification, group work, or movement. A great  review activity is self-checking—students don’t need teacher input to assess the accuracy of their answers—allows for some student choice, and builds in partner work, says Maynard, who has taught middle grade math for 24 years. This approach allows kids to cover more ground at their own pace as they review material, and frees Maynard up to work with individual students or small groups when needed.

Maynard also recommends building in movement—designing a review activity that requires kids to visit different stations in the classroom, for example—to keep kids energized and focused. Finally, she likes to use review time to reinforce her students’ metacognitive skills : “Usually on that review day, I make them stop and think about what’s going to be on the test so they can consider their approach,” says Maynard. “I often tell them: ‘Don’t practice the things you already know how to do, practice where you’re unsure so I or your partner can help.’”

Here are five super-engaging review strategies that kids like, selected from Maynard, and from our Edutopia archives:

Molly Mistakes (Correct the Teacher) : Create a review assignment, or a set of problems, and then solve them yourself—but incorrectly (“you can do all of them wrong, or just some,” Maynard suggests). Working in pairs, have students work through the problems,  correct your mistakes, and provide feedback. Students love correcting teachers…

Jeopardy! : Borrowing from the popular game show, this game doesn’t require specialized software—you can use PowerPoint or Google Slides to create the game grid, or the templates at JeopardyLabs —and it’s adaptable across content areas. For a more lo-fi approach, create the grid on poster board using Post-it notes . To promote deeper thinking, consider having students help write the questions or problems in advance. In Maynard’s math classroom, a game grid might include the column heads: multi-step equations with mostly addition, multi-step equations using subtraction, distribution multi-step equations, and word problems.

Around the Room : Prepare a problem set or other review activity, and using a Word or Google doc, type the 1st problem or question at the bottom of page 1. Type the answer to the 1st problem on the top of page 2. Next, type the 2nd problem at the bottom of page 2, and the 2nd answer on the top of page 3. Continue until the last answer is typed on the top of page 1. Print out the pages and hang them around your classroom, says Maynard, but not in order. “Students can start anywhere and solve the problem on the bottom half, then find the answer on another sheet of paper,” she says. Students should end up “back where they started.”

Rapid Review : For a quick review activity, high school history teacher Henry Seton opens class with a rapid review that focuses on recently learned content. He starts by asking a question: “What are Locke’s views on private property in government?,” for example.

Students turn and talk to a neighbor for 90 seconds, then raise their hands to answer the question. If a student gets stuck, Seton calls out “Rescue!” and another student whose hand is raised gives it a try. “Rapid review starts class with energy and excitement. Students feel like the content is sticking,” says Seton. “They’re getting a lot of cold-call questions, but it’s in a safe, supportive atmosphere and helps students feel confident with the material.”

Partner Compares : Create two columns of problems. While each row should feature different problems, let students know that each row will have the same answer or solution. Have partners cut the paper in half so each student has a column of problems to work on individually.

They can cross-check answers as they go and work together to spot mistakes if their answers don’t match. The activity provides a “combination of independent and partner work,” says Maynard. “Students are encouraged to solve the problems independently, and can’t just copy an answer, but still have the support of a partner when needed.”

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Teaching Petrology in the 21st Century Topical Resources

Critical Review of a Journal Article: An Assessment Activity

Dave Mogk , Dept. Earth Sciences, Montana State University Author Profile

This activity was selected for the On the Cutting Edge Exemplary Teaching Collection

Resources in this top level collection a) must have scored Exemplary or Very Good in all five review categories, and must also rate as "Exemplary" in at least three of the five categories. The five categories included in the peer review process are

For more information about the peer review process itself, please see https://serc.carleton.edu/teachearth/activity_review.html .

In this exercise students do a formal review of a journal article using review criteria established for the Geological Society of America Bulletin or American Mineralogist . The quality of the students' reviews is used to assess the degree of understanding of fundamental geological principles, concepts, and applications.

Expand for more detail and links to related resources

Activity Classification and Connections to Related Resources Collapse

Grade level.

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Skills and concepts that students must have mastered

How the activity is situated in the course, content/concepts goals for this activity, higher order thinking skills goals for this activity.

Other skills goals for this activity

Description of the activity/assignment.

Students receive a "Dear Colleague" letter requesting the review of a journal article in the same format as would be received from an Assistant Editor of a major scholarly journal. The letter outlines the requirements of the review and the due date. Students also receive the review forms typically provided by a given journal (I've provided forms from the Geological Society of America Bulletin and American Mineralogist for use in an upper division course in Mineralogy, Igneous and Metamorphic Petrology. The GSA Bulletin form is better suited for manuscripts that report on articles that have a significant field or tectonic component; the American Mineralogist form is better suited for articles that focus on more analytical, theoretical, or computational applications in mineralogy and petrology. In an upper division petrology class, I typically select articles for review that integrate numerous aspects of topics we've recently covered in class; tectonic setting, field relations, petrography, whole-rock geochemistry, geo- and thermochronology, mineral chemistry (for PTt calculations), stable isotope geochemistry, etc. My goal is to help students see how these multiple lines of evidence must be integrated into a coherent geologic interpretation of geologic process or history. Modify the letter with the request for review and review forms to emphasize the particular course goals, content, and expectations for your own course.

Determining whether students have met the goals

This is by design an evaluation instrument. I recommend that you construct a scoring rubric for the parts of the review that wish to emphasize. Clearly articulate the expectations of performance for excellent, acceptable, and below standard work, possibly with examples.

Teaching materials and tips

Other Materials

Review form used by the Geological Society of America Bulletin (Microsoft Word 168kB Feb11 09)

Review form used by the American Mineralogist (Acrobat (PDF) 1.9MB Feb12 09)

Supporting references/URLs

For a course in Igneous and Metamorphic Petrology, a list of articles has been identified to encourage Teaching Petrology Using the Primary Scientific Literature This is another compilation of Articles for Teaching Structural Geology

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Key Resources:


Activity Winner: Article Review Activity

Wednesday , may 25th 3:35 pm – 4:15 pm et.

article review activity

Laura Le (University of Minnesota)

Given the age of data (and research) deluge, modern students (especially graduate students) need opportunities to use their knowledge of statistical concepts to critically evaluate a research article. We created an article review worksheet to help students work through that process of evaluating a research article. This learning activity can be used as an in-class activity or as an out-of-class assignment.

Lesson Plan on Writing an Article Review: Includes Rubric

Most students do not know how to write an article review, an important skill for writing research papers. This simple lesson plan helps build this vital skill. A good article review contains a summary of the article with a personal response supported by evidence and reason.


When critiquing an article, students should demonstrate their awareness of any bias or prejudice, identify pros and cons of the writer’s position, and discuss if they would recommend the article to others. They can also practice research skills by writing a bibliographic citation.


Quality checklist, this post is part of the series: writing lesson plans.


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