Making Reading More Engaging Using Quiz-Quiz-Trade
I had noticed through my observations and assessments that students struggled to retain information. I wanted my students to be better at retaining and recalling information by making the review active, engaging and collaborative. I noticed that students struggled to retain information that was learned weeks ago and needed a deeper engagement tool that included repetition, variation and depth of thought to enhance student retention of content. I believed the Kagan Structure of Quiz-Quiz-Trade would meet our needs. Based on my observations and the feedback collected from my fourth-grade students, the Wit and Wisdom curriculum is challenging with the use of complex texts. This resulted in frustration for students in fully understanding and retaining information. I considered using single summary sentences however, the complexity of the texts is such that a single sentence is not sufficient for a summary. It would be good to recall important information that students need to retain from the lesson but, it would not give them the engagement that I would like for my students to incorporate in retaining information. Quiz-Quiz-Trade is an engaging review and formative assessment technique. It provides students with repetition and variation in an engaging way that helps to enhance student retention of content. I really like my lessons and my class activities to be engaging. Quiz-Quiz-Trade allowed me to engage my students and address the problem of retention. One fourth grade class was the experimental group while the other three 4th grade classes were the control groups. With the experimental group, we utilized the Quiz-Quiz-Trade tool at least twice per week to review and assess along with our curriculum taught school wide (Wit and Wisdom). With the control groups, content was taught using all of the strategies except Quiz-Quiz-Trade. After formative and summative assessments I performed data analysis for the experimental and control groups to determine the effectiveness of the tool. I also used classroom observation and a student survey to determine if students in the experimental group retained more information than the students in the control groups. I was very pleased with the results and they were what I expected. Students in the experimental group outperformed students in the control group, which can be partly attributed to Quiz-Quiz-Trade; this tool was quick and practical and it made review more engaging and effective for my students.
Project Showcase
