Courtney Fecho September 26, 2019

PIP Proposal
Question: How can classroom review games benefit both
classroom participation and summative performance?

Observations from my last two practicums have lead me to the conclusion that the

Alberta Science curriculum contains heavy course content at all grade levels. Due to this heavy

course content the information tends to be rapid fired at the students at an alarming pace with

little review of delivered concepts, in order to push through the many outcomes laid out in the

Alberta Program of Study. Not only does this large amount of content, paired with a time

crunch, take a toll on student grades, but also student participation. Majority of students will

struggle with at least one concept in a given unit, which deteriorates their confidence and

eagerness to participate in classroom discussion. I wanted to create quick, daily classroom

review games that could be implemented at all grade levels to increase one’s confidence in all

concepts. This confidence surrounding knowledge will allow for multiple success within a given

classroom, which include: an increase in summative scores, an increase in group belonging/

participation, increased participation, and an increased confidence within students.

I have designed two different types of classroom review games, which include row relay

and break the bank bucks, where the different forms of review were implemented at different

levels due to both class size and student needs. Row Relay is a review game I use in both Grade

9 and 10 science. The classes have been randomly grouped into teams, five questions are asked

daily (these questions will change) to the class, once the question is asked students race to hit

their buzzer or stand-up the fastest to gain a chance to answer correctly. If the answer is
Courtney Fecho September 26, 2019

correct they gain a point for their team. The team at the end of the month with the most points

wins some form of prize. Break the Bank Bucks is the review game I have implemented in my

7/8 science class where each day the students are passed out fake money with a review

question on it. If the question is answered correctly they gain 1 dollar for the classroom bank, if

partially correct $0.75, and if an attempt is made $0.50. The students must come together as a

class to set a goal and keep each other on track. If, at the end of the month students surpass

the set goal they receive the break the bank prize (new seating plan of choice, movie day, pizza

party etc). I will measure the review game success by: working collaboratively with my TA’s to

determine if student participation has increased from the previous year, I will look at the

correlation between review questions asked and the summative scores that correlated to those

topics, and I will track the change in classroom participation and positive classroom climate

through-out the remainder of the semester.