Due to unforeseeable circumstances, I was actually able to test out my Jeopardy lesson on three different classes, each class with their own interesting results.

Before I discuss what I personally feel about Jeopardy for review (grade 9), I will go through what I have done in each of the classes and highlight some of the differences between them.

The general set up throughout the 3 classes

• Students were separated into groups of 5-8
• When a question is selected, every group will be allowed to challenge it
• Same Jeopardy grid (separated by sections in the chapter)
• Every group got a small whiteboard and a single marker (with paper towel to erase)
• No fixed amount of question before the game ends 
• No prize for the winning groups

 

Class 1 (morning first period):

• Groups randomized (4 groups of 6)
• Everyone could write on the small whiteboards
• No limitation on what questions students can pick during the first few rounds. Ie. groups could go for 500 points on the first round
• No strict time limit was placed on each question
• Points were assigned based on how fast students completed the questions. Ie. first group with the complete and correct solution got 100% of the points, second group with complete and correct solution would get 50%, third with 25% and forth with nothing
• The team with the least points will pick the next question

 

Class 2 (afternoon first period):

• Groups were self-selected (2 teams of boys vs 2 teams of girls by student choice)
• The person holding the marker can only write down what other group members are saying. The scribe is rotated after each question
• You can only select 100 pt questions on turn 1, 200 pt & 100 pt questions on turn 2… The first time 500 pt questions will be available will be on the fifth turn.
• Time limit is imposed on questions based on their point value. Ie. 100 pt questions get 90 secs, 200 pt questions 2 mins, 300 pt questions 3 mins, and 400 pt/500 pt questions 5 mins.
• Full points are rewarded when the group completes the question within the time limit
• The fastest group to complete the problem correctly will select the next problem

 

Class 3 (afternoon second/last period):

• Groups were self-selected
• The person holding the marker can only write down what other group members are saying. The scribe is rotated after each question
• Time limit is imposed on questions based on their point value. Ie. 100 pt questions get 90 secs, 200 pt questions 2 mins, 300 pt questions 3 mins, and 400 pt/500 pt questions 5 mins.
• Full points are rewarded when the group completes the question within the time limit
• Questions are selected by shouting out/raising hand

 

General observation (just based on what I have seen today/what I remember) + things to consider for future Jeopardy games

• The classes generally had very good engagement with the mathematics and (I speculate) they enjoyed the review class more than they would if it were just a work period (with worksheets)
• Students had the opportunity to see the questions they had trouble answering and which sections they are from, however, it is unclear whether those students will remember/go home and review the topics they did not get in the game (at the same time, I am just grateful they happily took part in the game)
• Lots of care and consideration must go into planning the game to get the students remain focused and engaged.
  • In class 1, the game fell apart because students decided to go for the 500 pt questions (“go big or go home”) and got demotivated since the 500 pt questions were naturally very hard. This is the reason why the limit has been imposed from the second class onward.
  • The point distribution in the first game was done poorly because it encouraged students to be quick. This was changed in the second game because I wanted to encourage students to get the correct solution and work.
  • Consider how much time students will get to solve their problems, make sure they have enough time to finish and check their work but not too much so they are just sitting around and bored waiting for others.
  • Place limits on the questions students can choose in the first few rounds, otherwise students will do the 500 pt questions and lose motivation when one group gets too far ahead (this issue was exacerbated with the point distribution used in class 1). Prepare some sort of “comeback” mechanism such as doubling/tripling points, but don’t make this mechanism too complicated.
  • Place a limit on the number of questions you do. While some students will be engaged and want to play on for a long time, others will get tired of the game and will lose interest and disengage or go off task.
  • Have tangible rewards for the winning group of the game, but do not tell students the rewards and keep it as a surprise.

 

---

Mid-class Breaks

Moving away from the Jeopardy, I also experimented with giving students a 5 min break in the middle of class during the last game. Before I say anything of the break, I want to acknowledge that I could have done it much better and I might have set a bad precedent for the future, but I do believe having a break is an interesting idea to explore further and refine.

What I did:

1. See the engagement levels drop in class, students are getting tired of doing math/Jeopardy (6 rounds in)
2. Offer students a 5 min break 25 mins before the end of class; allowed students to leave to go to the washroom or get a drink without having to ask me for permission
3. Students all returned after 5 mins
4. Students were unable to focus on math for the remainder of the class and were eager to pack up and go

 

Thoughts

• Not having students to ask me for permission before leaving the room is a terrible idea for safety reason during emergency situations
• Clear rules need to be established regarding the purpose of the break before giving students a break
  • Come back on time
  • Limit the number of students that can leave the room to 3 or 5 but give student the freedom to move around inside the classroom
  • Make sure students understand they are expected to stay focused on and on task after they return or else they will lose the break next time (make sure this is enforced)
• I would attribute some of the disengagement with it being Monday’s final period, but part of it is definitely due to the nature of the lesson (game). I would be curious as to how well the same group of students engage when my SA are teaching the same class in the same period.