Testing is a reality in any classroom, but what does it look like in a gifted classroom?
Accelerate!
Take your review to Mach speed by implementing a quick, rotating center activity.
- Give students 6 to 8 review activities.
- Give them a few minutes at each activity before rotating them along.
- Keep the time just a little too short for each activity. The time pressure keeps them interested and I always let them have a few minutes of “catch up” time to finish the activities.
This self-running, speed-oriented review also frees you up to meet with anyone who needs more intensive review.
Plus, it’s fun to hear the kids yell “oh no!” as the timer reaches zero for each activity.
Think Like A Test Writer
A Poison Mushroom
We discuss how test-makers plan wrong answers. We look at how wrong answers aren’t simply random guesses on a multiple-choice test. Each one has a purpose and a special way to ensnare unsuspecting students.
What academics call “attractive distractors,” we dub “poison mushrooms” (after the lethal power-up from the Super Mario Bros series). Although it may look attractive, it’s really designed to trick students into picking it.
When I give a test-prep question, the class solves for the correct answer, but each student also creates their own “poison mushroom” answer. It’s amazing how quickly they develop the skill of designing these answers (it’s also hilarious to hear students moan about “picking the poison mushroom” when I return tests).
Pick the MOST Right Answer
“Grade-level” tests are typically way too easy. So, gifted students will overthink things. They’ll consider the obviously right answer to be “too obvious” and will look for a “trickier” correct answer that’s only correct in extremely specific circumstances.
So, we have to teach them how to take a low-level test (how depressing, right).
Class, we are not looking for an answer that is only right when the moon is full and Jupiter is aligned with Mars. We want the most right answer. The most obvious one. The one that seems way too obvious.
Reflection
Students who are aware of their strengths and weaknesses throughout the year will be better at preparing for a test. My students who know they struggled with fractions can more efficiently study and practice. This self-awareness is a result of reflection.
Asking “what do you think you need to focus on” puts the ball in your students’ court and gives them ownership of the test-prep process. It also builds a life-long skill of self-awareness and self-improvement.
Reality Check
Since gifted learners easily turn into stress machines, I also have a “reality check” talk.
We discuss the reality of tests in life. I recount the many tests I worked through to get to and through college and earn a teaching credential.
But we also explore ways to deal with tests – relaxation techniques, taking breaks, using the process of elimination, and simply remaining confident.
In the end, I remind them our tests are simply a way of measuring how much they’ve learned throughout the year. Last-minute cramming and late-night worrying are not necessary nor helpful.