Page 90 - @ccess 3 Teacher´s Book

Activity 14 (continues)
• If you have the material on hand
to do so, you may want to make
copies for your students or have
the rules written or printed on
poster board that you can hang
in a visible spot in the classroom
during the game in Activity 23.
Activity 15
• Formative assessment is an
action to be carried out many
times throughout the practice,
because this allows your
students to detect what they
have learned and what
they need to review. For this
reason, although we only
provide two activities for
formative assessment (due to
space constraints), you may
carry out as many as you
deem appropriate.
• Monitor that your students
are being honest with their
classmates and with themselves.

• You may also interchange
any of the rubrics from other
practices and adapt them for
peer assessment. We suggest
using this checklist because it is
an easy format and allows you
to focus on detecting the issues
rather than on writing or filling in charts. However, if you feel this is insufficient, you may add assessment
items or use any of the formats in this book for this assessment.
• Check the students’ answers and, if necessary, offer options to improve them. For example: recognize what
the problem is (unable to tell why their interpretation may be different from someone else’s, etc.); offer
solutions (reflect on others’ points of view, analyze the different contexts, etc.); implement them.

Activity 16
• Help your students decide on the number of riddles for their anthology, establishing the allotted time for
the game (which in this practice is 50 minutes in Session 9). This will depend on the number of teams
and the average length of the riddles.
• Be sure your students recognize whether the riddles they have chosen are solvable. Some of the ones
they found may entail really complex assumptions and, while interesting, they may need too much time
to be solved.

Teacher’s Book / Practice 5 89