10. Students think we are doing something fun because they get to move around the room. We are, but you'd think we were having a party sometimes.
9. Students seem more willing to ask for help (maybe because the room is in action with everyone moving around and it feels safer than when they are only sitting at their desk).8. ANSWER KEYS: easy checking! Immediate feedback!
7. If I am using them for two days, I can use the first day's results to create a small group for the following day.
6. My task cards usually provide two days worth of practice--easy, engaging, and effective lesson plans! I make more than enough task cards so that no one is able to complete them all in one session.
5. After using task cards in a whole group lesson, they are EASY PEASY to move to a station for more practice or review, use in an intervention group, or to differentiate for students who still need to work on the concept.4. Students seem more willing to persevere!
3. Self-motivated students have the opportunity to push themselves. (They often are less likely to do this when the instructional mode is...textbook pg...wait...discuss...next textbook pg...wait...discuss. Anyone else use Math Expressions and have this problem?)
1. When it's time to go to recess, the kids yell "No. I don't want math to be over!" So rewarding! I would love to skip recess and keep doing math, but they never agree to this trade-off :)
Click here to check out my engaging task cards (each on a theme that you can use all year long). Although task cards are great for centers and stations, I always use them in whole-group instruction first.
