I know–yuck. Multiple choice? On a blog about workshop? This post may seem like the odd man out or the one that doesn’t belong here, but please keep reading!
While a multiple-choice assessment is certainly not a form I want to use in class, it is inevitable my students practice the format for the AP exams. The challenge for us teachers is to make the practice meaningful without taking practice tests over and over again (No thank you, “Drill and Kill”). This year, instead of making these exercises something we do, I want students to see these as something we workshop.
First, my language has shifted from “Let’s complete this multiple-choice practice” or “Let’s working on our timing” to “Let’s dig into this passage and create meaning together.” I am hoping students begin to see the passages as a challenge to unlock and discover as they inquire about meaning rather than a 15-minute task.
I am also shifting how we work through the passages, igniting the workshop mindset of reading, questioning, re-reading, and making connections. Sometimes we will read the passage together out loud, look up unfamiliar terms, paraphrase, and annotate, creating meaning together before examining the questions. Othertimes this close reading is done in pairs and students work the questions together. Another strategy, done in peer groups, is what I call “Reverse Multiple Choice.”
Although the process takes a bit of planning and sometimes typing on our end, I think it is worth it (there is a sample linked at the end to get you started, too!). In summary, students are grouped and given each part of a multiple-choice selection–the passage, the question stems, and the answer sets–one at a time, then asked to answer the questions after a lot of process thinking.
Students have enjoyed working together to break the monotony of practice selections as this becomes about thinking and talking with one another while still developing the thought-patterns necessary for working through passages on the exam. Starting this practice early in the year, I notice students immediately learn to share any thinking or ideas surrounding the “gray areas” of a text and to not shy away because they aren’t sure of the correct answer (that is exactly where they should be in the fall!).
Here are the steps as you would implement them in your classroom (please note the time required will be determined by your students or your expectations of how quickly they are to work, the times provided are just suggestions and will differ with the text):
- Group students into clusters of 2-4 with their desks circled.
- Distribute a multiple-choice passage and ask students to independently read and annotate as they would on the exam (7-9 minutes).
- Once completed, ask students to chat about the gist of the passage in their groups, allowing time for questions and clarifications (2 minutes).
- Pass out the passage’s Question Stems, without answers, in random order. Invite students to work through the questions as a group, referring back to the reading and writing what they believe the answer is as if they were open-ended questions. Some questions may require students to think in reverse (i.e., students may list what elements are present if the question stem asks “Which is NOT present…” or a similar variation), but all questions will get students talking about their thinking (10-15 minutes).
- Once completed, pass out the Answer Selections, again in jumbled order, and ask students to pair the appropriate Question Stem and Answer Set together. I like to use numbers for the Question Stems (step 4) and letters for the Answer Sets (step 5), so students know to pair a letter to a number (3-5 minutes).
- If you’d like, you may check that student groups paired the Question Stems and Answer Sets correctly before distributing the full question set for the passage. Students then, using all of their thinking and notes, work together to answer the multiple-choice questions (8-10 minutes).
- In whatever manner you’d like, reveal the correct answers. I have found students want to understand questions they missed and other student groups can often explain the thinking that led their group to the correct answer.
I am hoping these varied, workshop-esqe approaches build student’s ability to process challenging texts through the processing of each component separately and build their confidence for making sense of the gray areas in challenging texts through the peer to peer talk. This approach can be adapted for any test-prep we may be required to work in for state exams or standardized tests, too.
Here is a sample of the process using the 50 Essays Multiple Choice for “Letters from a Birmingham Jail”
Maggie Lopez is:
A) Enjoying being back into the swing of the school year.
B) Currently reading How Soccer Explains the World by Franklin Foer.
C) On Twitter @meglopez0.
D) All of the above.