Critical_Thinking Creative_Problem_Solving Effective_Communicating

CHAPTER 16
Strategies for Reviewing Content

What Is It?

There are a variety of ways to review new content, ranging from quick daily review activities to longer reviews of larger amounts of information. Reviewing does not need to be a tedious task and, in fact, many of the strategies we use can be engaging and fun for students.

Continuous review of new content can increase the likelihood that students will learn and retain it. Content can also be reviewed in preparation for an upcoming assessment.

Why We Like It

In our experience, reviewing content in novel ways results in both higher student engagement and greater learning. Our review techniques incorporate the concept of “retrieval practice.” Retrieval practice is an instructional strategy that involves students recalling information without using any resources (Gonzalez, J., 2017). Having students pull information from their memory and write it down leads to better long-term retention of content. Studies have shown it also can lead to better achievement (McDaniel, Agarwal, & Huelser, 2011, p. 407). Retrieval practice strategies can include flashcards and low stake quiz situations (during games in class and online resources). Both are discussed in the Application section.

Supporting Research

Research shows that the more students are required to review information, the more likely they are to make connections with their new learning. Additionally, use of retrieval practice increases the chance they will retain their learning in long-term memory (Rosenshine, 2012, p. 19).

Studies have found that science students who attend help sessions that review content perform better in exams than those who do not (Jensen & Moore, 2009, p. 60).

Some of our review activities use games. Studies have shown that academic games in the classroom can lead to increased social skills, academic performance, memory, and the ability to apply knowledge to new contexts (Sharp, 2012, p. 43). Additional research on technology-based games also shows their use can increase academic achievement for students of all ages (Shapiro, 2014).

Skills for Intentional Scholars/NGSS Connections

Our range of review activities allows for practice in all of the Skills for Intentional Scholars. Students can enhance critical thinking and creative problem-solving skills by using their knowledge in new ways. They also can improve their communication skills because they must express what they have learned and remembered during the activities.

Application

The review strategies we discuss here can be used at any time, including at the end of a unit. Daily review of concepts can also occur through the use of warm-ups at the start of class and cool downs at the end of class. Both are explained in Chapter 15: Strategies for the Beginning and Ending of Class.

BINGO

When there is a lot of vocabulary (including people, events, and places) in a particular unit, one way to review is to play BINGO as a class.

A BINGO board has 25 squares, five rows and five columns. Each column is labeled with one of the letters to the word BINGO. In the very center of the game board, in the middle of the N column, there is a free square. See Figure 16.1: Blank BINGO card.

To prepare for the game, we create a list of 24 terms we want to review with the students. We write them on separate index cards or other pieces of paper and place them in a bowl.

We also decide how to prepare the FREE square, which is the middle square of the N column. There are two different ways we use the FREE square.

  1. The students write “FREE” and they all begin the game with that square covered.
  2. If we have a surplus of time and energy (or, if we have a student “TA”), we create an individualized bingo card for each student by placing their photo in the FREE square and they all begin the game with that square covered. To obtain photos, we use our district's attendance application that includes individual student photos.

On the day of the game, each student is provided with 25 beads, poker chips, lima beans, or any other small trinket we can find. We also give each student a copy of Figure 16.1: Blank BINGO Card. We place the list of 24 terms on the board and instruct students to randomly write one term in each of the squares.

We then give students 3 min to walk around the room, asking their peers for definitions they don't remember or want to verify. They are allowed to write the definitions inside the square that contains the word. After 3 min, students are instructed to return to their desks.

We randomly pull one of the terms from the bowl, read its definition, and then give students time to identify the word on their BINGO card before reading the next definition. If our class includes English language learners (ELLs), we provide additional time before we pull the next term from the bowl.

When students have five in a row (a column, row, or diagonal), they scream “BINGO!” They read off the words they covered so that we can verify that they have a successful BINGO and if they do, they receive an award, such as healthy food snacks. If a student has a false BINGO, we make sure to explain the definition of the term they got incorrect and then we continue with the game.

BOX GAME

The box game is used to review quick facts. We prepare for the box game by writing 50 questions or math problems students can answer very quickly in one or two words. Each question requires students to retrieve the information without any resources. Here are some examples:

  • How many centimeters are in 10 decimeters?
  • Who is the father of genetics?
  • How many planets are there?
  • What term is defined as “the animal that is killed by a predator”?
  • What is the equation for Newton's second law of motion?
  • What organisms have cell walls?
  • What charge does a neutron have?

Then we make the box. We make one for every class so when we work with middle and high school students, we make multiple box games.

To make the box, we begin with a small eraser in an envelope. We close the envelope and use packing or duct tape to seal it shut. We place the envelope into a box and tape the box. That box is then placed into another box that is also taped. Finally, the box is placed into the final box and taped. The time it takes to play the game is determined by the amount of tape used to tape the boxes. For a 10–15 min game, we've found we need to use about ¾ roll of packing tape or ¼ roll of duct tape.

On the day of the game, we take the class to a large open space, usually outside or in the school gym. The students make one large circle and the box goes into the middle. We explain the rules to the students:

  1. The winner is the person who can open the box and find the eraser first.
  2. Only one person is allowed in the middle at a time.
  3. When you go into the middle to try to open the box, you can use anything except tools and your teeth.
  4. I'm going to begin by randomly choosing one person to ask a question. If you answer the question quickly and in less than 3 s, then you get to go into the middle to try and open the box. If you don't answer correctly or if it takes you too long to answer, I will move to the next person in the circle.
  5. While you are in the middle trying to open the box, I'm going to continue asking your peers questions. You remain in the middle, trying to open the box until the next person answers a question correctly, at which point you return to your spot in the circle and the next person goes into the middle to try and find the eraser.
  6. This game does not ensure that all of you will have an opportunity to go into the middle of the circle. Be prepared that some of you may never go into the middle while some of you may go in the middle several times.

We then stand inside the circle, randomly choose the first student, and ask them a question. If they answer the question correctly and quickly, they can go into the middle to try and open the box. The students believe this is an easy task because they don't realize there are multiple layers of boxes. To engage all students the majority of the time, we allow peers in close proximity to help the student whose turn it is to answer a question. We move very quickly from student to student.

The first student who can remove the eraser from the envelope receives a prize, such as a decorated pencil, healthy food, or extra credit.

We've had students who enjoyed the box game so much that they made their own box games and brought them in for the next review day. One student varied her box in a creative way. When the students broke open the first box, there were two boxes to choose from. The entire class gasped in surprise. They enjoyed the extra challenge. It did take a bit longer to find the eraser so, when we use this variation, we plan for at least 15 min or use less tape.

ARE THE WINNERS LOSERS?

Are the Winners Losers? is a review game that doesn't require any student materials. However, if students will be completing a math review, we may allow them to use scratch paper and calculators depending on the complexity of the questions.

The only materials teachers need are a set of game cards, which are available in Figure 16.2: Are the Winners Losers? Game Cards, and a process to randomly call on students. Tara uses popsicle sticks and Mandi uses index cards, but any format is compatible with this review game.

To prepare for the game the first time, we create the game cards by laminating and cutting them into individual cards. Laminating is not required, but it does preserve them so we can use the same cards again.

We then write a list of review questions to ask students during the game. These generally relate to math or just require short answers.

We begin the game by randomly grouping students into teams of 3 or 4.

The game cards are set in a pile face down in a common area of the room, preferably near us. We assign each team a number and write those numbers across the top of the classroom board so all students can see.

We then teach the class how to play the game by reading the following directions:

  1. Today you will play the Are the Winners Losers? game. Usually the winners of a game win it, but not in this game. Sometimes the winners lose the game and the losers win it instead.
  2. We will ask you a series of questions.
  3. We will only read a question one time, which means you need to pay attention.
  4. After we read a question, you will have 30 s to discuss the answer.
  5. At the end of 30 s, no one is allowed to talk. If you do, your team loses 100 points.
  6. We will randomly call on one of you. The person we call on is the only person who can provide an answer. Remember, there's no talking, which means that every one of you needs to know the answer before the 30 s ends. If you don't know the answer but your team members do, be sure to ask them. And if you know the answer, be sure your teammates all know it too.
  7. If you get the answer correct, you can choose a game card. You will earn the points stated on the card. I will keep track of your score on the front board. Your card is then placed into the discard pile face up so it can't be used again.
  8. If you get the answer wrong, your team is disqualified from answering this question. I will randomly choose another player from another team and ask them for the answer.

NOTE: When we play this game with students the first time, we do not tell them that some game cards will say that they “lose 100 points” or must “give points to another team.” We let these cards be a surprise, which then explains why the name of the game is Are the Winners Losers?

We usually set a predetermined amount of time to play the game. For example, we'll communicate to students that the class will play for the rest of the period or for 15 min. When that time has passed, the team with the most points wins.

This game has a good chance of engaging all students most of the time because they must know the answer before we randomly call their name. Students are all actively working to retrieve information from their memories, which is enhancing their learning.

In our experience, we've played review games with students where one team earns a tremendous lead on the rest of the class or one team falls severely behind the rest of the class. When this occurs, the teams that are behind tend to give up and exhibit off-task behavior. A benefit to Are the Winners Losers? is that the game cards can equalize teams' scores at any time. For example, the majority of the game cards award 50–100 points; however, one of the game cards is worth 500 points. If a team who is behind chooses this card, they may catch up or even take the lead. And there's a card that requires one team to switch scores with another team. If a team with an extensive lead chooses this card, then they lose their lead when they switch their scores with another team. There is always a chance, even with the last question, that any one of the teams will win the game, so students are more likely to stay engaged throughout the entire activity.

ONLINE REVIEW GAMES

There are many online games available for classroom use. See the Technology Connections section for a list of them.

This section provides resources for using our favorite three online review games: Kahoot!, Quizlet (Live), and Socrative.

All three of these online review tools require the teacher to have a computer projector in order to show the questions, answers, and results on a screen. Ideally, every student uses their own device (laptop, computer, smartphone, tablet, or Chromebook), but students can be grouped into pairs if there is a shortage of devices. An exception is Socrative's Space Race review game, which requires a device for every three or four students.

We prefer these three review tools because they don't require students to set up an account or establish a password. The Kahoot!, Quizlet, and Socrative features that we use are free; however, all three platforms offer a paid upgrade that provides additional features (we don't discuss those added tools here).

See Table 16.1: Comparison of Kahoot!, Quizlet (Live), and Socrative for an analysis of how these three online review tools are similar and different (of course, tech tools are always evolving, so these comments may or may not be accurate in the future).

The process for using these three review tools is very similar. The teacher creates questions or flash cards on each site and then the review tool turns them into an interactive online interface.

Table 16.1 Kahoot! vs. Quizlet (Live) vs. Socrative

Characteristic Kahoot! Quizlet (Live) Socrative
Can be used for formative assessment Yes. Immediately after a game, the teacher is provided the top three students. After the activity teachers can download individual student reports. Not for individual students. It provides the teacher with the most common wrong answers but the teacher doesn't know which individuals are struggling. Yes. The results are provided real-time. Additionally, there are individual student reports that can be downloaded.
Can be done at home, without the teacher Yes, up to 100 students. Not Quizlet Live, but there are seven independent activities students can use independent of the teacher. No
Can be sent to students via Google Classroom No Yes, Quizlet allows teachers to share their vocabulary cards. No
Can be shared with colleagues Yes Yes Yes
Can be fun and used as a classroom game Yes. Students earn points as they answer the questions correctly. The quicker they answer, the more points they earn. Yes. Students work together in groups of 3–5 to answer 12 questions correctly. Yes

While we discuss Kahoot!, Quizlet (Live), and Socrative below, other resources that can be used to create similar online review games include:

Kahoot! (https://kahoot.com)

To use Kahoot! as a teaching tool instead of a review tool, see Chapter 13: Strategies for Activating Prior Knowledge, which provides resources for creating and using Blind Kahoot!s.

The Kahoot! review tool provides a search feature that allows teachers to find and use Kahoot!s that have already been created. When we are making a new Kahoot!, we usually begin with another teacher's Kahoot! so we can minimize the amount of work we need to do. We make a copy and modify it to meet the needs of our students.

Students must first enter their name when playing Kahoot!. Students often use nicknames that we don't recognize. For example, the last time we played Kahoot! with a class, one student typed their name as “y = mx + b” and this caused some difficulty because when we looked at the report after the game, we didn't know who it was. Therefore, we ask students to enter their real names when we play Kahoot!.

Kahoot! only has multiple choice questions with two to four answer options. This does allow for true/false questions and fill-in-the-blank. Here are examples of the three possible types of questions:

Example of a True/False Question in Kahoot!

  1. Q: The photic zone is the upper most layer of an aquatic system.
    1. A1: true
    2. A2: false

Example of a Multiple Choice Question in Kahoot!

  1. Q: The zone through which there is no sunlight is called the
    1. A1: littoral zone.
    2. A2: hadal zone.
    3. A3: pelagic zone.
    4. A4: aphotic zone.

Example of a Fill-in-the-Blank Question in Kahoot!

  1. Q: Estuaries are a combination of ___________________ and __________________.
    1. A1: freshwater and acidic water.
    2. A2: tepid water and polluted water.
    3. A3: freshwater and saltwater.
    4. A4: acidic and basic water.

The teacher must project their computer screen so all students can see it because the questions and answer options only appear on the teacher's computer. Four colors that coordinate with the four answer options appear on the students' devices.

After time runs out or all of the students answer the question—whichever occurs first—the correct answer is revealed on the teacher's screen. After a question's answer is revealed, each student's screen will change color. If it's red, that indicates they answered the question incorrectly and if their screen is green, then they answered correctly.

We want to provide extra learning opportunities to the students who answer a question incorrectly. We often have a private conversation at their desk to clarify information.

As the game progresses, it celebrates students who are in the top five or who have correctly answered several questions in a row, referred to as a streak. When the game concludes, it announces the top three winners.

The biggest benefit of using a Kahoot! is its ability to engage all students most of the time. When students are using their phones to play, a text is always a temptation, as is the draw of social media sites. However, we are standing in the back of the room or walking around and encouraging students to only participate in the Kahoot! review.

There are reports available for download that provide data that teachers can use to create intervention or enrichment. For example, the report provides the number of students who answered each question correctly and lists individual student answers for every question.

One option to support ELLs and students with learning challenges is to team them up with another student. In fact, having everyone play in student teams can also work well.

Quizlet (Live) (https://quizlet.com)

Quizlet can be used to review vocabulary, events, people, and dates. To make a Quizlet, the teacher enters a term in one column and its definition in another column. Quizlet uses this information to create flashcards.

Quizlet provides a search feature that allows teachers to find and use other teachers' Quizlets. When we are making a new Quizlet, we begin here so we don't have to reinvent the wheel. After finding another teacher's Quizlet, we make a copy and modify it to meet the needs of our students.

Quizlet offers seven types of review activities for students to use independently. Here is a short description of each:

  1. Flashcards—students are shown the word, they say the definition aloud, and then flip the card to verify their definition; this can also be done in the reverse order with the definition being shown first and the student guessing the word.
  2. Learn—students are shown the definition and receive four options. They must choose the word that matches the definition.
  3. Write—students are shown the definition and they must type the matching word.
  4. Spell—students are shown the definition, the application says the word, and the student types the word they hear. This is most effective for ELLs.
  5. Test—students are tested using the following formats: fill-in-the-blank, multiple choice, and matching.
  6. Match—students receive several words and definitions that are randomly placed on the screen. They must click on the word and then click on its definition to make a match.
  7. Gravity—words appear on the screen one at a time and students must type the definition.

A unique use of Quizlet is that it can be used without the teacher, which means students can make their own Quizlets and search for and use other people's Quizlets. Sometimes we assign one of the seven independent activities as homework, as long as the students have access to the Internet at home. When students complete a project or lab but class time remains, we instruct students to make a Quizlet for the class. This assignment can be an enrichment activity or we can ask them to complete one of the seven independent activities.

Quizlet Live is a review game that involves movement. Once all of the students in a class have entered their names into their devices, the teacher begins the competition. Quizlet randomly places students into groups of three to five (although there is an option for the teacher to create the groups). Students are encouraged to leave their desks, find their group members, and sit next to them.

Each member of the same group is shown the same definition on their device. However, each member has four different terms on their device. Together, the team must determine which term is being defined and who has that term. The person whose device displays the term clicks on it. The first team to match 12 terms in a row first wins the competition.

After the Quizlet Live is complete, the most commonly missed terms are provided on the teacher's screen. We spend time reviewing these terms with students prior to playing again, which can be done with the same teams or, if we want our students moving, Quizlet offers an option to shuffle the teams before beginning the next game.

The biggest benefit of using Quizlet Live is its ability to engage all students 100% of the time. Students must talk to each other because they must determine who has the correct term on their device.

Sometimes we integrate the seven independent activities into Quizlet Live. For example, prior to beginning the Live game, we will provide 5 min for students to review content by using any of the seven independent activities. We find they are better prepared for the Live game when we provide this time. Another example is using the seven independent activities during the Live game. If the majority of the class is struggling to match the definitions and the terms, which can be determined by watching their progress on the teacher's screen, then we pause the Live game and provide independent learning time before continuing the game.

Socrative (https://socrative.com)

Socrative is a quiz tool that can be used to review and administer formative and summative assessments.

Socrative has three types of question formats: multiple choice, true/false, and short answer. These questions can be used as a quiz, an interactive game called Space Race, or an exit ticket.

Quiz

In its traditional quiz format, students independently complete a quiz, which can be student-paced or teacher-paced. As students answer questions, the teacher's screen, which should not be projected onto a common screen, displays how each student is answering each question. Socrative indicates a correct answer with the color green and an incorrect answer with red. After everyone is done with the quiz, reports are available that indicate how every student answered every question.

To use a Socrative quiz as a review tool, we launch a quiz using the teacher-paced option. We do not choose the options to shuffle the questions or answers because we want every student to receive the same experience. We do choose the option that provides students with the correct answer once they complete a question.

After all students answer the first question, we use the data on our private screen to determine an intervention plan. If only a few students missed the question, we choose a student who answered the question incorrectly to be responsible for explaining the correct answer to the class. We say, “Bobby, we need your help. Can you please be responsible for this question? I'm going to explain it to the class first and then you will explain it to the class when I'm done.” We quickly reteach the information and then ask the chosen student to do so. We try to reduce the student's anxiety by giving them prior notice that they will be responsible for teaching the class. Of course, doing this kind of activity requires that there is a class culture of encouraging risk, viewing mistakes as opportunities to learn, and students viewing themselves as part of a community to support each other.

If many students missed the question, we direct them to talk with their learning partners about the correct answer, which was provided to them when they submitted their answer. Then we call on a student who answered the question incorrectly and who is partnered with a student who answered the question correctly. If no such pairing exists, then we reteach the information and randomly choose a student to explain the answer to the class. If they struggle, we offer support, such as asking them a guiding question, offering the opportunity for them to look at their notes, or providing a page number in the textbook they can read quickly. The goal is to make the student responsible for the answer, even if it requires a bit of time.

We suggest using only the multiple choice and true/false formatted questions in a review.

Socrative will grade short-answer questions; however, if the student misspells a word, etc., then Socrative marks it as “incorrect.”

Space Race

Another way to use Socrative as a review tool is to use the Space Race option. We begin by grouping our students into teams of two, three, or four, depending on the number of devices that are available. We make the groups as small as we can so that every student has the opportunity to participate during the entire game.

We then launch a quiz using the Space Race option. Student groups create a team name and then answer the questions. For every correct answer, their rocket inches toward the finish line. We project our private screen on the board so students can compare their team's progress with others.

When the game is over, we review the reports to identify which questions were difficult for most of the teams. We reteach that content and then play the game again to see if the students' performance increases.

Unfortunately, Space Race doesn't provide data about individual students.

Exit Ticket

Socrative also offers an exit ticket activity that we use to review at the end of a lesson. By launching an exit ticket, students automatically receive these three questions:

  1. How well did you understand today's material? (Multiple choice: students have four options to choose from)
  2. What did you learn today? (Short answer)
  3. Please answer your teacher's question. (Short answer)

When we assign an exit ticket to students, we write a content-specific question on the front board and instruct students to answer that question when they get to number three on Socrative's exit ticket activity.

Socrative lists individual student answers in a report, which we use to determine the review we'll conduct the following day at the beginning of the class. For review strategies that occur at the beginning of class, see Chapter 15: Strategies for the Beginning and Ending of Class.

Socrative does not have a search feature, so to access other teachers' quizzes we must obtain the other teacher's share code. Each quiz has a unique share code so quizzes aren't shared without the author's permission.

DIFFERENTIATION FOR DIVERSE LEARNERS

A differentiation strategy we use for some review games is to allow students to use their class notes during the review. In our experience, many students feel more confident when they have access to their notes, regardless of whether or not they use them. Usually, if we allow one student to use their notes, we allow all students to do so because we want to conceal who is receiving extra support.

Students with physical challenges may find it difficult to play the box game so we allow them to use tools. For example, we've allowed students to use their walkers and wheelchairs to break open the box. The goal is that no one is left out, so we bend the rules if that's what it takes to involve every student.

When students with walking aids play Quizlet Live, we give them the option to remain in their seat and call their group members to them. This is especially useful when we choose to shuffle the teams every time we play a series of games.

As we mentioned earlier, we also sometimes allow ELLs and those with learning challenges to partner up with a peer during online quiz games.

While playing Are the Winners Losers?, we read the question twice, instead of once, in order to support ELLs. We also provide more than 30 seconds for students to discuss their answers.

Student Handouts and Examples

What Could Go Wrong?

Obviously, when a class review incorporates games, there may be issues with students who are competitive. Students may take winning and losing very seriously, which could lead to conflict. To prevent this as much as we can, we remind students these are friendly games and they should remain respectful throughout the activity. If we know of specific students who typically have issues with being overly competitive, we may pull them aside to have a private conversation to ward off any problems with that student prior to the start of the game.

There will be learning curves when students first start using new technological platforms. Sometimes we assume students are more tech savvy than they may actually be and forget they need time to adjust to new programs. One big point to keep in mind when utilizing new technology is patience. Things may not go smoothly the first time as students log on and figure out how to interact with the new technology. We need to remember to take a breath and remind ourselves that the review activity will be more successful as students become familiar with the platform.

Another issue with technology is that it may not work. If students are prepared to play a game and the Internet goes offline, one option is to quickly convert to a non-online game format. Having multiple mini whiteboards can make this change an easy one. Instead of answering machine-generated questions by keyboard, students can work in small groups to write responses to questions asked by the teacher.

When students participate in a Quizlet Live or Kahoot! review activity, the name they enter will appear on the teacher's screen. Sometimes students enter inappropriate words or names. To minimize this behavior, we don't project our computer's screen onto the classroom screen until every student has entered their name. We then review the names, remove any that are inappropriate, and ask those students to log in again with an appropriate name. We display our computer screen on the classroom screen once we've verified that all of the names are school-friendly.

Table 16.2 Student Interface Videos

Kahoot! Quizlet Live Socrative
“5 Minute Guide to Kahoot!” (https://www.youtube.com/watch?v=rZUew1wIQts) “Quizlet Live Tutorial” (https://www.youtube.com/watch?v) “Socrative—Space Race” (https://www.youtube.com/watch?v=0RnsdGm-oek)
“Kahoot! Demo for Teachers” (https://www.youtube.com/watch?v=5mRzrjbM6aw) “Quizlet Live: Beginning to End” (https://www.youtube.com/watch?v=JuvJ0OYpeV4) “Socrative Space Race” (https://www.youtube.com/watch?v=unPli-qZ7jk)

Technology Connections

Larry Ferlazzo provides a list of many different web-based games in his blog entitled, “The Best Websites for Creating Online Games,” which is available at http://larryferlazzo.edublogs.org/2008/04/21/the-best-websites-for-creating-online-learning-games.

The student and teacher interfaces for Kahoot!, Quizlet Live, and Socrative are different. We've found that it's beneficial to know what the students are looking at while they participate in these review activities. There are many online videos that show the student interface. See Table 16.2: Student Interface Videos for links to videos that show the student version of these three online review tools.

Figures

Figure 16.1 Blank BINGO Card (Student Handout)

Lose 50 points Gain 50 points Lose your next turn Gain 25 points and go again!
Gain 100 points Lose 10 points Steal 50 points from another team (the team of your choice) Give 50 points to the team with the least number of points
Gain 500 points Gain 5 points Gain 10 points Gain 150 points
Gain 100 points Gain 100 points Gain 100 points Gain 100 points
Keep this card! REVERSE!!! When the other team is allowed to steal from you, tell them no and reverse it so you are allowed to steal from them! Steal 100 points from another team (the team of your choice) Steal 50 points from another team (the team of your choice) Steal 10 points from another team (the team of your choice)
Gain 100 points Gain 100 points Gain 100 points Gain 100 points
Gain 100 points Lose 100 points Lose 100 points Gain 100 points and go again!
Steal a player from another team. It's your choice who you want to steal. Gain 100 points Gain 100 points Gain 1 point
Gain 100 points Lose 10 points Steal 50 points from another team (the team of your choice) Give 50 points to the team with the least number of points
Gain 500 points Gain 5 points Gain 10 points Gain 150 points
Gain 100 points Gain 100 points Gain 100 points Gain 100 points
Exchange scores with another team. You have to choose one! Hopefully you don't currently have the highest score right now. Steal 100 points from another team (the team of your choice) Steal 50 points from another team (the team of your choice) Steal 10 points from another team (the team of your choice)
Gain 100 points Gain 100 points Gain 100 points Gain 100 points
Gain 100 points Lose 100 points Lose 100 points Gain 100 points and go again!
Steal a player from another team. It's your choice who you want to steal. Gain 100 points Gain 100 points Gain 1 point

Figure 16.2 Are the Winners Losers? Game Cards