After the Fact

“It’s what you learn after you know it all that counts.”  –John Wooden

One area of growth that I have as an educator is having my students intentionally reflect on their work.  Far too often I am eager for them to turn in their assignments that I forget all about the valuable learning experience I am skimming over.  

One of the only times I consistently remember to have my students reflect is after a discussion activity.  Since they have been talking, I want to make them write as a follow-up.  For some reason, this same instinct can be absent when my students produce a written product.  

Generally, after a discussion activity I have my students respond to the topic and explain ways in which their ideas have been strengthened, challenged, and/or changed.  However, while putting together my presentation on discussion strategies for a conference this weekend, I was reminded of other strategies, including 3-2-1, Exit slips, and a modified KWL chart (what I originally thought, new information from others, what I think now).  

Coincidentally, today I was reading Productive Group Work by Douglas Fisher and Nancy Frey; the authors mention a math teacher who includes "two questions related to their study habits and group work.  The first asks them to report the amount of time they spent studying alone and with the group outside of class.  The second question asks them to estimate the grade they will receive on the test."  This practice accomplishes two things: (1) it helps the teacher to evaluate students own judgment matches up with their performance, and (2) it helps to reinforce the idea that success is greatly influenced by personal effort (see Carol Dweck's research for more info on this).   I really like this idea and plan to use it on my next test/major assignment.