We all know the importance of giving feedback and correcting student
errors, but have you ever been properly trained on how to do so? I can honestly say that after 16 years of
teaching, I am still working on how to properly correct students when they make
mistakes. I recently read a great
article with many strategies in how to properly correct students when they
aren’t getting the correct answers, give incomplete answers, or are not able to
respond at all.
Students learn by doing, I think we all understand that. However, if we constantly let our students
repeat errors, they may be learning how to perform skills incorrectly. Students
will learn better by “doing with feedback.”
Feedback should be qualitative, focusing on the accuracy of the
student’s response, and should occur within a few seconds or minutes of a
student’s response. If this does not
occur, students will waste valuable time practicing errors. Practicing errors will lead to the need for
reteaching and relearning. You the
teacher can ensure students receive feedback after each response by using the
following instructional strategies:
·
Collaborative learning-use a peer tutoring
system or small group activities in which peers provide feedback to one another
after each response. I use this method
quite often. My students are in groups
of either 3 or 4, and are grouped according to their ability level. I have one high, one average, and one low
student per group.
·
Learning centers-use instructional materials and
computer software that provides feedback after each response.
·
Self-correction-Teach students to self-score
their work and self-correct any errors before proceeding to the next problem or
item.
·
Homework-Avoid assigning homework or independent
seatwork activities that do not contain self-scoring and self-correcting
components until the student can perform the target skill with some accuracy.
Too many times, error correction is carried out ineffectively. This most often is due to lack of time
available to make ample corrections. Errors can provide good opportunities for
teaching and learning, however. Research shows that error correction will be
more effective and efficient when it includes these four characteristics.
·
Now instead of later-Errors should be corrected
before going to the next item or problem.
·
Direct-Error correction is direct when the
feedback focuses on the target skill. Instead of offering incomplete or
indirect feedback, tell, show, and/or guide the student through the correct
response or problem.
·
Brief-The teacher should rapidly tell, show,
and/or demonstrate the correct response.
·
Ends with the Student Making the Correct
Response-Results show that feedback is more effective when the student who
erred is given the opportunity to give a corrected response.
In closing, I think it’s definitely important for teachers to evaluate
their error correction procedures. What
procedures are you using, and will they help students respond correctly in the
future? How efficient are your error
correction procedures? Ultimately, the question of how error correction should
be conducted lies in your students’ performance. You have to decide which strategies work best
for you and your students.
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