If you’ve been in my world for a while, you know I am passionate about helping students understand how their brains work and making the most of their study time and resources.
Recently, that passion took center stage during a coaching session…and led me to make this plea to you!
There is a powerful study tool that teachers may not be made available to their students–and if they are, students may not be making the most of this valuable tool!
Want to know what I’m so worked up about?
Watch this five-minute and 16-second video to find out:
Does this apply to you? Teachers, are you providing this tool to your students, even though distance learning may be making it more difficult? Students, are you using this tool to improve your understanding?
As always, I want to hear from you about this. Hit reply and let me know your thoughts or questions!
Quietly stepping off my soapbox now,
Oh my! My mom is so smart. I’m almost 50 and I still remember my mom making me review graded tests AND make corrections on a separate sheet of paper. If the teacher didn’t return the graded material, she made phone calls to request the info…it WORKED.
What you’re really referring to is metacognitive feedback. I would have to disagree that the questions and possible answers on the test are the student’s “property”. Their performance is their data (and there is still a major debate going on around the world as to who owns that). I agree that we need to review with students their performance and certainly address any class-wide misses (I typically review items that 40% or more of the class misses). In order to fix their mistakes, students don’t need copies of the test, they need to address the weak areas and their preparation.
Hi Herb! I love how you engage with my videos. Thank you, thank you! Yes, it’s probably an overstatement to use the word “property” or the word “own” in my video. However, I love how you said it here — that it is their DATA. YES!!! The reason I find that students (especially middle and high school students) need to see the copies of their tests is that they need to be able to see the questions alongside their answers, to be able to research what patterns there are in the kinds of questions they miss. In my coaching, we then compare that data to the quizzable study tools that they created to help them prepare. Often we’ll get to see, then, what was weak about their preparation. I haven’t figured out how to prove to students that their preparation was weak without this data to refer to, but I’d sure welcome more advice from others about strategies I’ve missed.