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I have not seen CCC used in math classes, but have seen it used in spelling/literacy work in the elementary classrooms from third and fourth graders-- I think it is fabulous and really gives kids a great jumping off place to analyze their own work.  The can begin to compare and contrast and process through their own work without having to submit their work to be "corrected" by a teacher.  I think that is a great way to learn to recognize and self-critique and make learning their own!

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I have not seen CCC in any of the classrooms I've worked in before. However, I remember doing it when I was little. I would use the CCC strategy with students that need additional support and practice with math vocabulary. This strategy is best used as an intervention for students. It allows the students to self-direct and goal set along with completing independent work. Through formative and summative assessments in my classroom I will be able to determine which students are struggling with a particular unit or lesson and then create a small group for additional practice time. The CCC strategy is something I could use during that small group intervention meeting. The rest of the class would continue to work on problems, assignments, or group work.

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I liked the cover/copy/compare... it was similar to what I used for spelling lists as a child. I think that it could be nicely used during independent practice time. I think that because everything is on a continuous sheet of paper, it would be easier to not lose copied words/problems and it could be glued into a notebook. I could see using this even as a tier 1 intervention as well and having the last 5 minutes of class be spent on practice with cover copy and compare while I answer students' questions or something! I also think it could be used in many different subjects, which is helpful, and it allows students to track their own progress.

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I found the Cover/Copy/Compare similar to what the school I work at uses for practicing spelling words. This allows the student to be independently practicing their words and making corrections. I will be able to use this in my classroom with all subjects including math. I could see this being a warm up activity for practicing math facts. I think it would be great to use this for trying to memorize a picture like the example they used, the water cycle. I know that I memorize things better when I write them out on paper so I believe this would be very beneficial for my students in all subjects.

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I found the Cover/Copy/Compare strategy to be beneficial especially since it has shown to be effective in multiple subjects. I would utilize this strategy in math to help students with essential math facts that they are struggling with. Furthermore, I would use CCC to help students familiarize themselves with math vocabulary that they may otherwise struggle with.

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I have experience using the CCC intervention as a tier 1 (whole class) strategy for spelling words. I like the idea of implementing it for math facts and for vocabulary. Also the fill in the blank example could be utilized as in "Sentences that are statements end in a period." "Sentences that are statements end in a _________." I agree with Michelle that I would also use it as tier 1 instruction, self guided, as I work with tier 2 students in a small group instruction setting. I like the goal setting examples that are incorporated as well. I thought it was interesting to read that this intervention was particularly successful with struggling students, in particular, students with ADD and ADHD.

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I may use the Cover/Copy/Compare in class to assist with learning were memorization is partially needed, such as studying spelling words and definitions, learning math facts, and labeling maps or diagrams. Some of the samples include embedded goal setting and prompts to self-reinforce performance, as well as bar graphs to track progress.  I think these would be useful in helping students grow to be self-managing and have a growth mindset. They could be used in content classes and and I can see them being used to differentiate instruction as students could work at their own pace.

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This seems like a great strategy to use in my future classroom, not just for the increase of skill knowledge but the self management and ownership of learning that can take place for students.  The article mentioned having students working on the cover/copy/compare during independent work time as the teacher gives direct instruction to other students.  I can see myself using it in this form.  First, students would need to be explicitly taught how to use these in the classroom and then possibly how to make their own.  Once they know the expectations, this could be used for any content area.  This seems like a great strategy for 3rd, 4th and 5th graders.  I believe 2nd graders could get good practice on this independent study strategy at the end of the year.

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I see CCC being used a lot in my classroom across subjects, which is how I will probably use it. I will use it whole class or small group at first when teaching it because I will want to make sure students understand how to use CCC. I will model it the strategy to them. I think I want to use CCC as a practice tool in my classroom. I see it being very useful when students have independent work time. They can get out a worksheet with CCC and start practicing whatever we are learning about at the moment, such as addition or multiplication.

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Based on the Cover/Copy/Compare
Article- How might you use it in your classroom?