Library of Practices Coaching/Reflection by Sergio Estrada

2024-01-08 13:12:53 UTC

I'm seeing more students take me up on the opportunity to correct question on tests and assigned work. Those who have taken me up on this tend to be more successful. Depending on the test and how long it takes students to complete it, I will let students know which problems they got wrong (not what they got wrong) and allow them to redo in the now. For those students who take all of the allocated time, I will create a document for all classes letting students what questions they got incorrect and provide them a paper copy of the test to work on at home or during advisory to correct. The expectation is they need to show their work rather than simply choosing another answer.

2024-01-08 13:13:41 UTC

This is something I need to revisit and strengthen. I have a speech, but need to finesse it. I need to make sure I have it ready for when I test rather than realizing after the fact that I should have given it. The biggest thing is simply having it ready to go since I do know when I'm giving a test.

2024-01-08 13:15:59 UTC

I do try to be positive in terms of encouraging students to not fear making mistakes, but I think students for so long have it ingrained that they have to be right. What I have noticed in some of my classes during small group activities, they are becoming more open to peer instruction when they have made mistakes or others have noted they are making mistakes and where those mistakes are occurring. I like to use mistakes or misunderstandings as an opportunity to expand the class discussion during my direct teach time. I also use errors noted when I'm grading work to illustrate where misconceptions may have occurred as well as to reinforce the use of strategies to minimize careless or sloppy mistakes.