No Series: Self-Correction: Does Your Answer Make Sense?

Self-Correction: Does Your Answer Make Sense?

Lesson Objective: Encourage students to check their own work

All Grades / Math / Independence

2 MIN

Discussion
Supporting Materials

Thought starters

How does this strategy encourage independence?
What kinds of questions do Ms. Brookins and Mr. James ask their students?
How could this strategy be used to help students critique the work of others?

10 Comments

Addie Wood Sep 13, 2022 3:35pm

I believe this video on self-correction helps demonstrate the responsible decision-making aspect of SEL. I think that because one of the subcategories or definitions for that aspect is "learning to make a reasoned judgment after analyzing information, data, facts." This fits with self-correction because the students should give an answer, then be questioned or look over it, after that, they should be able to take the information they observed or were given from their peers to determine a more accurate or correct answer.

Recommended (0)

Judy Lumzy Jun 19, 2021 3:03pm

I agree that students need to take ownership for their work. In addition, when a student can work to solve a problem step by step in allows them the opportunity to see where they went wrong. Great video!

Recommended (0)

Karen McElhenny Dec 28, 2016 6:20pm

Students take ownership of their work more if they can spot an error and correct their mistake. They also feel more confident if they can identify mistakes in each other's work.

Recommended (0)

Robert Scott Dec 17, 2015 9:11am

Most students are just concern with just the answer in math. Self correction is a great technique as long as they understand the concept with solving problems.

Recommended (0)

Karen Canton-Malet May 1, 2014 3:28pm

Self-correction may also be applied in Language Arts.

Recommended (0)

Materials

Transcript: Self-Correction: Does Your Answer Make Sense?

Transcripts

Self-Correction: “Does Your Answer Make Sense?” Transcript
Peggy Burkins: We don't correct kids. We don't tell them they're wrong. We

View More

Self-Correction: “Does Your Answer Make Sense?” Transcript
Peggy Burkins: We don't correct kids. We don't tell them they're wrong. We let them self-correct, which is huge. They have to be able to critique the work of others and their own as well.
Peggy Burkins: What else do we notice about the 2 graphs? Michael.
Student: Shouldn't it be negative sine, not cosine?
Peggy Burkins: One group put up a cosine function, and it was going counter-clockwise when they told me it was going clockwise. But the graph didn't indicate that. So I asked him, I said, show me that.
Peggy Burkins: Ok, rotate yours.
Peggy Burkins: And you can see him turn the propeller and say, "oh, made a mistake." And that allowed them to self-correct.
Peggy Burkins: Clear?
Student: Yes. That makes sense now.
Peggy Burkins: Excellent. Excellent.
+++ 00:00:56;00 +++
Peggy Burkins: It's actively learning. It's not just saying, "I've done some computation. I did it on the calculator, I know it's right and this is my answer."
Raymond James: So what things are you considering right now?
Student: I'm getting to big of a...
Raymond James: You're getting what?
Student: I'm getting to big of a number.
Raymond James: One of the things that we see a lot is calculated keystrokes. "I accidentally hit a wrong key on my calculator." I get this crazy number. Okay, yes, that's my answer and I'll move on. Rather than looking at that number - that value - and saying, "does this value make sense? Does it make sense with the rest of the information that I have?"
Raymond James: How sure were you that that first sine was correct?
Student: Because I shouldn't be 16,000 feet off the ground.
+++ 00:01:32;21 +++
Peggy Burkins: We do a lot of questioning. And the questioning is to have them really focus on what they're doing. If we can get kids to self-correct, we're well on our way.

View Less