Self-Correcting Materials

Purpose

The purpose of implementing Self-correcting Materials is to provide students an independent practice activity that includes multiple response opportunities while also including a way for students to self-check their responses.

What is it?

• Students practice a math concept/skill using materials that provide them both math concept/skill prompts (e.g. questions, math equations, word problems, etc.) and the solutions to each prompt.
• This practice activity should be used only with math skills for which they have students have previously received teacher instruction and for which they have demonstrated initial independence.
• Examples of self-correcting materials are flash cards, puzzles, flip cards, matching cards, answer keys, and computer programs/games.
• Provides students immediate feedback on their performance without you, the teacher, being present.
• Allows you to do small group instruction while still providing other students meaningful practice opportunities.

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What are the critical elements of this strategy?

• Materials provide both appropriate math skill prompts and solutions.
• Materials provide easy to follow directions, including picture cues for students who have reading difficulties.
• Materials used do not lead to frustration, failure, or the practicing of errors.
• Materials are inexpensive.
• Materials can be teacher made, can be commercially made, or can be existing materials that are modified to be self-correcting materials (e.g. board games where math skill prompt/answer cards added).
• Provides students multiple practice opportunities.
• Students have received previous teacher instruction for each math skill practiced and demonstrate at least an initial ability to perform the math skill independently.
• A response record is included so the teacher can evaluate student performance at a later time.
• Students should use a variety of self-correcting materials rather than using the same one over and over.
• Student performance using self-correcting materials should not be graded.

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How do I implement the strategy?

1. Identify appropriate math skill for student practice.
2. Incorporate materials that include the features listed in Critical Components.
3. Model how to perform the math skill using each self-correcting material.
4. Ensure that students clearly understand how to use the self-correcting material. Be especially sensitive to individual students who have difficulty with particular verbal or nonverbal response modes that are required when using each self-correcting material (e.g. for students who have significant writing problems, then materials that require writing responses may produce student frustration and therefore would not be appropriate).
5. Periodically monitor students who are using self-correcting materials, providing them feedback about appropriate or inappropriate use of self-correcting materials.
6. Provide students with a way to record their responses (e.g. a sheet of paper on which they record their responses; have students record responses with dry-erase-marker on laminated response cards/sheets that contain each math skill prompt).
7. Evaluate student responses by examining student response sheets.
   Provide students with corrective feedback regarding their performance as soon as possible.
8. Do not grade student performance using self-correcting materials! Grading performance will detract from the motivation self-correcting materials can elicit from students and grading will inhibit student willingness to "take risks," a crucial behavior for learning.

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How Does This Instructional Strategy Positively Impact Students Who Have Learning Problems?

• Provides students a way to practice a particular math skill a multiple number of times while receiving immediate feedback on their performance (because they have access to the solution for each math skill prompt).
• Provides students a "risk-free" environment to practice skills they have initially acquired through teacher instruction but for which they have not mastered. When students are willing to take risks, they will attempt more problems. The more problems they attempt, the more opportunities they provide themselves toward mastery of the math learning task.
• Students can evaluate their performance privately without worrying about anyone else seeing them make mistakes, reducing their anxiety about "doing" math.
• Provides "modeling" because students can review an accurate example of how to solve the particular math skill by referring to the problem-solving model that is provided.
• Immediate feedback helps them to recall specific problem solving steps students may have failed to retrieve from memory. Immediate feedback also helps them to refocus on essential features of the particular problem solving task they may have "missed" due to distractibility.
• The response record allows you to evaluate the student's performance. You can remodel, provide corrective feedback, and provide positive reinforcement as appropriate.
  

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Additional Information

Descriptions/Examples of Self-correcting Materials

Flashcards - a math problem or some other math learning task is put on one side and the solution is provided on the opposite side. For example, the phrases, "5 hundreds," "3 tens," and "7 ones," is written on one side. On the opposite side, the numeral "537" is written. Students can either be instructed to say/ read the number and say/write the place values, or they can say/read the side that has the place value phrases and then say/write the number that accurately represents the phrases.

"Math Fact Robot" - a milk carton or juice carton can be turned into a "robot" by cutting two slits (large enough to slide flash cards through) at the top and bottom of one side. Two rectangular pieces of tag board can then be positioned inside the carton so that they make two semi-circle shapes from the top slit to the bottom slit. This forms a path that allows the flash card to slide "down" from the top opening to the bottom opening. It also "flips" the card over so that the side that was facing "down" when first put in, now is facing "up" when it comes out. Students first read the math fact that is on one side. Then they say/write the answer. They put the fact into the "Math Fact Robot," who then "spits out" the answer. The student can then compare their answer to the robot's answer. The carton can be decorated to represent whatever figure is engaging for the students you are teaching.

Punch-hole materials - A figure that is engaging for your students is made out of tag-board or drawn on a manila folder (e.g. a cartoon character, sports team logo, shape of an animal, etc.). Math problems or other math learning task prompts are written on one side. For example, for the five times tables, a "5 x __" is written in the middle and highlighted. The numerals, 0-9 are written in different places on the figure. Holes are punched (with a hole punch) directly above each numeral. Solutions to each "5 x __" fact is written on the back side, directly opposite each prompt. Students say the fact and "think"/write down the solution. Then they place the point of their pencil in the hole, turn the figure over and see the correct answer.

Math Squares - a set of squares is drawn on tag board (e.g. a 3 by 4 array). Each square has several math problems/prompts and solutions written on each side that adjoins another square. Each math problem/prompt should be positioned so that it adjoins its correct answer on an adjacent square. On the other side is a picture or phrase that is meaningful or engaging to the students you teach. A box that is the size of the set of squares is used and a "window" is cut out of the bottom. A piece of acetate is attached so that it covers the "window." The squares are then cut out. Students match squares and place them in the box so that every math problem/prompt is adjacent to the correct answer. When done, students put the cover on the box, flip it over and view the message/pictures through the window.

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Videos

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