I recently shared a step-by-step strategy for Error Correction on Twitter. It comes from Direct Instruction, but it is a generic strategy that can be used by anyone wishing to get better at this important facet of teaching. It involves 7 steps, which are summarized in this slide from a NIFDI training I recently attended:
Curious practitioners might look at this sequence and wonder what the evidence base is for error correction. For that, I highly recommend this paper by Embry and Biglan (2008), which includes a huge table of scientific findings from the science of behavior. Among those are over-correction and positive practice, and choral response. Embry and Biglan call the insights in their table, “kernels”, which they define as intact procedures that have been shown to be effective through experimental analysis. Evidence aside, even if you don’t follow the 7 steps in the exact order as they are presented in the slide, there’s probably something in there you already do, and maybe something worth incorporating into your teaching. The delayed test part, for instance, is often underutilized.
But, as is usually the case with Twitter, a few people took issue with what I shared. Some got rude. Others feigned shock and disgruntlement. The main issue people had was they wanted to know why the teacher isn’t encouraged to investigate the underlying cause(s) of the error. The simple answer – because the 7 steps are focused on error correction and not formative assessment – satisfied no one. I’m surprised nobody raised a pitchfork and demanded to know why the sequence doesn’t mention the importance of providing the student with extra instruction, nor the importance of praise and/or group contingencies, nor the importance of maintaining close communication with parents when a student begins to fall behind. The number of instructional moves that are NOT included in the 7 steps for error correction is practically limitless.
But Zach, isn’t it valid that teachers should try to figure out the cause of errors rather than just having students “regurgitate” correct answers? Shouldn’t they also involve the student in constructing “why” what they said was wrong? Haven’t you talked a lot about elaborative/dialogic feedback before, and even wrote a book chapter about it recently? What changed, bro?
There’s definitely (more than) a kernel of truth to the idea that teachers should see themselves as “detectives” and continuously seek to understand the errors students make. It’s equally true that these investigations mustn’t sideline or substantially reduce students’ access to instruction, nor divert the teacher’s attention away from the rest of the kids’ learning for an extended period of time. One can think of a myriad of ways that a lengthy investigation can actually be avoided by the teacher, such as by teaching at a more granular level so that the cause of error is narrowed, and by having a strong knowledge of your subject so that investigation is redundant. The context is also important. In the case of the correction of 5+3=8, the teacher doesn’t need to play detective, because, like practicing free throws, the teacher has already taught “the form” (i.e., counting up), and now is ensuring that the fact is recalled quickly and accurately.
And herein is my problem with Twitter these days, and why I plan to step back from engaging in these sorts of pseudo-discussions. Each time I find myself trying to have a nice chat about teaching practices, it becomes more about the things that were not said, followed by insults, followed by anger that the OP wasn’t clear enough for someone’s liking, followed by quote tweets and secret DMs and the rest. A few years ago, the pushback probably helped my teaching, or at least forced me to get better at arguing. It might even have entertained me. In recent months, I can’t remember a time when I’ve gained a single thing from these empty exchanges.
If I’m able to shake my social media addiction, you’ll find me spending less of my time wrestling with people on Twitter and more of my time wrestling with my daughters and my other projects. It’s easy enough to just broadcast interesting literature and podcasts on social media, including my own contributions, rather than circling the same toilet bowls over and over. As always, you can reach me via my Contact page to start up a chat or request training. I’d love to hear from you.
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