This is an update on a previous blog post: Color Coding Recall Attempts to Assess Learning. This post is, by far, my most popular in both number of hits and in positive responses. Below, I’ve adapted it to, what I believe, is a more student friendly application. I’ve come to call this strategy Brain-Book-Buddy. In all honesty, I didn’t come up with this name. I actually read on twitter where someone was using the Brain-Book-Buddy terminology with my previously mentioned article…if that was you, please let me know so I can give you credit. 🙂
So, here’s what the end product looks like:
I usually use this as a strategy for review either at the end of a unit of work or to begin class with some retrieval practice. As you can tell, there are three columns. The first column is used to complete the questions using only your brain. I instruct my students to pretend this is the final assessment. Answer to the best of your ability and leave nothing blank…just like on a test. I also have my kids put an asterisk beside any answers where they guessed or just aren’t to confident with (In the image above, the student decided to highlight, in green, those questions she was unsure of). This step is something I’ve added recently, but I believe it’s powerful for students to see just how many questions they are unsure of. It’s quite easy for a student to look down at their paper and see that they answered 14/15 correctly and believe they’ve earned a 93%. But if they guessed on three other questions and they don’t really know the information, that 93% can be quite misleading as it pertains to their level of understanding. Before moving on to column two, I want to point out that I also have my students write down any unfamiliar terms in the far right margin. They can revisit these terms when working with the second or third columns.
In the second column, students use a book (notebook and then textbook). This allows students to check their answers (*especially those they were unsure of in the first column) and also see whether they took satisfactory notes from class presentation of material. If they cannot find the answers in their notes, that should tell them something or hopefully make them question their note taking ability. Students are allowed to change any answers from the first column. It is important that they don’t simply erase their answers from the first column and change them, though. Again, it can be a powerful realization to see how your understanding changes throughout this activity.
Finally, in the third column, student can use their buddies and chat with peers about anything that may still be confusing them. An easy way to get this started is to have them just verbalize their answers and encourage dialogue whenever answers don’t align. After a few minutes of conversation, the students should write down their final answers in the third column.
Then, I read out the answers and the students grade the columns. Often, the grade improves as students move from column one to column two to column three. I want the students to give each column a grade so they can see their improvement. Sure, Hannah may have ended up scoring a 93%, but she only earned 67% in the first column where she used only her brain. Either through using her notebook/textbook and/or buddies around her, she increased her grade a significant amount. Here’s something I explicitly say to my students at this point:
Just because you ended up with a good grade in column three, don’t assume you know it that well. Look at your score in column one. That’s what your brain knew. That’s what you knew without help of any kind. Is it possible that you’ve learned more of this material through looking in your notebook/textbook and through conversation with your friends? Yes. Of course. That’s definitely the hope. But don’t assume that. If you knew it correctly, you would not have missed it in the first column.
I guess that can be a little blunt, but that’s okay. I would much rather the students attempt to answer questions now and get them wrong, so they know what to study, than to first encounter the material on the test and find out then that they don’t know the material. At that point, it’s too late.
As a final discussion with my students, I tell them that this may be harder than simply rereading your notes the night before the test, but you will get better results. More thinking with and about the material will, more than likely, equal more information being remember and a better grade on any assessment. And this is something that does not only apply to this class. This strategy can be applied to almost any subject matter. It is a much more efficient and effective way to study.
If you’re working with images, charts, or labeling, then this method might not work for you. I would encourage you to look at this post as it is much more friendly to illustrations while still accomplishing the same goals.
How can you tailor this strategy for your classroom?
What small changes might you recommend?
Please comment. 🙂