Self Regulation

As I reflect on what I learned today about  Self -Regulation, I find myself in an internal conflict. As a teacher for 17 years there have been many ways that I have given feedback to my students.  The most common would have to be with a grade and some feedback as to what was wrong or what needed to be added.  If many students needed lots of feedback I would of course reteach the content. I have never really looked at the students giving themselves feedback and doing an assignment over and over based on that feedback. In class tonight Shari talked about the different ways to give feedback, the first was just a grade and no feedback, the second was with both feedback and a grade, the third was just feedback, percentage wise most of the kids that got feedback only were more likely to "redo" their work... why is this... When I reflect on that one thought I think of my own teenage daughter, whom in middle school was allowed to re-do a lesson after her teachers had given her feedback. She was changing her work based on what content was either wrong or missing. Fast forward to High School where they don't let you re-do or monitor your work based feedback, which is the highest level of the elevator. I'm not sure where this puts me.. Was my daughter while in middle school being fooled because she was allowed to re-do something based on feedback and now in High School she is "hosed" because the grade you get is the grade you get.

Knowledge & Construction

As I reflect on my teaching from the last few years until now, I realize that in just this year my teaching style has changed. I am not sure if it is the math program that I am currently using or seeing my own children struggle with rote concepts. Don't get me wrong I still believe in having math facts memorized but what I am struggling with is having homework that lasts for hours and consists of 15 of the same problems.  I have found that in my third grade class I am allowing for more "math talks", questioning, discovering and new ideas. Students are usually put into  groups or paris and are given a math task to complete.  Their knowledge is challenged when they aren't given much guidance, they are sometimes required to apply prior knowledge for this new taks.  Over the last few months I have witnessed dependent students become more independent when I tell them to try and solve their own problem.  There is less reassurance from me and more assurance from within as well as their group ofr partner. I feel that by me taking a step back and letting then discover concepts on their own I am giving them a different perspective on math.