Today was the first day of the second semester, and in English 1, a class I teach, we spent about 20 minutes going over the mid-term exam. When we finished, I asked students to write a response to two sentence stems:
When studying for a similar exam in the future, I should . . .
When taking a similar exam in the future, I should . . .
The first prompt dealt with preparation; the second dealt with performance; both are important to summative exams.
I improvised a final step, though, and it’s one I want to use again, so I’m writing it down. After the students finished responding to the sentence stems, I told them to skip ahead in their calendars until they reached the middle of May. I then instructed them to create a calendar event that would interrupt them and remind them to return to the notes they created today, on January 23. If they wrote the notes in a Google Doc, they could even include a link in the reminder, leading them directly back to their exact thinking.
Most teachers that I know are quite good at helping students identify the adjustments necessary to improve in a given area. A next step, perhaps, is to teach students how to access information pertinent to adjustments at just the right time and in just the right place.