Last week I gave a quiz about natural selection and the results were not good.
The mean grade for the quiz was a D/ D+.
At that point, I had a couple of options, right? I could have moved on and said, “oh well. No time to reteach that concept. State test is coming whether we like it or not and there’s still a lot to cover.” OR I could have said, “Whoa! The kids didn’t get natural selection AT ALL. This is a crucial concept that I need to reteach!”
I chose the latter. We reviewed the misconceptions that arose on the first quiz. I then came up with a task that would require them to apply the criteria of natural selection to examples from nature. Each group then presented to their classmates and answered peer questions.
Tomorrow I will re-assess their understanding of natural selection and I know the results will be much better. They have had time to discuss, to process, and to ask questions. They have had to wrestle with the concepts in a different way than before.
My point is this: we often feel such pressure to “cover” material that we get poor assessment results and feel forced to move on in spite of the data. Either that or we blame the kids for performing poorly and we move on in order to punish them for not understanding the concepts the first time.
In the face of pressures and frustrations, it is critical that we make time in our schedules for instructional agility. We must be able to respond to the needs of the learners in our classrooms and adjust our instruction – even if it means taking a week longer to teach a concept than we had originally planned.