Myung joo Shin (#19)

03/29/2015

Instructional Strategy 2:
Self-Correcting Materials

Purpose
The purpose of implementing Self-correcting Materials is to provide students an independent practice activity that
includes multiple response opportunities while also including a way for students to self-check their responses.

Summary

Students practice math concepts and skills using materials in which the problem and solutions to each problem
are provided.
Requires prior knowledge of the students: this practice activity should be used only with math skills for which
they have students have previously received teacher instruction and for which they have demonstrated initial
independence.
Provides students immediate feedback even without the teacher.
Examples of self-correcting materials are flash cards, puzzles, flip cards, matching cards, answer keys, and
computer programs/games.

Critical elements of the strategy

Materials provide both appropriate math skill prompts and solutions.

Materials provide easy to follow directions, including picture cues for students who have reading difficulties.
Materials used do not lead to frustration, failure, or the practicing of errors.
Materials can be teacher made, can be commercially made, or can be existing materials that are modified to be
self-correcting materials
Provides students multiple practice opportunities.

Students have received previous teacher instruction for each math skill practiced and demonstrate at least an
initial ability to perform the math skill independently.
A response record is included so the teacher can evaluate student performance at a later time.
Students should use a variety of self-correcting materials rather than using the same one over and over.

Implement of the strategy

1.
2.
3.
4.
5.

Identify appropriate math skill for student practice.

Incorporate materials that include the features listed in Critical Components.
Model how to perform the math skill using each self-correcting material.
Ensure that students clearly understand how to use the self-correcting material.
Periodically monitor students who are using self-correcting materials, providing them feedback about
appropriate or inappropriate use of self-correcting materials.
6. Provide students with a way to record their responses (e.g. a sheet of paper on which they record their
responses; have students record responses with dry-erase-marker on laminated response cards/sheets that
contain each math skill prompt).

Benefits for students with learning disabilities

This method allows students to practice multiple times for one type of problem, so students who has Intellectual
disability can have benefits from the repeating process.
Regular students can use this method for getting mastery level of math skills and practicing for independent
study
English language learners can have benefits from this method because sometimes clear written directions can
help them to understand better than verbal instructions.

Descriptions/Examples of Self-correcting Materials

Flashcards - a math problem or some other math learning task is put on one side and the solution is provided on the
opposite side.
Math Fact Robot - a milk carton or juice carton can be turned into a "robot" by cutting two slits (large enough to slide
flash cards through) at the top and bottom of one side. Students first read the math fact that is on one side. Then they
say/write the answer. They put the fact into the "Math Fact Robot," who then "spits out" the answer. The student can
then compare their answer to the robot's answer.
Book require color celluloid paper to see answers the book has math problems and answers are located on the next
of the problems. The answers are written in a box with special printing and color so students cant see the answers
without a color celluloid paper, but if students put a color celluloid paper on the box, the answers are appeared.
Some software or website such as IXL software or websites provide immediate feedback or answers are also can be
implication of self-checking strategy.