SELF-CORRECTING MATERIAL

EDUC18081 / TEACHING AND LEARNING STRATEGIES

Allison Fitzgibbon

Jaylyn Fronda, Jayne Lawrence

October 14th, 2016

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Self-Correcting Material
Curriculum area: Grade 11 Physics

Lesson plan/skill being practiced: Students are able to practice different

questions from the five units that are taught in Grade 11 Physics; Unit One: Forces
and Motion, Unit Two: Energy, Work and Power, Unit Three: Waves and Sound, Unit
Four: Light and Geometric Optics and Unit Five: Electricity and Magnetism. (The
Ontario Curriculum Grades 11 and 12: Science, 2008) Students are able to practice
these questions in three formats (True and False, Multiple Choice and Short Answer)
as well as there being three levels: Beginner (Green), Intermediate (Gold) and
Advanced (Red). The activity helps students memorize key concepts as well as
practice a few quick physics calculations. These question cards could be used as
basic study questions, reviewing material or just for fun to test their skills.

Purpose:
The purpose of SCM is for students to apply the new skills they just learned
on their own with minimal or no support from their instructors. When teaching
students new skills, educators must follow the four learning cycles: Acquisition,
Fluency, Generalization and Adaptation. SCM is used to help students succeed in
each cycle and to expand their thinking to big ideas. Using SCM also helps students
enhance their learning independently while boosting their self- competence. They
are in a risk-free environment; they can practice questions without feeling any
stress from other peers if they get it wrong. (Fitzgibbon, 2016)

How your SCM works:

The SCM we have created is appropriate for neurotypical students or students
without an IEP in Grade 11 Physics that are learning how to use the different
equations, new terms and the theories of various theorists in the following units:
1. Forces and Motion
2. Energy, Work and Power
3. Waves and Sound
4. Light and Geometric Optics
5. Electricity and Magnesium
To use these cards, a student would first have to choose which level they would like
to try or even which style (T or F, Multiple Choice, Short Answer) of question they
enjoy. Once they have chosen they are ready to use the cards. They select a
question card and place it on the Velcro, once they have answered the question
they peel it off and look at the back to check if it is correct. Then they select another
question card and repeat the same process.

Benefits:
The SCM cards we have made are easy to use, inexpensive and reusable. The
cards provide students with numerous opportunities to test themselves individually
or by a group. We have color coded and categorized the questions (see Figure One)
on the cards in three levels: Beginner (Green), Intermediate (Gold) and Advanced
(Red). Using different colors allows us to monitor students progress on whether
they understand the lesson being delivered or further support is needed. More
importantly, the color card is attached to a Velcro (see Figure Two) to prevent
students from easily seeing the answers on the back of the card; this discourages
students from cheating. For students to check whether their work is accurate, they
have to detach the color card first before seeing the answer on the back of the
question card.

To encourage students to test their learning we developed the Beginner level

which consists of multiple choice questions. The question card consists of three or
four potential answers, the multiple choice questions are designed for students to
build confidence with their learning and to avoid feeling frustrated and unmotivated.
Once they have mastered answering these questions they then can move on to the
Intermediate level. The Intermediate level contains more challenging questions that
require further understanding of the lesson. Students can answer these questions
by choosing True or False. When students are able to automatically answer these
questions accurately then they can move on to the Advance level which contains
more challenging concepts and problems. Answers expected in the Advanced cards
are in the form of short answers.

Another of benefit of using this SCM is to help students build fluency on the
subject they are learning. The students are able to practice and test their
knowledge over and over again in a risk free environment which helps them become
more familiar and confident with what they are learning. The more confident the
students are making them more interested in expanding their learning which can
lead to higher thinking. Students can also make their own questions (verifying the
answers are correct with a teacher before using), use it and add it to the pile of
questions so other students can use it as well. This encourages students to be
independent by making their own study questions.

Challenges
Some of the challenges that we faced were trying to prevent students from
cheating, we added a foam backing to rectify this issue but students can still cheat
regardless. It makes it a little harder to cheat but it is still possible. Another issue
would be that the questions may be too easy or too hard, to adhere to this issue we
made three levels; easy, medium and hard. We also made extra blank question
cards so students could write their own questions as well as other students could
use them too. One of the biggest challenges we faced was coming up with
questions appropriate for the grade 11 curriculum, we looked online to find sources
about the Five Units but then struggled to formulate questions. The reason being is
because we were not sure if the information was too much or too little for grade 11.

How an EA could use this SCM?

Educational Assistants will highly benefit using this type of SCM with their
students. One of the reasons being is that it allows students to be independent
since they can practice on their own and they can quickly check their answers by
removing the Velcro and looking at the back of the card. It will also improve their
self-esteem knowing they can do a task independently. An EA could also use this
SCM and adapt it to the students needs. For example, maybe a student struggles
with memorizing information; the EA could form questions to suit the needs of this
particular student. The EA could use the extra question cards and form various
questions in the areas where the student mostly struggles.
 Appendix

Figure One shows the actual SCM and the various types of questions that are on
each card (True or False, Multiple Choice and Short Answer) as well as the different
levels; beginner, intermediate and advanced.

Figure Two shows the Velcro on both the

question card and the foam sheet that
is used to prevent cheating. The back
side of the question card also displays
the answer as well as hints (no hints
required for this particular question, just
the answer)
 Bibliography

Fitzgibbon, A. (2016). Week 3: General Academic Strategies.

The Ontario Curriculum Grades 11 and 12: Science. (2008). Retrieved from Ontario
Ministry of Education:
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf