is doing the same thing over and over again and expecting different results.
I wonder about this with respect to reteaching. In one of the classes I'm observing, the students who do poorly on tests get pulled aside be to retaught the material, while the others do some sort of enrichment activity. The students may have failed the test for a variety of reasons: a bad day, absence from school beforehand, careless mistakes, or not understanding. The reteaching is done in the same way that the original teaching was done, and does not seem to help the kids who tried but didn't get it the first time around. This seems exactly the time to try something different, as you have proof that it didn't work the first time around...
I wonder about this with respect to reteaching. In one of the classes I'm observing, the students who do poorly on tests get pulled aside be to retaught the material, while the others do some sort of enrichment activity. The students may have failed the test for a variety of reasons: a bad day, absence from school beforehand, careless mistakes, or not understanding. The reteaching is done in the same way that the original teaching was done, and does not seem to help the kids who tried but didn't get it the first time around. This seems exactly the time to try something different, as you have proof that it didn't work the first time around...
I would definitely say that it is a mild form of insanity to think teaching the material in the exact same way a second time will bring enlightenment where it didn't before. If the student didn't learn by that method the first time, there is no reason they would suddenly learn it that way the second time, and it is somewhat crazy to think that the outcome would change without the input being changed. So then, how could we format the "reteach" different enough from the first round so that the kids will learn the material the second time around? What would we need to consider for style and extra resources
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