Specific Correction Procedures

Specific Correction Procedures

Specific Corrections 
Mistakes in a lesson indicate that students don’t know an answer, but the type of errors indicate the need for more practice in recalling specific information or applying a process. 

Specific Correction 1:  

When students don’t know the correct answer or have difficulty recalling specific information, such as arithmetic facts, correct the error using the following steps:  

• (Model) Stop the students by saying “Listen” or “My turn” and tell them the correct answer.  
• (Test) Repeat the step by repeating the instructions you gave to students and have them respond to the instruction or question they missed.  
• (Delayed Test) Return to the start of the exercise where the error occurred and have them respond again to see if they are firm in that.  
• If the errors are persistent, present similar exercises from earlier lessons.  

Specific Correction 2:  

Errors can occur when responses involve students reading problems, repeating rules and saying all words in the right order. So, when students face difficulty in producing a response, correct the error using the following steps: 

• (Model) Stop students in the moment and tell them the correct answer.  
• (Lead) Say the response with the students. The teacher may need to lead the students through the response three to five times.  
• (Test) Repeat the step by asking questions or providing instructions for students to respond correctly.  
• (Delayed Test) Return to the start of the exercise to see If students’ responses are firm. 

Specific Correction 3:  

When students need to apply rules and procedures to produce the correct response, an error is likely to occur. Use the Model-Lead-Test-Delayed Test procedure to help the students get the process right. In the Lead step, lead the students by asking a series of varying questions that make the process overt. Follow the remaining steps as described above.