This idea has been bouncing around in my head ever since Rik asked it a few months ago and it really started a real philosophical revolution on how and when I assign practice. Ideally, students should have varied relevant practice available to them whenever they need and or want it. Feedback on these practice activities should be of high quality and as close to instantaneous as possible.
Enter #TTTDiff
Exciting conversation sparked on this idea of self directed practice between myself, Rik and +Bryn Williams using the hashtag above. It was fascinating to see others who like +Catherine Morrison who were interested in this concept join and take the idea in their own direction. I adapted a version of my "Heads up feedback form" that I blogged about here to a student manipulated version that would automatically send feedback to the user thus giving the opportunity for autonomous practice that could occur anytime.The Loop
Make It Meaningful
The whole class approach to outdated practice such as homework should be reexamined and newer more thoughtful approaches should be implemented. It just doesn't make sense that each student gets the same assignment regardless of their level of understanding. Using this autonomous model students would know when and what they need to study (part of the ongoing formative feedback loop) and if they mastered something wouldn't need to practice it unless they wanted to. Grading homework is a whole other topic which deserves inspection. These TTTDiff practice pieces would be voluntary, and not receive a grade only quality descriptive feedback. Looking at time honored teaching strategies like homework needs to be high on the "to do" list because with each assignment students across the country are turned off from learning and resentment builds towards the educational establishment.