Addressing recurring mistakes in assignments is a challenge many students face. How can we teach students to analyze their work and develop personalized checklists for frequent errors? In this three-part blog, we’ll take a close look at Top 3 Hits, a SMARTS strategy that empowers students to identify, understand, and rectify their most frequent errors, thereby transforming these missteps into catalysts for academic growth.
In part two of this series, we explore how to teach the Top 3 Hits strategy — just download a free version of the lesson and then I’ll walk you through the lesson in the video below! (Part one defined self-monitoring, self-checking, and focus correction areas (FCAs); part three will explore options for independent practice, wrap-up and review, and extensions.)
Download Top 3 Hits Lesson for Free
In Top 3 Hits, students use previously graded assignments to analyze their most common errors and make a list of their “Top-3-Hits” for checking their future assignments.
To get started, download the free lesson:
You will receive:
Lesson plan and teacher’s guide (PDF)
Instructional slides (PowerPoint Presentation)
Student handouts (PDF)
Student strategy reflection sheet (PDF)
View the Top 3 Hits Lesson Walkthrough Video
Join me in this 11-minute video, where you’ll get a preview of the best practices for teaching executive function, why self-checking is important, and a walkthrough of Top 3 Hits.
Click here for the elementary walkthrough video for Top 3 Hits.
Try It Out
We encourage you to try out the lesson and share your questions, comments, and feedback. Stay tuned for part three of this series, where we will explore options for independent practice, wrap-up and review, and extensions of the Top 3 Hits strategy.
- Caitlin Vanderberg, M.Ed., SMARTS Associate
SMARTS Executive Function Curriculum: smarts-ef.org
Research Institute for Learning and Development: researchild.org
About the Author
Caitlin Vanderberg, Ed.M., is a SMARTS Associate and an Educational Specialist. She leads the development and piloting of the MetaCOG Surveys & Toolkit and provides academic support to elementary and middle school students with learning, attention, and executive function challenges. Before joining ResearchILD in 2020, Caitlin worked as an assistant elementary school teacher and with many arts education programs. Caitlin holds an Ed.M. in Mind, Brain, and Education from Harvard University Graduate School of Education.