Teach-Backs Rather Than Written Exams

Have you ever tutored others?  When I tutored fellow students, I was surprised to find I learned more than by studying on my own (just as Seneca said)!  Among the benefits of Teach-Backs:

• Improved comprehension and retention of the lesson;
• Improved self-confidence;
• Improved interpersonal communications;
• Experiencing the synergistic power of sharing information.  You never know what others know that can add to your knowledge or change your perspective.

How many times have you heard students say, “I am failing because I am not good at taking tests.”  On the surface, it may seem to be a cop-out.  They are making excuses or just plain rationalizing away their laziness.  On the other hand, test anxiety is very real.  Research shows students are affected by test anxiety (Culler & Holahan, 1980; Dendato & Diener, 1986; Musch & Bröder, 1999; Wine, 1971; Wittmaier, 1972; Zeidner, 1998).  Tests are NOT fun for most people.

S.E.E.D.S. uses Teach-Backs in lieu of written exams.  No written exams means we remove the fear of failure.  We favor project based learning activities conducted outdoors as community service projects.  Holding to the adage “the proof is in the pudding” means S.E.E.D.S. participants each demonstrate their comprehension and proficiency during the project.  Preparation takes place before the event (individually at home, in small group study in or after school) and at the project site.  The projects can be a single day, a weekend or over multiple weekends.  By the end of the project, most participants have done the various project tasks several times both as a student and teacher.  For many, working in a group outdoors in the community is much more fun than being in the classroom.  A written self-evaluation / project evaluation survey form is required.  This gives participants a chance to reflect and internalize the activity.  Everyone learns in their own way.  What is significant to the parent or teacher is different from the student.  This kind of feedback gives parents and teachers insights to the child’s interest and perceptions.  This is how S.E.E.D.S. improves its lesson activities or broadens its flexibility options for future lesson / activity adaptations.

S.E.E.D.S. has a built-in element of participant social responsibility.  We require participants to Teach-Back to at least four other people.  This becomes a force multiplier to implement one of our founder’s favorite slogans (“It is better to network than to not work.”).  Consider the numbers.  A volunteer trainer conducts a service project activity with 30 participants.  In the end, 30 people are trained.  Each trainee must train 4 others.  When the participants complete their obligation, an additional of 120 got trained.  One trainer directly taught 30 people.  Each of them trains 4 others for a total of 120 people.  In the end, 150 people are trained directly and indirectly by the S.E.E.D.S. volunteer trainer.  [Note: What’s the quality of the training, comprehension, and retention?  Admittedly we don’t measure it.  The validation is tangible.  For example, if the project is to make compost, it will be rather obvious if compost is made or not.  The proof is in the pudding.  The results are there for the entire community to see.