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Saving The Best For Last

 I always save the best food on my plate for my last bite.

I coached speech and debate for many years and always told my students to try to speak last in their final round so the judge remembered them.

At a concert, the most popular act always goes last.

What seems like just good practice (or that fantastic last bite of mashed potatoes) is a scientific phenomenon called the primacy/recency effect, and we should be using it in our classrooms. 

I've already explored the vital importance of the first few minutes of class, where many educators thrive. However, research by James Stronge in the book Qualities of Effective Teachers illuminates the equal importance of recency. What are we doing in the last few minutes of class that is extending student learning? Stronge's cited research explains that "lesson closures are undervalued and frequently not planned." According to the primacy/recency effect, however, those last five to ten minutes are indispensable to reinforce the material. Additionally, educational researcher David Sousa confirms that "what teachers design for the beginning and ending of a lesson has significant impact on the information students are likely to retain." 

The research on effective teaching is clear. We need to focus planning power at the end of class.

As we head into spring fever season, here are three brain-based ideas for ending class strong:

1. Student-Centered Summaries

Providing intentional closure to a lesson helps to solidify the learning in a student's brain. However, too often teachers do the summarizing and students do the listening. A study cited in Stronge's Qualities of Effective Teachers reinforces that if students are the ones to provide an active summary of the day's learning at the end of a lesson it is more effective than the teacher summarizing prior to the bell. To provide a summary-based closure to your lessons, try Julie Stern's Bolt Mindmap where students pull important concepts from the lesson and visually map the key ideas. For a more linear summary, use the Click Thinking Tool throughout the lesson and have students use the last column to summarize in the final few minutes. Whether you use a formal graphic organizer, a learning journal, or an exit ticket, providing an intentional way for students to summarize what they learned before they leave your classroom is critical.

2. Reflection and Metacognition

Asking students to reflect on the learning for the day at the end of class is a powerful brain-based way to increase retention. As part of that reflection, using metacognition tools increases a student's self-awareness and self-regulation. There are myriad ways to ask students to reflect on a lesson at the end of class, but I'll return to Julie Stern and her What to Wow strategy to increase learning transfer. Moving from what to wow in the last five to ten minutes of class is a fantastic way for students to summarize and reflect on concepts that were particularly interesting or difficult in the day's learning. For a simpler option, Pooja Agarwal and Patrice Bain offer quick metacognition strategies on their retrieval practice website. As students finish an assignment at the end of class, just ask them to put a star next to the work they feel confident in and a question mark next to the work they are still uncertain about. It's quick and easy but still allows for reflection and metacognition at the end of class instead of simply putting the work away and packing up.

3. Movement

Planning to end class with a closure activity that has students up and moving is a great way to re-energize students, improve their mood, and help with the retention of information. We sometimes avoid movement at the end of class because we fear classroom chaos. However, structured movement that provides intentional closure is valuable in channeling antsy students and increasing learning. One of the easiest ways to end class with movement is by planning a give one, get one activity in the last five minutes. Students are up and circulating while sharing a few key takeaways from the day's learning. Similarly, ending class with a four corners discussion based on a controversial question from the content allows for movement and engagement. 

In education, there are endless things on our plates. My hope is that you always save the best for last.

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