Focusing on one learning objective at a time eliminates this overload, is simpler for the teacher, and creates an effective learning moment for students. One technique is to use margin or end notes that ask specific questions to elicit the required content information. For example, middle school students studying ancient Greek history may be assigned a writing project that requires precise, detailed information about the first Olympics. Add a detailed description of each event. Focused questions create a real learning moment as students are directed toward the specific information and the degree of detail expected in the assignment.
Students can then concentrate on a directed mission.
If the purpose of an assignment is for students to understand and explain an historical concept, then marking all the punctuation errors or missing articles on a draft will be ineffectual. Once the content of an assignment has been refined, however, teachers can then focus on the use of language. When the learning objective is to help students master the grammatical control of language, teachers will want to focus feedback on the use of language in the assignment, such as verb tenses or plural noun forms. For instance, instead of a ninth-grade general science assignment that merely asks for a biography of a famous scientist, the writing assignment could be broken down into several stages. The teacher might begin by having students provide an outline of the scientist s background, including his or her early years, family, education, and dates of birth and death.