Traffic Light

I’ve seen and read about many “traffic light” strategies used in the classroom. In most instances, its a label we use for a strategy thats helps us gauge student understanding or receive feedback. Here’s another twist on it.

I’m using it as a formative assessment strategy that I fittingly call Traffic Light. (Very creative, I know.) I’ve laminated red, yellow, and green pieces of paper and slid them into another laminated piece of paper that I half-taped to the top of each desk.

During any given lesson, I mention “Traffic Light!” and my students hold up a color corresponding to their level of understanding at that moment. Sometimes I see a sea of green, sometimes a mix, and sometimes I see so much red that I myself turn red. Either way, I have found the cards to be an indispensable tool to keep a pulse on how things are going and, if need be, change things up on the fly. There are plenty of instances where I needed to re-explain something, regroup students, or change the approach to a concept. And, without this in-the-moment feedback from the kids, I probably would not have been aware that a change was necessary.

I must put out a disclaimer. When I first started using the cards, I found that some of the quieter students would hold up a green to avoid me eyeing their yellow or red card – essentially making them “stick out” to me. I had a talk with my classes about how their learning is dependent on their integrity. We also discussed honesty as it relates to their understanding and how this is a driving force of everything we do. I did find that all this helped encourage the kids to provide more accurate responses.

Besides the obvious benefit for me, their teacher, the students actually enjoy using Traffic Light. At the end of the first semester, I asked each student to provide me with one thing they thought went well and one thing they felt needed improvement in our class. I was surprised by this, but several students actually mentioned the Traffic Light cards.

(“the new grading system for exams” refers to my shift to standards-based grading)

It could be the interactivity. Students get to, essentially, voice their opinion…and teens love to do that. It could also the message it sends: that I’m willing adjust any lesson based on how they’re learning – and then to actually adjust it. Who knows. I’m just glad they’ve taken to it.

bp