Start, Stop, Continue is a strategy that provides specific times and ways for students to reflect and give feedback to each other and their teacher on the lesson or project that they are working on. Teachers can implement the feedback protocol in multiple layers. In the middle of a lesson, teachers process with students and ask them what the class as a whole should start doing, stop doing, and continue doing in order to be successful in reaching the learning target. At the end of a lesson or unit, teachers connect (start talking) with their students, model (stop the lesson) problem solving and vulnerability, and respond to (continue to meet) students’ needs.
Determine when and with what frequency you would like to use this protocol. Some examples include:
During a PBL project, use the protocol at the mid-point check in or at the end of the project
At the end of a unit of study
As a daily exit ticket
Model the start, stop, continue protocol with students to get their feedback on the unit overall.
Start, stop, and continue can also be used within a lesson to check for students' understanding.
Start the lesson. Explain the learning target. Provide examples of what success will look like at various levels. See “proficiency examples” resource below.
Stop. Model problem solving and vulnerability.
Stop the lesson if it is not working. See the “Is my lesson working?” resource below for ideas on how to do quick assessments.
Stop after the lesson before moving on to an assessment. Do not rush onto the next assignment or topic or lesson or unit. Allow students the opportunity to provide feedback. The teacher needs to allow themselves the opportunity to re-teach and revise the same way they should allow students the opportunity to revise practices, assignments, and assessments.
Possible prompts for feedback:
What should we do next time? (start)
What should we avoid next time? (stop)
What do you think went well during that lesson? (continue)
During a lesson or in the middle of a unit, respond to student's start, stop, and continue feedback with adjusted instruction. Use the built-in checks for understanding as a chance to rephrase, provide missing information, or offer supplemental resources.
Repeat the process as frequently as possible, such as in daily lessons, in the middle of a unit or at the end of a unit. Never stop soliciting student input.
The root of success for Stop, Start, Continue is relationships. Building relationships with ELs is essential in establishing trust. ELs need the opportunity to voice their individual experiences and need a safe space to say what they are struggling with. The struggles of ELs will be different than those of native English speakers, therefore the methods of reflection need to be different as well.
Create an anchor chart with visuals to display and define start, stop, continue.
Give students sentence steps for their responses.
I think we should start doing_______in class because ______.”
I think we should stop doing ______ in class because ______.”
I think we should continue doing _______ in class because _____.”
Students with different abilities require different instructional strategies. Instruction should be modified and adapted as student needs and 504s or IEPs require. Students with disabilities of any type benefit from the same opportunity to express themselves as all other students.
Become familiar with all components of student needs, especially those documented in IEPs and 504s.
Preplan for modifications and accommodations to be most prepared for instruction.
Instruction should be fluid and adapted or redirected based on student needs.
Implement instructional strategies that allow students to collaborate.
Consider turn and talk.
Offer opportunities for students to share feedback without having to share verbally in front of the class.
Consider FlipGrid or Written Options (see Think Sheet resource)
In distance learning, it is harder than ever to connect with students. Teachers should take every opportunity available to connect with students and get their insight on what they need to be successful. Start, Stop, Continue provides the perfect opportunity for just that.
Utilize any interaction features available. Just because students’ cameras are not on does not mean they are not engaged. Allow chats, reactions, emojis, and any other means to serve as checks for understanding, formative assessment, and reflection.
Consider using “breakout room ” features in which teachers form small groups of students to complete the feedback protocol completely or divide responsibility. Allow one group to focus on what needs to start happening, another on what needs to stop happening, and another on what needs to continue happening. After collaborating with their groups, students can share ideas with the whole class.
This strategy can be used with my end of semester/year reflection lesson because it allows teachers the chance to take student input and use it as a driving factor in planning for future instruction.
In developing this strategy, the following resources were consulted.