I don't know about you, but when I watch the gymnastics portion of the Olympics, I become an instant expert on the gymnast's technique and precision. One portion I'm exceptionally good at evaluating is the landing. Did she end with a solid dismount? Did he wiggle or wobble while attempting to maintain his balance? Was there (gasp!) a step forward/back/to the side? A gymnast can perform a flawless routine and be knocked out of the running for gold if she doesn't stick the landing.
Why is sticking the landing so important in gymnastics? Despite what you may believe from my couch-scoring of Olympic gymnasts, I'm not a gymnastics judge, but here's what I imagine a judge would say. First and foremost, sticking the landing is safest for the gymnast's body...but I doubt that is the reason it makes or breaks a gold medalist. The real reason, I believe, is two fold. First, it is the very last technique a gymnast can show a judge. It is the final opportunity to make a lasting impression. The middle might have been a little muddled, but if a gymnast can stick the landing, suddenly the muddy middle doesn't seem quite as severe. The gymnast exits the arena feeling more successful, and the judge is left with a more favorable opinion when processing the performance. Second, it is one more opportunity for the gymnast to demonstrate mastery, her control over her body. Gymnastics is precise. There are many ways to demonstrate that precision and control during the routine, but the only way to show it at the close is to stick the landing.
What does this have to do with the classroom if you don't teach PE or coach gymnastics? ASCD published an article this past summer entitled "Stick the Landing" where history teacher Tyler Reese connected sticking the landing to closure. Helping our students experience closure in the classroom is one of the more highly effective strategies we know for helping the brain process and store information. Students need effective closure for similar reasons a gymnast needs to stick the landing.
When a teacher provides a student with time for closure, both the student and the teacher are given an opportunity to stick the landing. In many closure activities, the student is given one more instance where he can demonstrate his knowledge to the teacher. This is turn becomes a moment of formative assessment, which allows the teacher to reevaluate next steps. When students participate in closure that is reflective in nature, they also move towards a deeper understanding of the content as their brains attach connections to the content. In this way, closure is the last chance (at least for the moment) for the teacher to help the current content make a lasting impression in the student's brain.
If you're not sure where to start, Reese provides three of his favorite closure activities: Around the Horn (a variation of closing circles), Negotiations, and Logo Galleria (a variation of a gallery walk). If none of these three strike a spark in you, don't worry; there are many ways to provide effective closure. Some methods take more preparation than others; some are quick in the classroom while others take a chunk of time. The important piece is to remember to do it regularly - and that doesn't mean just at the end of the class period. Closure is beneficial anytime you are concluding one piece and moving on to another.
A few that are often quicker and easier to implement are quick writes/journals (paper/pencil or digital), critical thinking exit ticket questions, and connection-based pair-shares.
Have a closure strategy that you have found to be very successful in assisting students stick the landing? Please share your ideas in the comments!
