| Sampling: Ask, Ask, Ask |
- Sample size is too small
- Questions vary in level of cognition
- Does not wait to reveal the answer
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“Next time, try…”
- Asking the same question repeatedly
- Asking more students
- Watch your “tell”…What do you tend to do after a right answer? What about a wrong answer? (consider body language, tone, verbal response, etc.)
- Ask students to explain “Why?” or “How do you know?”
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| Full Group/ Population: Gestures |
- Gestures are unclear
- In-cue is unclear
- There are too many gestures for the question being asked
- Does not ask a follow-up question
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“Next time, try…”
- Establishing gestures that are more clear
- Giving a crisp in-cue
- Asking follow-up questions to collect data or rule out false positives
- Following with Ask, Ask, Ask
- Posing a question that is targeted to uncover misconceptions
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| Any Check for Understanding |
- The technique makes mistakes feel negative or embarrassing (or there is a missed opportunity to make mistakes feel more like learning opportunities)
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“Next time, try…”
- Showing curiosity about the thinking behind incorrect answers
- Telling students the purpose of the techniques (e.g., “I really want to learn about your thinking, so…”)
- If you follow up with a re-teach or clarification, framing it intentionally. Examples:
- “I noticed a lot of us struggled with … That means the first example I gave was probably not strong enough. Let’s take another together because I know we can get this!”
- “This is a misconception I have struggled with as a learner too. Here’s something that helped me…”
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