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Clinical Practice Resources

Intro to Responding to Student Data

Understanding how to address student misconceptions in real-time is crucial for fostering conceptual understanding. This framework outlines a step-by-step approach to recognizing and responding to such misunderstandings.

A Framework for Responding Strategically to Student Data

A Framework for Responding Strategically to Student Data

 

Consider using the framework to support your students' conceptual understanding in real-time.

  1. The teacher asks a Checking For Understanding (CFU) question aligned to key knowledge and skills
  2. A student responds with an inaccurate answer (Is it a mistake or misconception?)
  3. [If the inaccurate answer is a misconception] The teacher asks a probing question to gather additional data and confirm the misconception
  4. The teacher identifies and implements an aligned adjustment strategy to respond to the specific misconception
  5. The teacher closes the loop using CFU to ensure the response is effective.

A Framework for Response: Adjustment Techniques

Type of Response When Reteach
Full Do Over

Majority of students don’t get it AND no pattern to the misunderstanding

Re-teach a portion of the lesson

Full Pinpoint (Batch Feedback and/or Mid-Workshop Interruption)

Majority of students don’t get it AND there is a pattern to the misconception

Prove and attack the specific misconception you’ve identified

Check-ins / Conferring

Majority of students get it; a small number of students are confused

Choose either pinpoint or do over for the small group depending on the pattern of error

 

Characteristics of Adjustment Techniques

Adjustment Strategy "How To" Recommendations Considerations & Pitfalls
Do Over
Most Intensive		 - Use this strategy when there is no pattern to the majority of your student's misunderstanding
- Ask probing question(s) to confirm the misconceptions/misunderstanding
- Teach a "mini INM" or direct instruction using a new instructional delivery or re-teach approach (see "re-teach resources")
- CFU again		 - Probing question(s) should confirm what misunderstandings exist and where the reteach needs to "pick-up"
- Don't reteach the whole INM, narrow the scope to where the misunderstanding occurs
- Use a NEW method to re-teach (e.g. NTS, diagram/model, analogy, another example, Think Aloud)
Pinpoint
Middle-Ground		 - Use this strategy when there is a pattern to the majority of your student's misunderstanding
- Ask probing questions to confirm the common misconception
- Attack the misconception via re-teach at the point of confusion or using Break it Down (see "re-teach resources")
- CFU again		 - Probing question should confirm where the misunderstanding is coming from
- DO NOT do a full reteach (Do Over) when we just need to address a small, simpler piece
Check-In
Middle-Ground		 - Use this strategy when a small number of your students are confused
- Ask probing question(s) to confirm student misconception
- Attack the misconception or teach a "mini-INM" (Pinpoint or Do Over) in individual/small group setting
- CFU again		 - DO NOT forget to circle back - pre-plan where/how a Check-In can occur (during IP, by using co-teacher, pulling a student in breakout room)

Pinpoint Method Examples

Pinpoint Method Secondary Example ECE/Elem Example
Cue with examples “Let’s revise our definitions of a prime number. Remember, one example is 7. Another is 11.” “2 is more than 1. 1 is less than 2. Is 3 more than 4 or less than 4?”
Cue with a rule “Always measure the volume by getting eye level and reading from the bottom of the meniscus.” “Remember that we always look at words/read from left to right.”
Cue with anchor chart/notes “Reference our anchor chart if you need to remind yourself of the first step in FOIL.” “Look at our chart to remember how to line up your ruler with the object.”
Cue missing (or first) step “Remember that the first step is to check if the source is a primary source or secondary source.” “Remember that our first step is to count how many we see using our fingers.”
Highlight a misconception “Some people wrote that the object sank because it is heavier than the water, but remember, that’s one of our misconceptions.” “I see that some friends think that Steve the Hippo eats other animals because he is big, but not all big animals eat other animals. Remember to think back to our story.”
Guided discourse “Let’s look at Cameron’s paragraph. Cameron, could you walk us through how you introduced your first piece of evidence?” “Everyone, look at Marisol’s picture. Where did she draw her line to cut the circle in half–on the left side, the right side, or in the center?”