Webinar 2 (Secondary)

Multiple Choice

What age limit will your students belong to?

• 11-15

• 15-19

• 10-12

• 12-17

Multiple Select

What type of characteristics can you typically expect in a secondary student?

• Excited and enthusiastic to collect effort points

• Requires more thinking time than a primary student

• Requires less thinking time than a primary student

• Less chatty than a primary student

Multiple Select

There is a long silence from the student and you are not sure if they are working on the question or not. What should do?

• Let it be. The student is supposed to be given the thinking time to work through the question anyway

• Ask, “is there anything you’re stuck on, or are you working it out?”

• Ask, “do you want to explain what you are thinking to me?”

• Ask, “since you’ve been stuck here for sometime, shall I do this for you?

Multiple Choice

True or false?

You should not praise secondary students

• True

• False

Multiple Select

Pick the most appropriate praises that you can use with a secondary student

• “Great, you seem to be on the right track”

• “I’m so proud of you for reading that question out loud”

• “You broke down the problem really well this time. Do you feel like you’re starting to get the hang of it now?”

• Short praises (“good job”, “nicely done” etc) can be used as the student explains the steps.

• “Well done! Completing that question in same way on your exams would have gotten you 5 marks”

Multiple Select

Which of the following helps you build confidence and a good working relationship with the student?

• Using a supportive tone of voice

• Explaining the slide/question when the student is silent, because they might be stuck

• Say “Take your time and have a think about it - and let me know if you have any questions”

• Make sure to cover 2-3 lessons in a session since these are revision lessons

Multiple Select

Which of the following prompt an effective discussion with the student?

• “What do you already know about this question”

• “What can you work out based on the given diagram and focusing on what you know already?”

• “Why do you think this question is more challenging?”

• Probing follow up questions based on the student’s answers

• Making deliberate mistakes

Multiple Select

What would you NOT do if your student is struggling?

• Take time to explain the concept, model & remodel as needed

• Probe and clarify any misconceptions

• Attempt the ‘chilli’ question(s)

• Try to fill in the long pauses caused due to thinking or typing with scaffolded explanations

• Move at the student’s pace rather than trying to complete 1-2 lessons in a session