Phase 4 Rigor: Lead Student Discourse 101

What was the value of the teacher showing a piece of student work to jump-start the conversation? How did the teacher do this effectively?

• To highlight the correct answer

• To embarrass the student

• To showcase exemplary work

• To discourage student participation

What common errors are your students making when solving these problems/completing these types of tasks?

• Lack of knowledge

• Misunderstanding the question

• Not reading the instructions

• Lack of effort

When looking at student work, what do they need to see more: an exemplar response from their peer, or the error that they are making?

• The error they are making

• Exemplar response from their peer

• Neither

• Both

What would an ideal answer from a student look like?

• Completely correct

• Short and concise

• Partially correct

• Detailed and thorough

Once the students identify the error or strategies in the exemplar, what is the key understanding you want them to stamp? What would the ideal answer look like?

• The need for guidance

• The strategy to prevent errors

• The importance of practice

• The value of mistakes

What would be the best form of practice for the students to get a chance to master this new strategy/understanding?

• Repetitive exercises

• Hands-on activities

• Group discussions

• Independent research

What are the possible reasons a student might not be able to answer a question you ask on the spot-beyond just not knowing the answer?

• Lack of confidence

• All of the above

• Fear of being wrong

• Lack of preparation

What actions did the teacher take when repeating the student's answer back to him/her? Why were these beneficial?

• To correct the error

• To provide clarity

• To discourage student participation

• To embarrass the student

Which students need more time than others to formulate an answer? Which ones would benefit from a pre-call to give them enough thinking time?

• All of the above

• Students who are English language learners

• Students who are shy

• Students with learning disabilities

What is the value of using prompts like these?

• To discourage student participation

• To waste time

• To confuse the students

• To encourage critical thinking