Student Support Strategies Quiz

Students were unhappy with the rigid portfolio deadlines. What was our next move?

• Shortened the deadlines to create urgency.

• Extended the deadlines by one week.

• Allowed students to create their own deadlines.

Answer explanation

·       C) “We allowed students to create their own deadlines, giving them autonomy and ownership of their work while still ensuring accountability.”

Students felt they weren't getting enough time to develop skills due to the design cycle. What was our next move?

• Added more class time for skills.

• Devised strands using VTRs and increased focus on skill development.

• Assigned more homework for skills practice.

Answer explanation

·       B) “We created strands using Visible Thinking Routines (VTRs) to focus on skill development without overwhelming students.”

MYP 1,2 Students found it difficult to write or present their information effectively. What was our next move?

• Provided a template for writing and presenting.

• Introduced a choice box/toolkit to present information.

• Conducted presentation skills workshops.

Answer explanation

B) “We followed Universal Design for Learning (UDL) principles and gave students options through a choice box/toolkit for presenting their information.”

Students often felt unsure or overconfident about their user interface (UI) designs of their solution( apps, games, websites). What was our next move?

• Gave them more time to work on their UI.

• Provided an expert-led UI workshop.

• Conducted a peer feedback carousel activity.

Answer explanation

·       C) “We did a peer feedback carousel activity where students received multiple rounds of feedback on their UI, helping them refine and improve their designs.”

Students struggled to verbally express their challenges during the design process. What was our next move?

• Had students write down their challenges.

• Used the Rose, Bud, Thorn activity to facilitate reflection.

• Conducted one-on-one interviews with each student.

Answer explanation

B) “We introduced the Rose, Bud, Thorn activity to help students reflect on their challenges and share them more easily.”

Students progress at different speeds when solving design problems, making it hard to maintain a one-size-fits-all approach. What was our next move?

• Set a strict final deadline for all students.

• Created flexible milestones to accommodate different speeds.

• Made a deadline window instead of a single deadline.

Answer explanation

C) “We introduced a deadline window instead of a single deadline to allow students to finish at their own pace within a certain timeframe.”

Students are struggling with prototyping and keep ignoring their design briefs. How do we help them stay on track?

• Remove the prototyping phase altogether.

• Introduce a mandatory self-checklist that requires students to refer back to the design brief at each stage.

• Allow students to skip the design brief.

• Focus on the aesthetics instead of functionality during prototyping.

Answer explanation

B) We introduced a mandatory self-checklist that required students to refer to the design brief at each stage to ensure they stayed aligned with their original goals.”

Students were copying content and using ChatGPT without citations, so we reviewed the IB guidelines to find a solution. What was our next move?

• Hit the 'Pause' Button: We banned ChatGPT entirely to prevent misuse.

• Research Remix: We allowed ChatGPT for research but required students to cite their sources and produce original content.

• Copy-Paste Zone: We let students copy-paste as long as they mentioned their sources.

• Look the Other Way: We chose to overlook the issue and focus on other project aspects.

Answer explanation

B) “We introduced the ‘Research Remix’ approach, allowing ChatGPT for research while mandating proper citations and originality in student work.”

After noticing students struggled with debugging loops, what was our approach to address this issue?

• Code Templates Galore: We provide pre-written code templates for loops.

• Debugging Duo: We introduced pair programming and peer debugging sessions to enhance understanding.

• Topic Skip: We skipped the debugging process and moved on to the next topic.

• Quiz Diversion: We gave a quiz on a completely different subject.

Answer explanation

B) “We implemented ‘Debugging Duo’ by introducing pair programming and peer debugging sessions to help students better grasp the debugging process.”

When unexpected situations left us without physical robotics kits during online sessions, how did we ensure students continued to learn robotics skills effectively?

• Kit-less Practice: We focused on theoretical lessons and discussions.

• Online Simulation: We searched for online simulators and created a structured class to track progress, allowing students to learn programming and robotics hardware skills virtually.

• Delayed Lessons: We postponed the robotics curriculum until physical kits were available.

• Alternative Subjects: We switched to teaching a different subject until kits were back in stock.