Provide an adequate range of examples and non-examples

What: Offer a variety of examples that illustrate the concept being taught, as well as non-examples that show what it is not.

Importance: Helps students understand the boundaries of a concept and apply their knowledge accurately in different contexts.

“Example isn’t another way to teach, it is the only way to teach.”
— Albert Einstein

In our continuous effort to refine instructional strategies and support student learning at all levels, this session focuses on the importance of providing clear examples and non-examples (or acceptable vs. unacceptable responses, exemplars vs. needs improvement models) in our teaching. By using this strategy effectively, we can help students develop a deeper understanding of concepts, expectations, and critical thinking skills.

Why This Matters for All Levels 

1. Clarifies Expectations & Reduces Ambiguity – Students understand what high-quality work looks like, helping them self-assess and adjust their approach.

2. Supports Differentiation – Providing a range of responses helps meet students where they are, allowing for growth whether they are mastering basic skills or refining advanced analysis.
   
   

How to Provide Effective Examples & Non-Examples

1. Writing Assignments: Model Strong vs. Weak Analysis

   • When assigning an essay, provide a well-structured response and a weaker version with missing analysis or unclear claims.

   • Example: In an AP History DBQ, show a strong thesis statement (“The Columbian Exchange fundamentally transformed global trade by increasing agricultural variety and economic interdependence, which led to the beginning of global exchange networks.”) versus a weak one (“The Columbian Exchange changed trade”).

   • Discuss with students why the strong example works and what needs improvement in the weak one.
     
     

2. Mathematics & Problem-Solving: Correct vs. Incorrect Methods

   • When teaching a new formula or problem-solving approach, walk through a correct solution step-by-step and contrast it with a common mistake (e.g., misapplying the order of operations).

   • Ask students to identify where the error occurs and explain the reasoning behind why the correct method works.
     
     

3. Class Discussions & Critical Thinking: Acceptable vs. Superficial Responses

   • If students are responding to an open-ended question (e.g., “What were the causes of the French Revolution?”), provide an exemplar response that includes multiple factors with supporting evidence, then contrast it with a surface-level response (“People were unhappy, so they rebelled”).

   • Engage students in revising the weaker response to strengthen their analytical skills.
     
     

Considerations When Designing Practice for Students

1. Cognitive Load & Readiness – Ensure that students have the background knowledge needed to differentiate between strong and weak responses without feeling overwhelmed.

2. Opportunities for Self-Assessment – Give students the chance to apply the criteria by evaluating sample responses and revising their own work accordingly.

3. Varied Examples Across Learning Styles – Use written models, think-alouds, and peer evaluations so students engage with exemplars in multiple ways.
   
   

By incorporating a range of examples and non-examples into our instruction, we can set clear expectations, deepen student understanding, and support learning across all levels.