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Problem
Many students wanted to approach our physics problems by assuming that the problems all followed a set patterns or form rather than using the skills that we teach to determine what unique pattern in each problem has. By having students engage with incorrect solutions, I hope students can become more active in their observations, thinking, and application of their science skills.
Hypothesis
If students practice identify errors in incorrect solutions, then students will get used to thinking critically about their problems, as measured by improvement before an after having students identify the correct and incorrect aspects of a solution.
Target group
Students with IEPs or MLL, as well as the top 10% of students. If I am supporting students with IEPs or MLL, I know that I am supporting everyone effectively. If I am challenging top students, I am providing sufficient rigor.
Planning & resources
I signed up for a course on this strategy through Math for America, which I am currently taking.
Data collection
Data collection
For the past several months, I have tested about 20 do-nows in which I present students with an incorrect solution and ask them to identify the mistakes. I've tested numerous approaches and formats. The oneI was most satisfied with was the last style I tried. It consisted of a solution that had some correct and many incorrect aspects. Students were asked to draw a circle around any correct parts, and draw squares around the incorrect parts. In the practice following this activity, students in all of my classes appeared to be more confidence. I collected a random sample of 13 students in one of my co-taught section, including several SPED, ML, and general students. The pre-test was taken on day 1, and the post-test on day 3 in the same week.
Random sample of 13 students in co-taught class. Percent of students who successfully demonstrated the skill.
In three days, students improved drastically with all three skills. Engagement during the do now was high, with virtually about one-third of students sharing ideas and virtually all students following along.
Overall findings & impact
I am really happy with the final format I tried and both how students engaged with it and the learning outcome. My next step is to make this strategy a routine in my classes and figure out how to apply it to different topics in physics.
Actionable steps
If you want to use this strategy in your classroom, I recommend …
Having numerous correct and incorrect aspects makes students more engaged and allows all students to participate no matter what their level..
Asking students to find both correct and incorrect aspects of a solution is more effective.
Tobey Thorn | tobey.thorn@uamaker.nyc
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