Skip to 0 minutes and 0 secondsJane: Okay everyone, and welcome to week six, and our last video diary for this course. We've really enjoyed being on the course with you this time, and cannot believe that we've nearly got to the end. Although, as I'll mention towards the end of this diary, we will be with you for the next couple of weeks, so we've not quite finished yet. I'm just gonna start off by referring back to last week, when we were talking bout the mistakes that children make, and misconceptions, and how we've got to use those to build on children's learning.

Skip to 0 minutes and 28 secondsJust a quick little addition to that, Rebecca's mentioned a technique that she uses with here class called, Obbob's Mistakes, and she actually has a book, and she writes down all the misconceptions that children have around their science topics. Then, uses that sometimes at the start of a topic, or part way through a topic, to discuss what his mistakes are, and why they think that he's got those mistakes. She says, that's a really valuable learning point. Thank you so much for sharing that with us Rebecca. I think you've got something you want to share with us now, haven't you, Yeasmin?

Skip to 1 minute and 10 secondsYeasmin: Yeah, Elzabe, I hope I've pronounced that right, wrote in with her comment, about students having layers of understanding when we given them hinge point question, and those layers revealing themselves. I thought that was a really, really important point. A really important insight about how hinge point questions work. I think that is really one of the magic about hinge point questions is, it's not just about working out did students get it, yes or no. But, actually, it gives us information about, as long as we design the hinge point question really, well, the wrong answers can give us quite a lot of useful information as well.

Skip to 1 minute and 47 secondsThey are good strategies to ensure that each wrong answer deserves its place on our hinge point question, and represents some kind of misconception. I think, thinking back at my own practice, when I first started writing diagnostic questions, I realise now looking back, that they were a bit simplistic. I had, although I did go for the multiple choice format, looking back, I realise that some of them, really, the students could only tell me whether they were getting the question, whether they knew or not knew, so it's binary. I think the other wrong answers I had, they were just there to disguise the right answer.

Skip to 2 minutes and 33 secondsI think hinge point questions are much more sophisticated than that, because they tell us something, gives us information that, obviously, we can use to address the misconception. Well don't, Elzabe, for point that out. Jane, I'm going to hand over to you, to give us some anatomy of a good hinge point question, over to you.

Skip to 3 minutes and 0 secondsJane: Yeah, well, thank you very much for this one, Vicki Shaver, and I really like this question. There's a few things about it I really life. First of all, you'll see on the right of the screen, she's actually thought about, why is she asking that question, and she knows that the concept of half can be quite tricky for children, and it's used colloquially often to mean two parts that aren't equal. Also, even if we do get that understanding that it's got to be equal halves, then translating it into other combinations of fractions, so 2/4 is the same as 1/2, et cetera, is something that really needs unpicking. That's her reason for asking the question..

Skip to 3 minutes and 39 secondsThen, she's asked the question, they can show it on the whiteboard, and as you'll see on the next slide... By the way, Vicki, you get the prize artwork for this week, since you've got some artwork on this slide. She actually says, they can give no, it might say none of them show a half, or any combination of the others. There's no way they're gonna get that just by guessing, is there, because it's so many possible combinations. She's thought really carefully about why she's giving the different wrong answers, as well as the right answers. Depending on what they get, it shows different levels of understanding. I'm just goes, I got D though, because I was, all yeah, that's half.

Skip to 4 minutes and 16 secondsThen I looked at it a bit more carefully and thought, no, those two petals are smaller than the other two, so it was half in quantity, but not half by area. It really got you thinking. I can see how that'd be a great discussion point afterwards as well, Vicki. But, the nice thing about it is, if they put B, they know they've really got a very basic understanding of halving, and she's planned what the next step would be if they have that understanding, and how they'd need to move on to know that the different fractions need to be equal. If they get both A and C right, which will show a much more advanced understanding of what half is.

Skip to 4 minutes and 55 secondsShe's given them lots, she's got work planned that will help them increase their range of denominators they can use. Very well thought out question, thank you very much for sharing that, Vicki. I think you've got some work to celebrate as well, haven't you, Yeasmin?

Skip to 5 minutes and 19 secondsYeasmin: Yes, indeed. Just picking out some comments from random. These two came from Jane Ritchie, so Jane, thank you very much for your comment all throughout the course. Actually, we've had a good group of people who have commented and participated very actively all throughout, and we're really encouraged to see that there's lots of genuine learning going on. Just to highlight some of the things that people have been writing in, thank you for sharing your eureka moments with us. Really, really important.

Skip to 5 minutes and 44 secondsInsights and deep learning, so I think a lot of the deep learning came from taking what's on the course, and actually putting it into practice in class, and then seeing that, getting that concrete learning, coming back online, and then giving us some feedback. I think we strongly encourage that people go away and try these things for real. Because, really, that's how the learning gets made concrete. We have had some really nice examples of people who have very honestly, and transparently shared with us that they had skeptical views about some aspects of hinge point questions to beginning with.

Skip to 6 minutes and 23 secondsBut, in the end they tried it out, or they explored a bit more, or learned a bit more online, and they became hinge point question fans. Well done for that transformation, and being honest. I think, now's a good opportunity to just say that it's not really about being perfect as teachers. Even kids don't really expect us to be perfect. But, really striving to be perfect, that's all we can ever do. That striving to be perfect, it's just less headache if we're upfront about what we didn't understand, or are skeptical about, or have issues with, or really need some support and extra thinking on. Then, just tackling those things in a transparent way.

Skip to 7 minutes and 13 secondsWe saw a lot of that on this course, so well done for everybody for that, and thanks to Jane Ritchie again. I'll hand back to Jane for a few parting words.

Skip to 7 minutes and 25 secondsJane: Yes, first of all I just like to reiterate, we really enjoy reading all your contributions, and it's been a learning journey for you, but it's certainly been a learning journey for us as well. Every time we do this course, we do gain new insights from reading what you've put, and your development. Thank you very much for that, definitely a partnership. Also, to reiterate about not being perfect.. Yeah, the day I'm perfect is the day... I might be a perfect corpse one day, but that's the only time I think I might make it! But, you learn so much from your mistakes, don't you? Keep on making those mistakes, and you never know, we'll keep getting better and better.

Skip to 8 minutes and 7 secondsWe will still be reading your comments, even though we got to week six. We'll be reading your comments until the end of next week, actively coming online. After that, if you reply to our comments, there's a good chance we will see them, and come back on, and respond to them. So, do keep working at it. We've not gone yet. Then, just to remind you that in April ... That's next month isn't it? Crikey, where's the year going .. We've got the Differentiation for Learning course. That starts on the 16th. It's a sister course to this, and it fits in really well.

Skip to 8 minutes and 37 secondsIf you've enjoyed this course, I can thoroughly recommend coming back and enjoying that one with us, and learning some more. In June, we've got our popular Behaviour for Learning course running again, as well. That's worth coming back for. It's just left to say well, goodbye, but good luck. Keep on trying these new techniques and strategies, and keep on learning, and see you on the next course, bye.

Reflect on your learning with Jane & Yeasmin

Jane and Yeasmin recorded their final mentors’ video diary on 14 March.

Jane and Yeasmin pick a few highlights from course discussions and examples of hinge-point questions learners have provided on the course. What comments and examples stood out to you?

A transcript will be available shortly.

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Assessment for Learning in STEM Teaching

National STEM Learning Centre

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