5.10

## National STEM Learning Centre

Skip to 0 minutes and 3 secondsYeasmin: Hello everybody, hi Jane, and welcome to the end of Week Five. And Jane and Yeasmin video diaries. So we are still very much looking at hinge point questions and Jane and I and Andrea have been pouring through the submissions that have been coming in through both the assignment route, as well as through the Padlet route. Keep them coming. The main benefit of submitting on Padlet is that anyone, we can all have a look, we don't need to be a peer reviewer. But of course, the peer review process is a very powerful process to go through, so please do use that as well.

Skip to 0 minutes and 43 secondsSo, Jane and I looked at, had a little in-depth look at some of the examples that have come through. So I know Jane's got two in-depth examples to share with us, so Jane, do you want to start kick-off with one of your analyses?

Skip to 0 minutes and 59 secondsJane: Yes, certainly, right. Take first of all, this one came in, which we both thought has got a lot of good things about it. It was nice we could answer quickly and there are three answers. However, a b and c and hold the cards for example. However, we felt that it did have some weaknesses in this, I think, Yeasmin gave it some feedback. Pointing out that even if you didn't know the answer just the fact that there is a scientific explanation in the preferred response just gave students a bit of a clue as to what the correct answer was.

Skip to 1 minute and 47 secondsAnd so with that feedback, the participant has then rewritten the question. And I should just go through what the question is shouldn't I. It's just the one with a fizzy drink, take the lid off, put it on some scales with the lid next to it and thinking about what would happen to the weight. So you can see that third dot to get to the explanation of the gas escaping therefore the weight goes down, but because it's got all that explanation there, it just gives you the clue doesn't it?

Skip to 2 minutes and 13 secondsSo after you ask me to read that, the respondents changed the way the question is written so now we've got the scientific explanations in all the responses that become a lot harder. The students to guess the answers. They've got to have a bit more understanding about the science behind it. So this it's not perfect it but it's going a long way. [INAUDIBLE] Where you're much less likely to get those false positives with the students just guessing. Yeah, great work there. Yeasmin, I think you've been enjoying some of the public posts as well, haven't you?

Skip to 3 minutes and 0 secondsYeasmin: Indeed, and I like your term, Jane, false positive. I think I'll be using that. That's actually a really helpful term in hinge point questions, isn't it?

Skip to 3 minutes and 12 secondsYeasmin: Okay, so this primary maths question for year 2 with 3a came in via Rosemary, via Padlet. Both Jane and I though it was a lovely example. And the supporting pictures is helpful, as well. So the students have more than one way into the question. So this one you've got the two fractions to be added together there is a good few misconceptions that can be explored there. So three over five plus three over five and the supporting picture frame, and three color yellow boxes out of five chunks and two of those can be added together. And Rosemary has given us four potential answers.

Skip to 3 minutes and 55 secondsAnd we thought these answers were really well-designed because they allow the students to select from a different type, they might be going down into different logical routes to get those. They can't make random guesses. They've either got to use correct logic or some kind of incorrect logic, maybe, to get to a false positive. And so that way depending on what the student chooses, the teacher, gets useful information about why the student didn't get to the right answer. So it tells more than just whether they got, the right answer or not. It tells them a bit about what it was that they didn't get. So, with answer number one, that is of course technically correct.

Skip to 4 minutes and 42 secondsThat there is a better answer than number one there as well. So I like that there's two correct answers, at different levels of correctness if you like, showing the teacher what skills the students can do. Sorry, number one, the student has added the two numbers above the line, the numerator. So that's the correct thing to do, three plus three is six. And they didn't add the bottom, the numbers beneath the line. In answer number two, and I imagine this must be a common misconception, the teacher has written 6 over 10. So I can imagine a lot of students falling for that if they've just been there to add the top row and then the bottom row as well.

Skip to 5 minutes and 25 secondsSo I think that's a well designed misconception that's thrown in to produce a false positive. With number three I think here what the students choose number three, which is incorrect, what they might be thinking there by looking at the pictures is that if you add those, if you put all the yellow boxes together, it does add up to more than one set of five. So they might realize that you do end up with one and then some, but they might not realize what to do with the extra information, with the extra that's beyond one. So they might just be, it's a one. So I thought that was a good inclusion as well.

Skip to 6 minutes and 9 secondsAnd of course, questionnaire answer number four is another, is a better correct answer than answer number one. The student here has managed to do the additions correctly, and then convert to a mixture of whole and fractions. So, lovely question, both Jane and I thought. Shall I hand it back to you Jane for the second example that you looked through?

Skip to 6 minutes and 34 secondsJane: That'd be lovely. Yes, thank you. Yes, another lovely scenario in where this time the teacher wants to elicit where the students understand the sound waves need particles to vibrate and so they can't travel through a vacuum but can travel through other substances, [LAUGH] other materials.

Skip to 7 minutes and 3 secondsBut we thought what this questions lent itself more to discussion, love the context, and we are putting in space, which just makes it that with more engaging and inspiring to these students. So here we got to have and the answers could be spacemen talk to each other, their microphones weren't working. And the first answer is just if they take their helmets off they won't be able to hear anything which is obviously a correct answer. If they take off their helmets, they'll be able to hear better because the glass won't get in the way, which is obviously Incorrect because actually, the glass is a better medium than a vacuum for transporting sound.

Skip to 7 minutes and 46 secondsAnd then, another correct answer, actually, we've got two correct answers about pushing the helmets together so that the sound waves will be able to travel through the air and the helmets and then through the through glass, so you've got a second correct answer. However, it does limit itself more to discussion than,

Skip to 8 minutes and 11 secondsJane: A hinge point question. So the improvement, we've got more answers and just making to a little bit sharper with the explanation so that it'd be easier for students to just show a, b, c and/or d. So here you've got incorporates the explanations well. So, they can't hear each other and then explaining because sound not travelling through a vacuum. And then we've got those misconceptions like they cannot hear each other because sound does not travel through glass. Which is a common misconception a lot of children have, that a solid object will stop sound travelling.

Skip to 9 minutes and 0 secondsAnd again another one that the sound doesn't travel through the helmet might trip up one or two children, probably less so than the other explanations.

Skip to 9 minutes and 9 secondsAnd then just that idea of just speaking louder and you get to hear wherever you are, again not understanding that sound won't travel through a vacuum however loud it is. So, just a very nice way of changing that discussion question which is really good in itself into a hinge-point question question. Do you think you've learnt a lot this week then, got a lot out of this week, Yeasmin?

Skip to 9 minutes and 35 secondsYeasmin: Definitely, definitely. I mean, Jane, you and I have had so many conversations about our own learning curve. And I just want to emphasize and reassure those learners who have gained a lot from this course, but also feel worried about the amount of learning that is required, the amount of work and effort that's required to say, create hinge point questions. And so on. We are, indeed, all on a learning journey. All the mentors and hosts, and even our resident, and even our experts are on a learning journey. I was very interested to hear Dylan Wiliam describing during of his q and answers. Their own learning, his own learning journey.

Skip to 10 minutes and 22 secondsAnd he mentioned something really interesting, that he and Professor Paul Black, obviously over the years he probably a lot of us have looked at publications like Inside the Black Box. He said that they feel now that they may have overemphasized perhaps ideas around written feedback to students and so while it's very important that when done it's done correctly. But they may have overemphasized it from the point of view of the impact it has on student's learning. And he now feels that this sort of thing, what happens live in class in situ is, carries more learning impact than worrying about extended written feedback. I think that's really interesting.

Skip to 11 minutes and 11 secondsI think if we go into that type of attitude, that we're all on learning journey, hopefully that sort of put some of those worries about workload, and so on, to one side. So I'm certainly, I'm always gaining from these courses each time we run though. And also it's a privilege to read people's submissions and hinge-point questions because that's a learning in itself by looking at the types of ideas and thinking that participants have with their hinge-point questions. So on that note I'll wrap up for the week. Next week, Jane and I will reflect on Weeks Five and Six. We'll be looking at things like what to do with the evidence once it comes from your hinge-point question as well.

Skip to 12 minutes and 3 secondsI know that we've got webinars coming up from as well. So see you all next week, take care. Bye Jane.

# Optional - Jane & Yeasmin - Video Diaries

Jane & Yeasmin reflect on the preceding weeks.

As an experiment, and inspired by the use of weekly feedback videos used on some courses from Monash University, we’ve invited Jane & Yeasmin to have a go at reflecting on some of the things that have caught their attention in the preceding weeks.

Do anything of the things they mention resonate with you? Use the Comments below to share your thoughts.