It is a pivot task because it has to be used by the teacher to pivot the lesson.
- should not take long… 5 minutes max
- They focus on knowledge not higher-order thinking skills
- you want to make it impossible for students to get the right answer for the wrong reasons
- The incorrect answers should be interpretable
How do you do this?
- ask open ended questions
- get verbal answers
- ask for a short demonstration of their understanding
- list any misconceptions that are common for the content
- write answers from the misconception
- write questions that will elicit the misconception
- generate the answers either for students to choose from or to help you interpret their answers
Example 1 – The sound “A” makes
- Misconception is it makes 2 sounds, but it makes 5
- So, to identify this we might play various sounds and ask them to identify what sounds can be recorded using the letter “a”.
- The more correct the better the understanding of the coding process
- we could ask how to spell “Talk” and how options such as “Tork”, “Talc”, “Tawk” and “Talk”
Example 2 Energy Systems
- misconception is that the ATP/PC system is used first, then the lactic acid system and then the aerobic system
- BUT, your body always uses the aerobic system and uses the other systems when they are needed
- ask how the energy systems provide ATP in a football game
- Do they tell me that it is one then the other? Do they tell me that the aerobic energy system doesn’t start until 3 min into the sport? OR
- Do they identify that the systems are all working, but which one provides the most ATP varies according to the intensity
It is very important that is pivot task is planned
- The answers to the task should change what happens for the rest of the lesson
- If correct then you move onto higher order thinking activities
- If not, go back and reteach it and help them, but in a different way.