8 MY CURRENT EXPERIMENT.docx

What would that prove how could i twist the question

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What would that prove? How could I twist the question to make it different and see what you really understand?” Usually, on a second (or maybe third) attempt, the questions start looking like one of my test questions. The student starts making a break through—not on the answer side but on the question side. At that point, when they start to understand the nature of the questions they are going to see, then coming up with legitimate answers becomes a more realistic goal. If you are having students who do not seem to be able to “break through” into the A and B range, you might try that. After every class, ask them to write a question that you might ask on a test. Then, if they do not do a very good job of that, help them see what more you might be expecting from
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them. Get them to focus on the questions before they worry too much about the answers. I sent my Financial Accounting students a practice problem this morning. Sure enough, I took what we had done in class and added something a bit different. I challenged them to “figure it out.” And then I tried to make the point more clearly: “And, as you are getting ready for the third test start asking yourself two questions: (1) Can I do the standard problem? (2) How can the problem be extended to make it more challenging? That's when education gets exciting.” Maybe focusing on the questions will help your C and D students move up to A’s and B’s here in the last few weeks of the semester. That’s a victory for everyone.
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