Effortful Thinking: Exemplars and MIsconceptions
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CopyofPIN11_PostworkRubric.pdf
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Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric
Effortful Thinking: Exemplars & Misconceptions (95%)
Individualized Feedback 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Individualized Feedback & Follow-up Questions Criteria ● Student’s paper is marked with the code to communicate feedback ● Notes recorded on the Purposeful Monitoring record sheet are accurate and represent students’ proficiency ● Follow-up questions:
○ Are effortful ○ Are targeted ○ Help the student reach the exemplar response to the original question
Ke’shundria Unusable Submission
No Attempt or Action
Feedback is generic or misaligned with the student’s
work. Follow-up questions are missing, closed-ended, or
unrelated to the misconception. Language lacks clarity or purpose.
Feedback is partially aligned to the student’s work or
target skill. Follow-up questions may be vague, closed-ended, or loosely
connected to the error. Some language may be unclear or
imprecise.
Feedback is aligned to the student’s work and target
skill. Follow-up questions are mostly open-ended and
relevant, though may not fully push student thinking. Language is generally clear
and respectful.
Feedback directly addresses the individual student’s work and target skill with clear,
respectful language. Follow-up questions are open-ended, precisely aligned to the
student’s misconception, and require the student to revise or deepen their thinking.
Reese Unusable Submission
No Attempt or Action
Feedback is generic or misaligned with the student’s
work. Follow-up questions are missing, closed-ended, or
unrelated to the misconception. Language lacks clarity or purpose.
Feedback is partially aligned to the student’s work or
target skill. Follow-up questions may be vague, closed-ended, or loosely
connected to the error. Some language may be unclear or
imprecise.
Feedback is aligned to the student’s work and target
skill. Follow-up questions are mostly open-ended and
relevant, though may not fully push student thinking. Language is generally clear
and respectful.
Feedback directly addresses the individual student’s work and target skill with clear,
respectful language. Follow-up questions are open-ended, precisely aligned to the
student’s misconception, and require the student to revise or deepen their thinking.
Londell Unusable Submission
No Attempt or Action
Feedback is generic or misaligned with the student’s
work. Follow-up questions are missing, closed-ended, or
unrelated to the misconception. Language lacks clarity or purpose.
Feedback is partially aligned to the student’s work or
target skill. Follow-up questions may be vague, closed-ended, or loosely
connected to the error. Some language may be unclear or
imprecise.
Feedback is aligned to the student’s work and target
skill. Follow-up questions are mostly open-ended and
relevant, though may not fully push student thinking. Language is generally clear
and respectful.
Feedback directly addresses the individual student’s work and target skill with clear,
respectful language. Follow-up questions are open-ended, precisely aligned to the
student’s misconception, and require the student to revise or deepen their thinking.
Luke Unusable Submission
No Attempt or Action
Feedback is generic or misaligned with the student’s
work. Follow-up questions are missing, closed-ended, or
unrelated to the
Feedback is partially aligned to the student’s work or
target skill. Follow-up questions may be vague, closed-ended, or loosely
Feedback is aligned to the student’s work and target
skill. Follow-up questions are mostly open-ended and
relevant, though may not
Feedback directly addresses the individual student’s work and target skill with clear,
respectful language. Follow-up questions are open-ended, precisely aligned to the
student’s misconception, and require the
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric 1
Teach! Coursework
misconception. Language lacks clarity or purpose.
connected to the error. Some language may be unclear or
imprecise.
fully push student thinking. Language is generally clear
and respectful.
student to revise or deepen their thinking.
Show–Call 0 Points 0 Points 1 Point 2 Points 3 Points 4 Points
Show-Call Criteria ● Uses Economy of Language ● Uses a positive tone when describing the work, even when there is an error. ● Asks students to evaluate the work sample(s). ● Pushes students to elaborate if their responses are incomplete / only partially correct. ● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Show-Call Script Unusable Submission
No Attempt or Action
Script is underdeveloped or vague, with little alignment to skill or student engagement.
Questions are missing or ineffective.
Script includes some effort to engage students but lacks
clarity, specificity, or open-ended questioning.
Annotations may be minimal or misaligned.
Script includes mostly neutral language and prompts for
analysis. One or more parts (e.g., annotations, questions, or specificity) may be partially
developed.
Script consistently uses neutral and specific academic language. All students are
prompted to engage with open-ended questions and analyze the student work.
Visual annotations effectively focus attention on the target skill.
Show-Call addresses the correct knowledge and/or skills indicated in the Purposeful Monitoring record sheet
Unusable Submission
No Attempt or Action
Show-Call is misaligned with the skill or monitoring data and does not support the
intended instructional goal.
Show-Call selection loosely relates to the skill identified or reflects misunderstanding
of the monitoring notes.
Show-Call generally aligns with the identified skill,
though some opportunity to target a more relevant
example may be missed.
Show-Call precisely aligns to the skill or misconception identified in the monitoring
notes. The selected student work is representative of the learning goal.
Writing Quality (5%)
0 Points 0 Points 2 Points 4 Points
Clarity & Organization: Ideas are clear and organized
Unusable Submission Unclear and most information is disorganized
Some disorganization and/or individual sentences lack clarity
Presented in an organized way and communicated clearly
Spelling & Grammar: Error-free writing leads to credibility & trust
Unusable Submission Many grammatical and/or spelling errors that impede the reader's
ability to understand
Some grammatical or spelling errors, but the reader can generally
understand
Free of errors
Effortful Thinking: Exemplars & Misconceptions | Postwork Rubric 2
CopyofEarlyChildhoodPIN11_Postwork.pdf
Teach! Coursework
Effortful Thinking: Exemplars & Misconceptions | Postwork – Early Childhood
This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.
Directions: This postwork includes two parts.
1. Script Responses to Student Thinking & Give Students Individualized Feedback You have already completed the first lap of your purposeful monitoring pathway – marking students’ papers and taking notes. You are midway through Lap 2.
● Review the four student work samples provided for you in this document. ● Use the teacher-created exemplar you drafted as part of Step 4 of our lesson internalization protocol.
○ You can find it in your postwork for Planning & Instruction #5 | Lesson Internalization: Defining Student Success.
● Mark each student’s work using the codes provided in this document. ● Write a follow-up question for each student.
○ Be sure that your follow-up questions are both effortful and targeted. ● Record your Lap 2 notes for each student on the Purposeful Monitoring record sheet.
2. Script a Show-Call
● Review the completed Purposeful Monitoring record sheet. ● Use the template to draft a Show-Call you would use for in-the-moment batch feedback.
Lesson Context
Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8
Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds. Students decompose the number seven in put-together situations of number pairs using story situations, objects, sets, arrays, and numerals.
Module Overview EngageNY – Kindergarten – Module 4 – Module Overview
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 1
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Script Responses to Students’ Thinking
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 2
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Give Students Individualized Feedback
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 3
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Ke’Shundria
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 4
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Reese
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 5
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Londell
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 6
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Luke
Follow-up Question(s)
●
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 7
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Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Ke’Shundria ✔
Number bonds: 7 = 1 + 6
2. Reese GS
Has not started work
3. Londell ✔
Number bonds: 7 = 3 + 4; 7 = 2 + 5
4. Luke GS
Has not started work
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 8
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Purposeful Monitoring
Date Module / Lesson
M4 / L8
Standard(s)
K.OA.3; K.OA.1; K.OA.4
Teacher
Key Look-for: use objects, such as counters, or drawings to model how two numbers add up to 7. Grade
K
Lap 1 Lap 2 Lap 3 Note / Misconception
1. Nasya ✔
2. Zaria X
3. Jaxon ✔
4. Lucas X
5. Ravion X
6. Alayna X
7. Alexis ✔
8. Javon X
Steps in a Show–Call 1. Select and post the student work samples (either exemplar, incorrect answer, or both) 2. Turn & Talk: Ask students to evaluate 3. Lead whole class discussion, including naming the error & the best practice 4. Give students an ‘at bat’ to apply what they learned
Show–Call Criteria for Success ● Uses Economy of Language ● Uses a positive tone when describing the work, even when there is an error. ● Asks students to evaluate the work sample(s). ● Pushes students to elaborate if their responses are incomplete / only partially correct. ● Stamps key takeaways: emphasize the key learning before releasing students to practice.
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 9
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Show–Call
Decide Type of Show Call:
● Correct work: Spotlight work that is accurate and/or truly exemplary, illustrating a key insight, idea, or skill that others need to show what is possible and how to replicate success. It is usually quick. OR
● Common error work: Highlight student work with a common error trend to facilitate deep error excavation, strengthen critical thinking, and engage re-teaching. Resist the urge to immediately correct the error. To maximize student Think Ratio, hold back from identifying the error – let students discuss. OR
● Good to great work: Select student work that has a similar “Grow” that students can learn from, and Glows to model for low/mid students. Balance between both positive and constructive feedback, to support low/mid students with exemplars, and “stretch” proficient students by fixing a small, common mistake. Normalize Revision by showing that even work with praise needs to be revised.
Step 1 Select and post the student work samples (either exemplar, incorrect answer, or both).
What to Plan Script
How will I introduce the student work samples? (Choose 1 option.)
● Anonymous: if you’re analyzing an error in student work, you may want to keep it anonymous. OR
● Name the Author: If you name the author, neutralize the spotlight by acknowledging them before revealing the work, then focus the class on the work. Always name the author for exemplary work.
Script 1-2 sentences to introduce the show-call:
Step 2 Turn & Talk: Ask students to evaluate.
What to Plan Script
What questions will I ask? (Choose 1 option.)
● Call Your Shots: To keep a focused, productive, disciplined discussion, explicitly direct students to the most important look-fors when short on time or veering off-topic. (“What happened when they combined like terms in this equation?” or “What do you notice about the way they embedded
Script your question (1 sentence)
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 10
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their evidence?”) OR
● Non-directive: To increase Think Ratio, limit guidance, especially if they have solid background knowledge or had practice w/similar work (“What did they do correctly?”)
Step 3 Lead a whole class discussion, including naming the error & the best practice.
What to Plan Script
How will students respond?
● Turn & Talk OR Write / Pair / Share (same as Think / Pair / Share)
● Survey with voting or hand signals
Script instructions you will say to have students respond (1 sentence)
Step 4 Give students an ‘at bat’ to apply what they learned.
What to Plan Script
How will students share their responses?
● Volunteers, cold calling, or (if comparing 2 samples) vote with hand signals: Ask students to track speaker.
● Have students elaborate: “Tell me more.” “What makes you think that?” “How do you know?” “Why is that important?” “Does anyone have a different opinion?”
Script how you will call on students to share (1 sentence)
How will I punch the key ideas before releasing students to practice?
● Lock It In: Before releasing students, ensure they are clear on what and how they should revise by using a quick CFU.
● Announce precisely when you’ll check for those revisions. Prescribe the place where they should show their changes to make the revision process visible and easier to monitor
Script the key idea you will punch before you release students to practice:
Script the instructions for students to apply what they learned:
Effortful Thinking: Exemplars & Misconceptions | Purposeful Monitoring Postwork – Early Childhood 11
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