Catch a Misconception and Repair

Worked classroom example

Mathematics

Worked example

The speaker revises the claim after placing both fractions on a common denominator: 3/8 is less than 4/8.

Teaching sequence

1. Prepare a verbal explanation that first says 3/8 is larger than 1/2, then corrects the comparison. Introduce catch a misconception and repair with one clear success criterion: listen for the point at which an initial statement is corrected, record both versions and explain the mathematical reason for the repair.
2. Model one short example from a spoken worked solution. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Mathematics content. Use the prompt “What changed in the speaker’s reasoning, not just the answer?” to check whether their language matches their evidence.
4. Collect one independent response. Check that learners record the correction and the reason that supports it. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Listen for the point at which an initial statement is corrected, record both versions and explain the mathematical reason for the repair.

Independent check

Check that learners record the correction and the reason that supports it.

Scaffold built into this activity: Some scaffold

Provide two columns labelled first idea / revised idea and replay from the correction cue.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Provide two columns labelled first idea / revised idea and replay from the correction cue.

Greater independence

Use an audio with a plausible but incomplete correction and ask what still needs checking.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.