Diagnose the error without labeling
See this course’s project requirements
A 15-minute peer-tutoring plan with a learning goal, error diagnosis, hint ladder, feedback script, transfer check, and evidence log.
Keep your working files in your own notebook or software. Save a private description, checklist, and work link in My Proof.
What to include
- Define the academic goal and an independent-work boundary.
- Distinguish the concept error from the arithmetic slip.
- Provide a three-level hint ladder and specific feedback script.
- Check the new task and document any support used.
- Assemble a timed session plan, evidence log, and next step.
Review and revise
Use these criteria to check your work and choose what to improve.
- Prompts address the observed misconception.
- Hints preserve a meaningful task for the learner.
- Feedback names actions and respects processing time.
- The log distinguishes assisted performance from independent transfer.
Want more background?
The idea in everyday life
Sam’s ungraded attempts: A: 6 notebooks for $9 → “$9 is the unit price.” B: 4 notebooks for $8 → writes 8 ÷ 4 = 3. C: says, “Unit means one notebook.” Correct unit prices are A $1.50 and B $2.00.
An error is evidence about a step, not a label for a person.
Diagnose the error without labeling: guided practice
An error is evidence about a step, not a label for a person.
Use paper or a free local text editor. This is an original fictional practice case; do not submit its records to a real service. Start this lesson with these facts, even if an earlier variation changed them. Sam’s ungraded attempts: A: 6 notebooks for $9 → “$9 is the unit price.” B: 4 notebooks for $8 → writes 8 ÷ 4 = 3. C: says, “Unit means one notebook.” Correct unit prices are A $1.50 and B $2.00.
1. Separate the attempts
Record exactly what Sam did in A and B.
You should see: A uses a pack total; B chooses division but computes it incorrectly.
Different mistakes may need different help.
2. Ask for reasoning
Draft one prompt for A that exposes the meaning of unit.
You should see: If unit means one notebook, what quantity must the price refer to?
A reasoning question checks the concept without supplying the full calculation.
3. Classify carefully
Label A a unit/concept mismatch and B an arithmetic slip, based only on these attempts.
You should see: A: concept application; B: calculation; no claim about Sam’s overall ability.
Diagnosis should stay close to observable work.
4. Choose the next check
Give the new ungraded case 3 notebooks for $6 and ask for price per notebook.
You should see: Expected independent result: $2 per notebook, with 6 ÷ 3 shown.
A new case checks whether the distinction transfers.
What to finish
Diagnose the error without labeling record with the worked decisions and changed-case check.
Watch for this
Calling a learner careless or weak instead of describing the precise step.
How can I tell I understand it?
Use an explanation to distinguish a concept error from an arithmetic slip. Explain the evidence behind the result and correct any mismatch.
Quick knowledge check
Answer all 3 questions. Get at least 2 right and the lesson completes automatically.
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Pass the check. We’ll save the progress.
Answer all 3 questions above and get at least 2 right. You can review the explanations and try again.
Go to the knowledge checkOptional course overview video · same video as Lesson 1
Questioning Techniques in the Classroom | Kathleen Jasper
From Kathleen Jasper. Watch here or open it on YouTube .
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Source & access notes · checked 2026-09-12
Inspected wait time, redirecting questions, and checking independent understanding.
Access: Public page or PDF inspected without payment or institutional sign-in on September 12, 2026. Optional external accounts are unnecessary for this course.
Reuse: Link and original paraphrase only. Public access does not grant blanket reuse; no provider text, figures, or exercises are reproduced.
Source & access notes · checked 2026-09-12
Inspected single meaningful questions, response time, and opt-out considerations.
Access: Public page or PDF inspected without payment or institutional sign-in on September 12, 2026. Optional external accounts are unnecessary for this course.
Reuse: Link and original paraphrase only. Public access does not grant blanket reuse; no provider text, figures, or exercises are reproduced.
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