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Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.  

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Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.  

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Indicate group/group members' names in the title of your post :)

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Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.  

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Give feedback to this student for his answer at the (a) Task; (b) Process; (c) Self-Regulatory Level.  

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Indicate group/group members' names in the title of your post :)

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When I use the ITT on SLS and look at students' responses in class, I may ask them their thought process on how they arrived at their answer/response. (Process)

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Question students why are certain phrasing used in an explanation: e.g. magnesium is more reactive than zinc but not magnesium is more reactive than zinc nitrate. (Process)

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Task level: pressure is defined by force over surface area in contact.

Process level: what is pressure defined by?

Self regulatory level: can pressure be changed if the contact surface area is kept the same? How?

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(a) Task: question is asking how is it different. So in answering the question, there is a need to compare, not just merely stating the science concept.

(b) Process: yes science concept is there, but what exactly is your thought process when you stated the relationship between surface area in contact and pressure?

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(a) task: question is asking about how, so the answer needs to describe a process/experiment

(b) Process: in merely writing 'lighted splint' and 'pop sound', how are these 2 related? What conclusion can be drawn from a 'pop' sound?

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Usually, they may be able to correctly relate the question to a particular concept or concepts, but they may not be able to articulate their thoughts coherently.

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Task: That is testing for hydrogen gas, not testing for carbon dioxide gas.

Process: other than pop sound, what else will be observed when you use the burning splint? what gas test gives a pop sound?

Self regulatory: why is a burning splint used? why would test for carbon dioxide gas give a pop sound?

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What they write may not reflect what they think, or that they think the two things have the same meaning.

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Explain to them the differences in meaning when phrased differently (having negative examples and asking them what is wrong with the examples)

If possible, can also bring in analogy to help them relate better to in real life.

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Task: Need to include how pressure changes when the area in contact changes, not surface area

Process: specify the extent of how pressure changes when area in contact changes

Self regulatory level: what is the assumption on force/weight for pressure to increase given a change in the area?

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Students often fail to read the command / instructions in the question properly.

E.g. Write the word equation …. -> write chemical equation instead

E.g State 2 reasons …. -> only state 1

E.g. With reference to the data ….. -> did not make any reference to the data in answer

In these cases, we will typically circle the specific instruction that was not followed and tell students directly what they have missed / how to correct their ans.

(Task level)

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Task: Reagent and observation stated are to test hydrogen gas and not carbon dioxide test.

Process: what is the reagent used to test carbon dioxide? Include observations too.

Self regulatory level: Why would a white precipitate be formed?

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A checklist can help provide students with self regulation level type of feedback.

After the student has completed the checklist and made judgement on their own work, the teacher can check the checklist to ensure students’ judgement is correct.

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1. Giving higher levels of feedback can be time consuming

2. As higher levels of feedback is meant to prompt students, some students might not know the “answer” to the prompts -> feedback not received

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Need to have the correct content for the question

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While his "surface area" is not as accurate as we want it to be, his answer is unable to provide the link that that surface area ( contact area )changes will affect pressure

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Key phrases and skills are constantly highlighted

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Chapter: Qualitative Analysis (Identification of Ions)

Identifying Unknown Cations Using aqueous sodium hydroxide and aqueous ammonia

Context:

Student are given unknown salt solution and must identify the cation using qualitative analysis tests (by observing precipitate color and solubility).

The use of Self-Regulation feedback with the use of a student self-monitoring check list:

Did you

- add reagents drop by drop and observe changes carefully?

- record precise observations (e.g.: white precipitate dissolves in excess NaOH)?

- follow the qualitative analysis table step by step instead of guessing?

- repeat key tests to confirm consistency?

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The student faces difficulties identifying cation that has very similar results, example Al³⁺ and Zn²⁺.

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Follow-up self regulatory questions:

for test with very similar results,

- Add reagents drop by drop and observe changes carefully.

- compare the 2 test with very similar results, and determine the solubility.

(A provision of links to QA test for Cations to be provided for students who faces difficulties carrying out the test despite guiding feedback)

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Task : Lighted splint is used to test for H2 and not CO2.

Process:

Self regulatory: Why would there be a "pop" sound? CO2 is one gas that does not support combustion.