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Using misconceptions to create challenging opening questions

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Using misconceptions to create challenging opening questions

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In Maths we have to address common misconceptions in a way that opens up the debate and challenge errors, but makes it OK to have misunderstood.
So one option I might use in a maths lesson is to ask a question (e.g. What is the area of this shape?) and then give the students three answers to choose from.
But I will make it clear that while one of the answers is correct the other two are the most common wrong answers.
I then get the students to see if they can identify which mistake a student is making if they select each wrong answer, as well as why the correct answer is right.
alternatively I will use an "explain why this answer is wrong" style questions so that students are having to work on their communications skills as well as their mathmatical conceptualization.
Using openers like this makes the lesson more interesting as well as more effective, and allows me to assess their knowledge at the start.

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Microsoft Forms to check understanding from previous lesson. We can then build on the results of the quiz/forms, to then build on this knowledge within the lesson.

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Students studying on the Retail Travel course, by completing their assignments develop their inter-personal skills, selling skills, presenting skills

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Students studying on the Retail Travel course, by completing their assignments develop their inter-personal skills, selling skills, presenting skills

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To build foundational knowledge e.g. posting ledgers & thereby use that to support construction of the control accounts

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Reviewing input into a previous lessons, gauging level of understanding and then re-capping, reviewing and possibly providing an alternative explanation

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Reviewing input into a previous lessons, gauging level of understanding and then re-capping, reviewing and possibly providing an alternative explanation

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Based on previous lessons, you can see what the learners were struggling with and focus on key areas of development in the next lesson to provide the support they need to improve

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Gauging student skills from part time jobs, previous work experience, bringing these skills in to lessons

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Gauging student skills from part time jobs, previous work experience, bringing these skills in to lessons

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Problem solving activities i.e. success in solving the complex application questions

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Access to IT equipment outside of the class, issues relating to student individual needs. Re Natalie's comment I tend to start my lesson with a film clip, quiz, etc

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Access to IT equipment outside of the class, issues relating to student individual needs. Re Natalie's comment I tend to start my lesson with a film clip, quiz, etc

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According to Petty (2018), it is important to create links to prior knowledge for the learners to strengthen the neutron links in the brain, and that's great to build new knowledge onto existing knowledge.

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First thing Monday morning - punctuality issues.  Have a starter activity for those learners who are on time, so don't have to keep re going over information. 

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First thing Monday morning - punctuality issues.  Have a starter activity for those learners who are on time, so don't have to keep re going over information. 

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We provide an overview as to how the unit links to future jobs. We also look to focus on how current affairs link to our unit

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Having a success criteria could be a part of the aims/objectives such as 'bronze, silver and gold', or having a checklist - this gives learners a sense of accomplishment and keeps them on track to achieve the next thing.