Spot+the+mistake

(Description here) Students can either be given key words with definitions or anything that has one correct answer. This maybe an effective starter for Maths. The idea here is for the students to recognise that there is something incorrect and correct it or explain why it is incorrect.


 * //Possible Modifications://**
 * Write out short answers with wrong information in it and allow students to explain why it is incorrect.
 * Maths - Use correct answer but wrong method to see if student spots the mistake.
 * Show a complex thing through the proyector and ask them to spot error. Like an image or a graph.


 * //Advantages://**
 * Allows students to recognise mistakes and learn from them.
 * Allows students to see where their weaknesses are if they don't spot the mistakes.
 * Allows students to realize how mistakes look like (visually).
 * Allows students to realize that sometthing they thought was incorrect is actually correct, misconceptions.


 * //Disadvantages:// **
 * Some students may not spot the mistake and may make the mistakes again.
 * Some students may not get involved as they know stronger students will spot the mistake first and answer.
 * Some errors may not be spotted.


 * Examples of technique used by CC teachers**
 * Amardeep - I have used this starter with my 1B GP students and weak students were able to see why something was incorrect. I also noticed that stronger students would help weaker students spot the mistake and then explain why. I used it with command terms and the definitions.
 * Omi - I used this starter with all 2st years group (1A, 1B, & 1C). The students were showed a graph with many mistakes and all 3 ocassions all mistakes were spotted correctly. All students were engaged and time was given to share in pairs before I started asked for directed participation. It became the perfecto opportunity where students reviewed the keyterms seen the class before.

__Notes or Comments:__
 * Tell all students how much time they have to spot the mistake and then hands up afterwards. This will allow weaker students the time they need.
 * Tell students to share in pairs the mistakes they have found, this will maximazie the opportunity to answer fro everyone, thus meaning a better revision and more engagement.
 * Be sure to spot misconceptions and explain them.