Right Answer, Different Question Strategy

The concept of differentiated instruction can be of a great benefit to teachers in developing varied lessons for their varied ability levels in the classroom.  One component of a DI classroom is for a comfortable, safe climate.  This week's idea focuses on a strategy that invites students to engage and take risks.

Every teacher has had the uncomfortable feeling of calling on a student who answers the question incorrectly.  This often causes embarrassment for the student and may lead to negative emotional reactions to math.  One possible way to reduce the potential embarrassment is by the teacher stating, "There are no wrong answers, just answers to different questions."

For example: If you were instructing students on a problem with regrouping, 64 + 28 and an excited student says "82".  Rather than immediately correcting the student, the teacher could say something like, "I like the answer, but it really answers a different question.  Let's figure out what question it answers.  Who can help with that?"  At that point, the teacher could ask the class how could the question be modified to result in the answer 82.  The teacher should stay with this line of discussion for a minute or so, having students generate possible problems.  To finish have the student who answered 82 write his answer on the board under a modified problem.  That way the answer is not "wrong" - it's just the answer to a different problem.  After addressing the different problem the teacher should return to the original problem.