After students create a thinklet in the CueThink application, you have on hand a wealth of data that provides rich insights into student thinking. But how do you efficiently review student work in a way that is not time consuming, yet allows you to identify your next instructional steps?
Set a problem-solving goal to focus your review of students’ thinklets
When you select a problem, identify a goal that can relate directly to one of the four phases, the prompts in the embedded CueThink rubric, or lesson plans provided in CueThink’s Resource Bank.
Once you have a clear objective, focus your review of student work on the skills related to it. For example, your problem-solving goal can focus on students’ success with unpacking the problem by “Noticing and Wondering”. Then, you would only review students’ work in the Understand phase. In this way, setting goals when you select a problem makes reviewing student work less time consuming and more manageable.
It can be tempting to want to review all phases for all problems, but remember that setting goals with students to refine one piece of their problem solving process over time will yield high quality thinklets by the end of the school year!
Scan students’ work in the four phases using the Class Progress bar
Before you even select a student’s thinklet to view, use the progress bar in the Data: Overview page of Reports > Class Progress to quickly scan the completion level of students’ thinklets.
White means the student did not complete any fields in that phase at all.
Light blue means some, but not all, fields in that phase have been completed by the student.
Dark blue mean all possible fields in that phase are complete.
Review only the thinklets that are fully completed, or have the phase aligning to your problem-solving goal completed. Send students back to refine their work for incomplete phases.
Scanning the progress bar can help you identify trends to set your next problem-solving goal. For example, are you noticing most students are skipping the Plan phase, or leaving that phase partially completed?
Look at students’ final answers before deciding which thinklets to review more closely
You can compare students’ final answer to the problem answer right on the Class Progress page. Go to Reports > Class Progress. Change the first filter to “Data: Answers”.
Depending on your goal, you might want to only review incorrect thinklets to look for misconceptions or only review completed thinklets to look for exemplars to share with the class.
If you have CueTeach access, marking students’ final answer of yes, partially, or not yet correct funnels into the thinklet rubric.
Review student thinklets at a certain interval
It’s okay NOT to review every thinklet! Instead, you can review problems at a certain interval. For example, review a thinklet for every third problem a student solves. Sometimes, students need independent practice that is not reviewed by a teacher. Hold them accountable for quality work by making sure students view and annotate at least two peers’ thinklet for feedback.
When you first collect student data, chances are there will be many areas within problem-solving that your students will need to improve. The key is to focus on refining one area at a time, by setting tangible goals students can achieve. In doing so, you’ll be able to efficiently review student work and identify your next instructional steps.