Push for Perfect
With the technique Push for Perfect, a student gives an answer that is good and, arguably, acceptable, but you push them to arrive at one that is even better.
Why use this technique?
Students will only tend to jump as high as we set the bar. The higher our expectations, the more likely students will give great answers to questions.
A student’s first answer to a question can be thought of as an initial draft. They will often be appreciative of the opportunity to refine and improve their answers. They just need to be given the chance.
Students coming up with their own improvements should be more beneficial to their learning than the teacher doing this for them. The technique requires the student to do the cognitive work, meaning their learning is more active.
Example
Teacher: ‘What is the role of the stomach in digestion... Derek?’
Derek: ‘It has acid and other chemicals in it, which help breakdown food.’ [This is correct, but there could be more detail.]
Teacher: ‘That’s pretty good, but I think you could improve the answer a little. What is the name of the acid?’
Derek: ‘Hydrochloric.’
Teacher: ‘Good. And now let’s improve “chemicals”. Can you think of a better term?’
Derek: ‘I think it’s enzymes.’
Teacher: ‘Perfect. Well done.’
Notes and tips
Sometimes, rather than Push for Perfect with an individual, you might involve everyone. For example, you might say: ‘That’s a good answer we’ve just had from Derek - well done. But I’m wondering if we could make the answer even better. Take a minute a chat to a partner about that, then write your even better answer on a show-me board.’
Focused reflection
How well do you currently use this technique?
Is it a technique you will focus on developing?
If so, what are the key features you will focus on (things to do, and not do)?