Statement Correction

In this activity, the instructor provides students with a statement or other material that contains intentional mistakes. Students are then instructed to both find and correct these errors.

Examples of Statement Correction in the Activity Database

Statement corrections are a great way to help students address their misconceptions. It is a good activity to allow students to check their understanding of key class concepts at the end of a unit. 


Prepare intentionally incorrect material
  • Material can be a series of statements, a proof, an image, or any other relevant course document

  • Errors should try and address common student misconceptions. You can try and gauge student misconceptions either from previous years experience or from discussions with the current class earlier in the semester

Incorporate incorrect material into your lecture or make handouts
  • Make sure each student will be able to easily view and evaluate statements during the activity


Put up incorrect statements
  • Clearly display incorrect material either on the board or in a student handout

Have students correct statements individually
  • Instruct students to first try and correct statements on their own. This will allow each student to evaluate their understanding of course material

Have students compare corrected statements
  • Instruct students to talk to their neighbor or in small groups to compare corrected statements. Allowing students to discuss any similarities or differences in their answers may make students more aware of their own misconceptions. It also allows students who do understand the material to instruct their peers.

  • While students are discussing in groups, make sure to circulate around the classroom in case there are questions. If multiple groups are stuck on the same statement, consider opening it up for a broader full class discussion.


Have a class discussion addressing the corrected statements
  • Put up the corrected answers. It is important that all students walk away from this activity having a clear understanding of what the correct (or series of potentially correct) answers are. You want to avoid introducing new confusion if students only have the incorrect information from which to study

  • Have a class discussion about the activity. This is a great time for reflection. Some potential discussion questions include:
    • Which statements were hard to identify the error? Why?
    • Which statement was hard to re-write the correct answer? Why?
    • Which statements did you and your partner struggle to agree on?
    • Did you discover a new misconception during this activity?
Coming soon!