Looking at Student Work Through a Responsive Lens: Part 5

Facilitating Meaningful Discussions

Student work isn’t just an assessment tool—it’s a gateway to rich, meaningful conversations. When we select and sequence student work intentionally, we open the door for peer learning, collaborative problem-solving, and deeper mathematical understanding.

Instead of keeping student work hidden or simply using it for grading, why not use it to spark a whole-class discussion? Ask:

🔹 What does this student’s strategy reveal about their understanding?

🔹 How does this solution connect to others we’ve seen in class?

🔹 What can we learn from this approach to solve a similar problem?

Creating Opportunities for Peer Learning

By sharing student work with the class, we create opportunities for students to learn from one another. For example, if one student uses a unique method to solve a problem, others can reflect on the strategy and discuss its effectiveness. This helps students make connections between different approaches and strengthens their understanding of key concepts.

Engagement and Ownership

Meaningful discussions also allow students to take ownership of their learning. When they are part of the conversation, they are more likely to internalize strategies and deepen their understanding.

Try This in Your Classroom:

The next time you review student work, pick out a few examples that highlight different approaches to the same problem. Use these examples to spark a class discussion—encourage students to explain their reasoning, compare strategies, and ask questions.

How do you use student work to facilitate discussions in your classroom? Let’s share ideas! 💡👇