How are we going to talk about it?

Yeah, years ago when I was a lead prac, it's one of the things that I always thought I was really good at, like for checking for understanding is when I'm creating those hinge questions or when we're creating those show me boards or no opt out.

You know, we create a great multiple choice question and they think, oh, why hasn't that landed or why isn't that really telling me what I need to? And in particular, the episode with Chris, we spoke about that, like the purpose of hinge questions and multiple choice questions.

And I guess, you know, when I was doing this work and research for my own classrooms a couple of years ago, I then kind of discovered Making Good Progress by Daisy Custuloo about the power of things like multiple choice questions, informative, when we're, you know, informative assessment for learning rather than of learning.

And I guess I was thinking about that nuanced language and the language we use when we're talking about multiple choice questions.

So things like our plausible distractors, which you spoke to Chris about.

But what are those answers that are still going to give us information about what the misconception is? And I've been really thinking about those just generally as we're planning lessons.

Do you want to talk to us a little bit about that and how the two could possibly go together?

Have I missed anything there, Yamina?

One, I should say I've been a part-timer up until this point.

So I come on every two episodes and get to talk about all the fantastic guests that we've had.

And what's been brilliant is thinking about the joy of developing teaching and the joy comes from the process and the dialogue and not just something that it's being done to us.

And I think that's what I've really enjoyed as both a listener as well as co-hosts of that dialogue and have conversations.

And sometimes I said to Adam, I don't think I agreed with that guest.

And I think that's what our of this podcast is, that that's okay too.

Yeah, I think it'd be really, really cool to watch.

What, what do you reckon? What does drive hard thinking mean to you?

Yeah.

For me, it's, um, it links for me to metacognition and how do we create learners who are independent, who can self-regulate, who can plan, monitor, and evaluate, um, so that when they go out into the wider world, those are things that they're able to do without us.

And I think the role of a teacher is to ex- do exactly that, is to support and structure learning so that it gets students to think harder.

You know where, you know when the student says, "Oh, it really hurts my brain, that does," I love that.

Like, that really gets me, like that gets me ...

That's the kind of thing I think about when I think of driving hard thinking, that a student is grappling with the, the core content, the kind of knowledge, um, in deeper ways.

Yeah, yeah.