EXD.5:4 - Solution

EXD.5:4.1 - Select the target and the product

Recover the learning purpose, current question and warranted subject relation. Choose a product that makes that relation inspectable: a short explanation of one step, labels and arrows with stated meanings, a worked correspondence or an enactment with an explanation of what each action represents.

State a criterion for the relation, not a preferred phrase. For the pooled mean, the product should show what the denominator counts and how each group’s sum is recovered. Fluency, length or agreement with the teacher cannot replace that criterion.

Use EXD.2 when the instance and contrast need construction. Keep legitimate tools available when the intended performance allows them.

EXD.5:4.2 - Give a focused prompt and preserve the first response

Select assistance from the learner’s usable knowledge of this task. A worked model, partial representation, cue or small open prompt can each be appropriate. If an initial unassisted response can change the diagnosis or help, obtain and retain it before giving the solution.

Ask for the relation that matters: “What does your denominator count, and what should it count for this question?” is more diagnostic than “Explain the answer.” Let the learner express a correct relation in their own suitable form.

Where the learner lacks a necessary component, supply that component and make the assistance visible. An unproductive unsupported attempt is not required before every explanation. Human Capability Development’s task and assistance methods supply the broader decision about support and progression.

EXD.5:4.3 - Locate the error and support its correction

Compare the product with the selected criterion. Distinguish a wrong relation, an absent prerequisite, an expression difficulty and a changed question. A learner using the mean of branch means may be correct after the question changes to equal branch influence; EXD.1 and EXD.4 handle that return.

For an error under a fixed question, guide the learner to identify the wrong relation, explain why it fails here, construct the corrected relation and describe its use. Provide the missing ground or component when needed. Tie the feedback to the task criterion: “Your denominator counts two groups, while this question counts eight individuals” identifies the discrepancy.

Preserve the initial product and what was supplied in correction. A supported explanation is a result under those conditions.

EXD.5:4.4 - Ask for the affected use again

Choose a retry that can reveal whether the corrected relation is usable at the intended grain. Change values or a consequential condition while avoiding irrelevant difficulty. Specify what help remains available. The next response can support a more limited or a stronger conclusion depending on those conditions.

If the error persists, revise the diagnosis or assistance rather than simply repeating the same prompt. If the learner now uses the relation adequately, stop the immediate correction. Select later retrieval, practice, fading or transfer work only when the learning purpose requires it, using the relevant HCD methods and evidence.