Molly McNinch works with a small group to examine exemplar work from “Heather” and “Gerry,” examining the conclusions these fictional students drew from their work. She challenges her actual students to create connections to “Judi’s” partial work, which Molly notes has an error that her students will need to locate and correct in order to advance their work. She reminds students about the purpose of a status poster — that it is not intended to represent final thinking but to convey an accurate representation of the group’s current insights.
Having them look at not their own work, so they're no longer responsible for creating a product, makes students responsible for observing and evaluating. By pulling that [the fictional student work] in, I hope it allows for students to take themselves out of the equation, to take themselves out and focus on what is being represented. This works especially well with students who are still having misconceptions.