You should (consider) changing your multiple choice answers

I vividly remember teacher after teacher telling me DON’T change my multi choice answers.

“Your first answer is most likely the most correct,” I heard their collective voices say.

You may have heard some similar advice. But what if this piece of conventional advice is wrong? What if we should think again about changing our minds — with multis and life in general?

This is the premise of a book by Adam Grant, an organisational psychologist, a bit of a rock star academic, who has best selling books, popular TED talks and a large following.

Grant has written a book titled Think Again. The tag line: “Discover how rethinking can lead to excellence at work and wisdom in life.”

Another few choice quotes: 

• “Embrace the joy of being wrong”

• “You don’t have to believe everything you think”.

The reason the book stood out to me is because Grant has a section in the prologue focused on multiple choice questions. He discusses the conventional belief about not changing your first answers and then offers two contrary views.

First, he discusses that when a group of psychologists reviewed thirty‑three studies, “they found that in every one, the majority of answer revisions were from wrong to right”. 

Second, he talks about how psychologists counted eraser marks on the exams of more than 1,500 students in Illinois. Only a quarter of the changes were from right to wrong, while half were from wrong to right. 

So, what should you take from this? 

Let’s start with something you should avoid: don’t second guess yourself as you go through the multis in an exam. Annotate the questions, eliminate the least likely and go for the most correct response (based on the key words of the question).

Here’s something you can apply from Grant’s work. When you are reviewing your multi choice answers, consider changing your response. Consider the fact that you may have another look, ‘think again’, and discover a more correct response. This is an acceptable strategy and, as the research shows, it can be an effective one.

Also, I suggest reading the whole book. It’s a really interesting read with lots of great real-world examples. Adam Grant’s book always make me feel wicked smart. Also, check out my video on the topic below.

SOLVED (sort of): Too many questions, too little time for answers

The answer to the following question is yes. Can students ask too many questions? 

As a teacher, I’m constantly striving for student engagement. When students are engaged, they are switched on and thinking. And when students are thinking, they have the opportunity to learn. As my former colleague Ryan Gill would tell me, “there is no learning without thinking”. 

Source: Project Zero (Harvard University). “Learning is a consequence of thinking.” Click on the image for more.

This year I have a class that is full of very switched on students...who are relentless with their questions. Yes, it would be much worse to contend with a room full of disengaged and disconnected students, kept company by your own gradually fading voice. The issue for me is that the questions are fired away which removes the space and time to think. 

The other issue is that when a student raises their hand, they’re focused on the question in their head and getting an immediate answer. They’re not following what’s going on in the class with the same level of attention. They can’t: their focus is too dissipated.

So I want to encourage questioning and help students clarify concepts. I also want students to hold on to their questions a little more, give themselves some space and time to consider if they actually know the answer themselves or whether the question is actually worth asking.

There’s also the concern for my own sanity. The fusillade of questions saps my own energy and ability to focus. 

Serendipity struck. Amantha Imber is an organisational psychologist and has this great podcast called ‘How I Work’. On this particular episode, Amantha interviews Cal Newport, a computer science professor and bestselling author. Newport has written the popular books Deep Work and Digital Minimalism.

Imber’s podcast episode was centred around Newport’s latest book, A World Without Email. In their conversation, they discussed how emails disrupted the flow of work, robbing people of their ability to focus on particular tasks. And these emails would focus on issues that would then require follow-up emails, that would then need to be replied to, that would then also need to be replied to…

Newport has a solution: office hours. These involve set times when someone would be available for people to drop in with their list of questions and have them all answered in one go. Doing this in person allows for some back and forth, and generally much more efficient interactions than long, looping email chains. Freed of these emails, workers can spend less time on unscheduled communication and more time focusing on tasks.

Now, how does this apply in the classroom? I have started creating ‘office hours’ within the classroom. I use a tool, Padlet, and ask students to post their questions to the Padlet during class. Hands go up...and I tell them to come down. “Put it on the Padlet,” I say. Students list their questions and, hopefully, they might notice that other students have already put down the same questions. Students can also provide answers to someone else’s question. 

An example of a Padlet with student questions and my responses.

Then, at a time of my choosing, I turn to the Padlet and tackle the questions. I project the questions to the class and go through them methodically. I type or write the answers in the program so students can go back to the Q and A at a later stage to help consolidate their knowledge.

Look, it’s not a perfect solution. I have to remember to check the Padlet and sometimes I end up calling on students and break my own rules. But when I have been diligent, it’s given us all a bit more time and space. The ‘office hours’ have been a useful addition to giving students and teacher some more opportunities to think and hopefully learn. I’ll keep you posted on how this strategy develops.

Multi thoughts on improving multis

Economics exams love multiple choice questions. These multis are supposedly designed to test student knowledge and often confuse the hell out of people. How can you help your students do better on these questions?

One strategy I use with my students is to do away with the answer categories. You can physically take them off or just cover them with a piece of paper.

Here, you’re asking student to stop jumping straight to the answer categories. Instead: ask your students to think about likely answers, prime their thinking, jot a few thoughts down, then look at the answer categories.

Let’s have a look at how this could work. Here’s a multiple choice question in its entirety.

Don’t give this to your students. Instead, just give them the question:

Ask them to list their thoughts. Maybe they start talking about people out of the labour force, about people who have given up on seeking work. Maybe they talk about people who are NOT classified as unemployed. All of this process stuff is good. Really good.

Then, put the answer categories back and ask them to answer the question.

The idea is to help students put a routine in place. I want students to stop jumping into questions and start by thinking carefully about the question.