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Rapid Survey of Student Thinking

Oct 2, 2023

The Rapid Survey of Student Thinking (RSST) is a tool teachers can use to make sense of and trace student ideas throughout a unit. Students have many ideas, experiences, and modes of expression (gesture, metaphor, inventive language) that are part and parcel of their sensemaking. This tool helps us attune to these diverse resources and consider how they might inform instruction going forward.

Consider using the RSST tool with one of these video

Teaching Considerations

Here, we describe some ways you might use the RSST in practice. We also provide a practice opportunity if you’d like to try it with a kindergarten student’s model and discussion of his thinking.

Step 1: Begin to familiarize yourself with the five lenses depicted in the RSST. While familiarity will grow as you try them on, you can also read or look at examples to build awareness of what you might see in the science classroom.

  • Ideas: What ideas did students share about the phenomenon or question? What do they seem to understand already?
  • Expansive ways of knowing and doing: What novel ideas or practices did students introduce to support their sensemaking? (Through words, pictures, gestures, humor, storytelling, community histories, etc.) 
  • Think beyond the “canonical” explanation here – see a chapter entitled Toward More Equitable Learning in Science for more.
  • Everyday language: What terms did you hear students use to support their sensemaking?
  • Experiences: What experiences did students describe that connected to and/or helped them reason about the phenomenon?
  • Connecting ideas: What ideas did you hear that reflected synthesis, community-building, or valuing others’ unique contributions?

Step 2: Collect artifacts of student thinking. To use the RSST in your classroom, you will want to collect and work with student artifacts. These may be examples of student work, notes or videos of discussion. 

Step 3: Use the RSST to parse and take notes on student thinking. We recommend doing this as soon as possible when the instructional context and interactions are fresh in your mind. We also recommend taking notes on what you notice, citing examples to preserve what you specifically saw in student thinking. Here are two approaches you might take:

  • Taking each lens in turn. You could look through the entire set of artifacts with a given lens in mind, like “ideas” or “everyday language.” For instance, the picture below shows the language a preservice teacher noted high school students using when watching and explaining a video of a controlled burn on a field of dry grass. 

Everyday language high school students used when watching and explaining a video of a controlled burn on a field of dry grass. Examples include "set ablaze", "dead grass" and "ashes".

Considering lenses individually could help you more quickly see patterns and variations across artifacts through that lens. It also allows you to start with lenses that are more familiar and build sequentially to lenses that are more challenging.

  • Fully considering each artifact across lenses. Alternatively, you could look at a given artifact with all lenses. This could help you see artifacts’ richness more holistically, and it can be helpful to juxtapose, compare, and contrast the lenses to make sense of what you’re seeing.

Step 4: Consider next steps based on your analysis. The RSST provides some questions for synthesizing across noticings, next you will want to think about what to do instructionally, such as modifying lessons or returning to the students to ask more questions. You may also want to do personal reflection and build awareness while reflecting on your own positionality.

Step 5: Over time, decide if you want to revise any lenses. As you gain familiarity with the RSST, consider how specific lenses serve you and your class as you grow together. For instance, maybe your students are consistently connecting ideas, so it is not as useful to focus on anymore — you could take on a more explicit race, power, and justice lens. Or you may decide to work with that lens from the start! We hope you use the tool in ways that support your practice and classroom community as long as attention to equity and divergent perspectives are maintained.

If you want to try on the RSST, feel free to check out a practice opportunity below!

 

Practice Opportunity

View a kindergarten student’s initial model of where a puddle came from and went, and listen to him explain his thinking.

A kindergarten student's model of where puddles come from and go. The model shows the sun and a puddle with upward arrows pointed toward the sun in both panels of the model.

A student’s initial puddle model. Video (~1:30)

 

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This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995