Present statements that sound plausible but may be wrong. Students choose their answer, the class sees the split, and you know exactly what to address before the lecture reinforces the misconception.
This technique is grounded in research on conceptual change (Chi, 2008): identifying and confronting incorrect beliefs early — before they get consolidated — leads to deeper and more durable understanding.
How to use it:
- Share the participation link or QR code at the start of class
- Students respond in 60 seconds from their phone or laptop — no account needed
- Project the split view and use the distribution to frame the discussion
Works for: any topic where students carry strong prior intuitions — psychology, economics, science, health, history.