What it means
Exam-Strategy Co-Construction means that the teacher starts with how students already approach an exam task and works with them to develop a more effective strategy.
The teacher asks students to explain what they usually do, helps the class examine that approach, and uses recent learning or exam experience to guide the discussion. The class then develops a clearer strategy together and tries it immediately on the task.
Put it into practice
- Start with students’ current approach. Ask students what they usually do when they face this kind of exam question or task.
- Examine the approach together. Use questions to help students think about where the approach works well and where it could become more effective.
- Build a clearer strategy with the class. Draw on students’ ideas and your own recent exam experience to help the class develop a practical way forward.
- Try the strategy immediately. Give students a chance to use the new approach on the next question or task while the reasoning is still fresh.
The key distinction
The defining feature of Exam-Strategy Co-Construction is building the strategy with students from the approach they already use. A complete sequence begins with students explaining their current method, continues with the class examining and refining it, and ends with students applying the new strategy straight away.
The teacher’s recent exam experience helps guide the discussion, while students take an active part in shaping and testing the strategy.