A teaching decision lab
Keep the learning goal in view while changing what is delegated and what the student demonstrates. The question is what each design would let you examine.
The classroom case
A student completes practice questions. The instructor then removes one scheduled practice session. Later, the student completes more practice questions. Ask students to identify the target behavior, the consequence and the stated change in behavior.
What is assisted
The student receives an explanation of the concept, then writes the response. Ask which part of the explanation the student used and which decision they made themselves.
What this would let you examine
Whether the student connects removal of an event with the stated increase in the target behavior, rather than treating “negative” as a synonym for punishment. The submitted text lets you inspect the answer’s content and alignment with the task. An explanation is supplied, so the response can be examined for how that explanation was used.
What remains unknown
The case stipulates a later change; it does not establish that the removed session caused that change, or that every student experiences the session in the same way. The final wording does not identify who performed each intellectual step or whether the student can apply the reasoning elsewhere. Being given a correct explanation does not establish that it was understood.
A next teaching move
Change only the later behavior: the student now completes fewer practice questions. Ask which part of the classification changes and why. Keep the finished text, then ask for a brief explanation of one decision and a response to a changed case.
Carry the question into your course
Choose one current assignment. Name the reasoning students should practice, the steps assistance may perform and the evidence you will examine. If those three choices do not align, change one before deciding how polished the submission should be.