Video Response: Intellectual Risk

In the following video link (, the teacher encourages intellectual risk through prompting children to explain their reasoning and extends their answers through reflection. This scaffolding method is beneficial to assist children with increasing their vocabulary and ability to articulate responses. In the beginning of the video, a boy had contributed to his peer’s measurement investigation by asking if another object fits the size of his hand. The teacher was open to rephrasing the question and continued to occasionally prompt peers at the table to share their thoughts. I feel this supported the children to take intellectual risk, but the activity could have been structured to increase inquiry further.

An essential factor that I noticed this activity had been missing was consistent participation of all the students seated at the table. The activity was mainly directed towards one child at a time to respond to the teacher’s questions, with little interaction occurring with peers waiting at the table. However, the CSDE standards express that a learning environment that proficiently encourages intellectual risk involves student comfort to share ideas and need for teacher effort to resolve lack of student engagement in learning activities (CSDU, 2014).

The teacher can further reinforce intellectual risk in this activity by increasing peer involvement. This could be accomplished by having the children discuss their problem-solving process directly to a peer, while the teacher provides questions and guidance to lengthen peer conversations. Having the children work in pairs to estimate the size of one another’s hands may be an improved approach to this activity. Working in pairs would promise children to converse solving and explaining their task activity together. Overall, initiating the activity to include teamwork among the students would strengthen intellectual risk of this activity because participation would be raised, and children will be more likely to share their own thoughts.

Works Cited:


CSDU Evidence Guide: (Page 7)


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