Step 2

Abstract

Once we know what kind of information to keep for analyzing the situation, we are able to estimate what information is missing. More particularly, this chapter shows how responsivity in observation and enquiry facilitates the search for high-quality pieces of information, such as those that describe when, where, and for whom the problem occurs, as well as depict the students' situation at the intraindividual (reactions to different tasks or activities), interindividual (relationships with classmates), intergroup (relationships in class and at school), and conception levels (students' vision of school success and failure, intelligence conception, etc.). Through real-life situations, this chapter shows the role of the linguistic categories used in discussion and types of discussion in general to avoid the pitfalls of shared reality in impression formation, as well as conformism and groupthink in decision making.