**5.2 Turn these misconceptions into teaching and learning opportunities**

Assessment must be followed by corrective instruction designed to help students remedy whatever learning errors are identified with the assessment [10]. Using corrective instruction is *not* the same as reteaching, which often consists simply of restating the original explanations louder and more slowly [12]. Instead, the teacher must use strategies that accommodate differences in learning styles and intelligences [13]; for example, to teach circle geometry, I gave the students all the different circle theorems and then showed them several circle questions to identify the theorems within and find missing angles using these theorems. There was no success in this type of instruction as students did not remember the theorems; hence, they could not identify or apply them in questions. I decided to alter instruction by creating different circle handouts where students were directed to draw lines to create the theorems, measure the angles with groups, and infer circle theorems based on what they observed. This new instruction of circle geometry gave far better results as students were remembering most of the theorem since they discovered them on their own. However, students who had few or no learning errors to correct also participated in the enrichment or extension activities and that helped them to broaden and expand their learning.
