Mistake Analysis

Mistake Analysis

Bringing Value to the Wrong Answers

bit.ly/mistakeanalysis

Hello, Y'all!

I'm Hannah!

• Digital Learning Coach
• AI
• Digital Tools
• Blended Learning Practices
• Awesomeness
• Trainer
• Wife and Mother
• Crafter
• Carbohydrate Enthusiast

Instagram: @hannahbethteaches

Home

Hello, Y'all!

I'm Amy!

• Author, Speaker and Educator
• AI in Education Keynote Speaker
• Founder and CEO of FriEdTech
• Former English and LOTE Teacher
• Adult Learning Expert

Instagram/FB/LinkedIn: @friedtech CONTACT: hello@fried.tech

Home

bit.ly/mistakeanalysis

Home

Mistake Words

Denotation v. Connotation

bit.ly/mistakeanalysis

Home

The Research Behind Mistakes

"Mistakes are crucial pieces of information that force a cognitive reckoning, pushing the brain to reconcile contradictory information and build more accurate, durable solutions" -Youki Terada

In a 2007 study of US and Chinese schools, researchers found that Chinese teachers were "more open...about the freedom to make errors." Promoting the idea that "errors are commonplace" led to students' more frequently correcting their own mistakes.

Giving students difficult problems allows them to "evaluate [and] better discern...why certain answers are correct, but also how and why others are incorrect, deepening their grasp of the topic. -Kapur, 2008

In 2018, neuroscientists discovered that mistakes set off brain activity! "Error neurons" fire, "conflict neurons" respond. The brain of the person making an error lights up with activity that encodes information more deeply. (CalTech)

The cingulate cortex, which produces ERN (error-related negativity) does not stop developing until the late 20s. It detects errors before you even realize you have made a mistake. The stronger the ERN produced, the slower/more careful we are the next time to try to avoid an error. -Overbye, Boen, Huster, and Tamnes

When students with math anxeity encounter numbers, the "fear center in the brain is activated- the same fear center that lights up when people see snakes or spiders...activity in the problem-solving centers of the brain becomes diminished" -Jo Boaler, Stanford Professor

Test Your Knowledge

Thumbs Up/Thumbs Down

The stronger the ERN in the brain is produced, the faster we work to try and avoid an error.

bit.ly/mistakeanalysis

Home

Activity Intentions

Student-Centered v. Teacher Focused

Home

Epic Fail...

but in a good way!

• Make mistakes yourself...and then react appropriately
• Encourage risk and reflection
• Offer ample opportunity for feedback (positive and constructive)
• Highlighting progress and growth, not just the end goal
• Create frequent opportunities for low-stakes assessment/ checks for understanding

bit.ly/mistakeanalysis

Home

Not All Mistakes

are equal!

• Conceptual v. Procedural
• Giving yourself the chance to "deconstruct" anticipated mistakes allows you to be better prepared when they happen
• How might someone get this question wrong?
• Learners need the opportunity to guess and process their guesses. When learners have the opportunity of trial and error, recall rate goes up almost 25%!
• Giving learners real time feedback gives them "stepping stones" to remembering the correct answer
• Encouraging good mistakes (near misses) and guesswork allows learners to have productive struggle- meaning they can make more sense of their learning because THEY are making the connections, not you.
• Giving learners a role to be wrong can be empowering!

bit.ly/mistakeanalysis

Home

Which Wrong is "Most" Right?

Mistake Sort Strategy

Asking which wrong is more/most right moves students from "what" and "how" to "why" and "what if"!

Procedure: 1. Give students a question and then 2 or more incorrect responses to that question. 2. Have students discuss in their groups which responses are wrong and WHY they are wrong. 3. Have students determine the best wrong answer and justify it to the class This encourages students to dive below the "wrong" to evaluate the extent of the wrong answer. Are we talking about misspellings and grammar errors or an incorrect order of ideas? Is this equation wrong becuase there is an incorrect number, or did someone miss a step?

bit.ly/mistakeanalysis

Home

Home

Which Wrong is More Right?

Mistake Sort

The fourth grade classes at a school made flowers to decorate the cafeteria. There are 5 fourth grade classes at this school.

17

75

• To make each flower, 4 sheets of paper were used.
• The classes used a total of 300 sheets of paper.
• Each class made the same number of flowers.

240

How many flowers did each fourth grade class make?

Home

Which Wrong is More Right?

Mistake Sort

Home

Which Wrong is More Right?

Mistake Sort

Peer-to-Peer

Feedback Questions

Teach students to interact with one another in a way that facilitates learning. 1. What makes you say that? 2. Why might someone disagree with you? 3. Help me understand why... 4. How did you come to this conclusion? 5. Can you rephrase your answer? 6. What were you thinking about when you said... 7. What could you have missed? 8. I agree/disagree with you because...

Note: In order for these questions to be effective- you have to first create a POSITIVE failure environment! Building relationships and trust are the first key in student confidence, even when they make mistakes!

Home

Utilizing

Question Slips

Home

Let's Reflect

3-2-1 Strategy

• 3 things you learned
• 2 connections you made
• 1 question you still have

Session Evaluation

Home

Thank you so much!

Contact Us!

Hannah Ketteman: hannahbketteman@gmail.com Amy Mayer hello@fried.tech

What are some ways you can incorporate guesswork into your classroom?

Which of these do you like best? Why? What changes would you make/ How could you adapt these to work for you?

Why would it be important for students to evaluate wrong answers? How might your students struggle with this?

What are some ways you can incorporate guesswork into your classroom?

How does the idea that "errors are commonplace" go against how our school system is set up/how we approach success?

Which of these do you like best? Why? What changes would you make/ How could you adapt these to work for you?

Why is this brain research important for us to know?

What are some ways you can incorporate guesswork into your classroom?

What are some ways you can incorporate guesswork into your classroom?

Which of these questions is most telling? Which question do you use most/least often?