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Share your:
1. 5th/Social Studies
2. Civil War
3. Biggest Mistake - cause/reasons of the war
4.  Mistake analysis - identify states' rights vs slavery and how North/South viewed their purpose.

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Mistake Analysis
1. any multiple choice questions
2. I identify the facts or statements that are not correct according to the text.
3. Discuss your findings with your group.
4. Justify your correct response through text evidence and inferencing clues in the text.

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1. 5th Grade Bilingual/Writing
2. plot story
3. Students will read a set of shuffled cards with parts of stories to determine the parts that make the plot (start, rising action, climax, falling action and conclusion/result).
4. Students will tend to keep the cards in the order that they read it and ignore the sequence. Some students will argue which card represent the climax and the falling action.

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4th Grade
1. Math Word Problems
2.. Students will need to read the problem and create a plan for how they are going to solve the problem.
3. Once students have created a plan to solve the problem they must also disprove the other answers and justify why it is not their chosen answer.
4. find the final answer and select it.

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Emancipation Proclamation?
1. Beneficial to the South?
2. Beneficial to the North?
3. A publicity stunt

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1. 3rd grade all subjects
2. any multiple choice questions
3. I have students defend their answers for their multiple choice problems, if there are any students who disagree with a students answer, they have to convince the other students why their answer is the correct one. Students are allowed to change their thinking at any point and change their answer but they must explain what they did that caused their first answer to be incorrect.

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1.     2nd grade/ Bilingual

2.     Math, adding 3 digit- 2 numbers with regrouping.

3.     Students rework the problem.

4.     Students identify and explain the error and then share a strategy.

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Tiffany Manch 4th - Different Perspectives

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Tiffany Manch 4th - Different Perspectives

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1. 4th grade
2. ELAR debate
3. What argument could the author make that would make you change your opinion?
4. I would want students to be able to identify, and be able to make an argument for both sides.

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First Grade
1. First Grade -  Reading Response - The True Story of the Three Little Pigs
2. Students will be placed in groups to draw/write their response to their side of the of the story. Do you feel the Wolf is telling the truth?
3. The students will need to show their evidence in their drawing/writing /labeling of their response.
4. Their final product will be presented to the class displaying their drawn/labeled/written response and explaining their reasons. The responses from the groups will be placed on display for a galley walk by their classmates to view the best response to the activity.

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1. 5th grade ELAR
2. Do authors write for more than one purpose?
3. Students can review a variety of genres to provide evidence of reasoning such as text written for entertainment but also includes some persuasion.

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1. Simplifying Numerical Expressions
2. Students will be given an expression with how it was solved by other students.
3.  Students will choose one scenario and decide whether that student follow order of operations and if the answer is correct.
4.  How did they determine that the answer was correct or incorrect?

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1. Place Value
2. Students attempt to read HFW phonetically
3. Thinking beyond text (Inferences)

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Angelica Gradick- 2nd Grade- All Subjects

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Angelica Gradick- 2nd Grade- All Subjects

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1.  After reading a story or article students can come to their own conclusions about who or what they think was right or wrong about the situation.  Work in groups to discuss or debate their ideas or thoughts on the topic.
2. Students can argue/discuss their opinion with another student to try and convince or persuade them to see it with a new perspective.

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Mistake Analysis
-Pre-Kindergarten
1. Separating into equal parts
Give the kiddos a set of objects and have them sort out equally.
2. Observe strategy and solutions
3. Questions of why, how, what, Is, Can... questions.
4. Have students collaborate .
5. Come together to see how and why this different solution where to solve problems.
6. Allow student to teach each other and find answer on their own will help them to solve and become independent thinkers.

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1. 1st grade
2. subtraction within 20
3. that you always take away from the first number given in a number sentence.
4. using manipulatives to help solve the problem. this way they see the correct answer with visuals.

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Elizabth Garcia- Analysis from Multiple Perspectives

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Elizabth Garcia- Analysis from Multiple Perspectives

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1.     2nd grade- Bilingual

2.     The true story of the 3 little pigs.

3.     Students see the side of the Wolf story.

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Texas Social Studies Investigation
1. Why would Texas want to be independent of Mexico?  Why would Mexico want Texas to stay in Mexico?
2. Ask 3 Questions to Sam Houston and 3 Questions to Santa Anna what evidence they use to believe the way they do.  (teacher will play role of Sam Houston and Santa Anna).
3. State your opinion on whether Texas should be independent and why based on your answers.

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1. Class will be provided with a multiple choice question.
2. Groups will be assigned a different answer choice.
3. Provide evidence on how to make their answer choice correct.

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-modeling writing
-decoding words
-math problems

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Mistake Analysis
Math
1.  Look at a question that has a high percentage number of students getting wrong and ask
1. How did you resolve the problem?
2. Show your partner the steps you took to get to the answer.
3. Then after sharing their steps students can come together as a whole group and analyze which step was omitted or skipped.

Peer to peer tutoring sometimes is better because they talk to each other in a way that as educators we cant. They use their same student language.

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Simple test-taking strategy is error/mistake analysis. This works well for all subjects, although I use it a lot in Math. In whole group, discuss with students *where* the test writer/creator got the "wrong" answers. Just as Colin used in his presentation -- instead of "what is the most right wrong answer" ... just have students work through *how* the answers are wrong. At the beginning of the year, most students haven't gone through this process before (or don't remember it). This also help them to pick out those "silly" answers and work through the process of elimination.

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Interventionist Grades 1-5
Mistake Analysis

1. Model how to think aloud and how to analyze a problem and answer.
2. Then have students tell me if the answer is right or wrong.  They must justify their answer.
3. Have students look at a problem that was done incorrectly and tell what's wrong and give steps on how to fix it.

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5th Grade Science
Mistake Analysis - Experimental Design
After participating in a variety of inquiry based investigations, students generate questions that an investigation has led them to wonder. Then, through those questions noting mistakes in assumptions and reasoning behind results. What could have changed the results? Do "correct" results exist? Then, students create questions based on analysis of results & knowledge of the experimental design method.

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Definitely looking at wrong answers more and student's providing evidence for why the answer is wrong. I always have them back up their responses with evidence but not often look at the wrong answers and provide evidence for why it could be wrong. Or, does it just appear wrong and is there a way of looking at it where it could be right?

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1.2nd Grade
2. Math - Word Problems
3. Students determine if they are adding or subtracting. Explain

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2nd Grade
All subjects
Continue to put the work in the students hands, to include the problem solving analyzing etc.

Allow to be true stakeholders and provide them with many opportunities to practice and grow in their thinking, communication and analyzing.

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Mariah Osborn: 4th Grade Reading - Making Connections

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Mariah Osborn: 4th Grade Reading - Making Connections

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One of the stories we read is Cheyenne Again which is about a young boy that is taken from his family and sent to a residential "school" for Native Americans. I have been thinking a lot about this story and how I can use it to connect to recent events/articles where they have discovered the bodies of former students at some of the residential schools. We all know it was wrong. The question I might pose to the students is "Where do we go from here?" "What do we do with the knowledge of the situation?"
We can tie this into connections between text to self, text to text and text to world.

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Mistake analysis
1.Kinder
2. Addition and subtraction with word problems
3. Students will need to determine which strategy to use to solve the problem

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1. Creating Models
2.Hands On Instruction
3. Picture Vocabulary

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Teach students to study the questions beforehand by reading them in its entirety as well as any graphical representations (science, math) to ensure that they have not missed any information. Especially when they must provide a logical explanation of their response.
Usually as test creators, we want to understand how the students are thinking and if they are able to pick up on where we are trying to "trip them up". It is our goal to teach them to analyze when composing an answer or choosing an answer if multiple choice.

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1. inferencing, analysis
2. Who is more to blame?
3. Students would use text to figure out which character is more to blame for the problem in the text. They can work in partnerships to discuss ideas and evidence from text to form a conclusion.
4. The final product will be a detective report explaining all of the evidence found and final thoughts.

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Mrs. Santiago Mistake Analysis - 2nd grade

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Mrs. Santiago Mistake Analysis - 2nd grade

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I like to review and have classroom discussion of why, what, and how. Student leading discussion and teacher facilitating/guiding/ clarifying misconceptions.

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Rob Fix Killeen ISD Middle school history.          Mistake Analysis

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Rob Fix Killeen ISD Middle school history.          Mistake Analysis

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1. We look at historical events and analyze the choices made and their impacts
2. Critical analysis of connections between events
3. Multiple perspectives - we look at all sides of a historical event to gain perspective of the choices made
4. Western Expansion, Manifest Destiny and the Indian Removal Policy.
Analyze other solutions. What were motivating factors. Attitudes of both sides. Cherokee suing the US Govt and winning...what are modern day implications. There are current follow up lawsuits that are winning and gaining ground

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Provide students with questions that are similar to the test questions given for the place value unit in math.  The multiple choice answers are shown.   The answer is given on the paper.  Students will mark it as correct or incorrect, and justify their thinking.  This way they will see all of the possible answers and really defend their thinking.

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1. Analyze wrong answers to have a better understanding of why they are wrong.
2. Allow students to correct teacher errors used to check for understanding.

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Teresa Burke
1 - 3rd grade
2 - ELAR
3 - Characters from Sing the movie. How do the Koala see each of his performers' talent (weakness and strengths)? How do each character sees their colleagues? How do the characters with new insight put on an spectacular show? Now, what if the Koala didn't hear the Elephant's singing, how would the ending differ/

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1. Prater - Interventionist - all grades

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1. Prater - Interventionist - all grades

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2. The interventionist role will be different this year, than years past
3. When it comes to reading unfamiliar words I would have them use what they know to get them to read the word correctly, I wouldn't tell them the word.

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1. Kinder
2. Emotional Awareness - Empathy
3. Modeling Poor Empathy and Discussing why?
4. Brittany Walker

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1) Veronica Pigg - 2nd Grade all subjects
2) Science objects in the sky
3) have the students talk about the shadows and have them look at how the earth moves and changes the way objects look here on earth differently.
4) So many assume it is the sun that moves. We can also build objects and move them to see how shadows and other objects move.

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Mistake Analysis
1. Reading Comprehension and test taking strategies.
2. Have students prove why the other answers are incorrect.
3. Or ask what the question would have needed to say for the incorrect answers to then be correct.

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1st grade
1. math problems
2. modeling writing
3. decoding words while reading

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1. 2nd grade
2. Place Value
3. Place digits in wrong place values because they are having a hard time understanding the words
4. Work individually, or in small groups and use extra time to expand knowledge while teaching whole group with wait time.

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Share your:
1. 5th
2. Inferencing
3. Making inferences that are not supported by the text.
4.  Have students use text evidence to support their inference.

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Mistake Analysis - make mistakes myself and don't say anything to the kids. See if they can point out my mistakes.

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1. Nancy Anderson/4th/ELAR
2. Reading fluency
3. Teacher incorrectly models reading fluency.
4. Students identify mistakes and model them correctly using video recordings of themselves.

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1) ESL Groups in or out of classrooms PK-5th
2) Working with unknown words in text in the classroom.
3) As ESL students work with grade level text in different content areas, they often come across unknown words. When this happens, I use multiple strategies to help the students work to get the correct definition of the word.
4) If they are unable to make meaning of the word on their own, we can talk about why they are unable to do so. They can look back on their work, with assistance, to find their mistake to make meaning of the word correctly.

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2. Cooperative games.
3. How can we solve the problem a different way/better/efficiently?

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5th Grade Math
Long Division
The biggest mistake is following the  process.

I would present them with another student's work and incorrect answer.  then ask them to determine the other student's mistake.  I'd take the addition step and ask them to come up with a method to instruct the student on the correct process.  I'd also present some example where the issue is not process / procedure but mistaken calculations so that the students can correct identify the issue.

(see example below)

McNeil

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1. 4th Self Contained
2. Math

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Example: Analysis from Multiple Perspectives

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Example: Analysis from Multiple Perspectives

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1. 3rd Grade
2. Should recess be done away with to help recover lost learning from COVID?
3. Have students choose a side and find articles to support the pro or con

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EXAMPLE: Analysis from Multiple Perspectives 

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EXAMPLE: Analysis from Multiple Perspectives 

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1.  7th Grade Social Studies
2. Why is voter turn-out so low?
3. Students can look at how different groups think about voting.  How to veterans feel about voting?  What about young people?  What about someone who is very busy with work or kids?  Why might that person not make the effort to get the the poles?

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Share your:
1. Name/Grade/Subject Level
2.  What will your students be studying?
3.  How can learners look at that topic or issue from multiple perspectives?

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1. First Grade-
2. Math- Word Problems
3. Looking at two different 0-20- allowing students to either add or subtract the numbers. Then allow students to explain their own thinking and method to solve the problems.

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1. 3rd Grade ELA
2. Irregular verb tense
3.  Students tend to try to always follow the pattern of adding -ed to make a verb past tense, even when the verb is irregular.
4.  I will have the students write multiple choice questions and think about how they can try to trick Joe.

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Analysis from Multiple Perspectives: Dr. Payton's Teen Leadership

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Analysis from Multiple Perspectives: Dr. Payton's Teen Leadership

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1. 6-8/Electives DAEP
2. Student Code of Conduct
3. Students will be presented with several scenarios where  an example student has broken a rule and has received a referral. Students will use the Code of Conduct to decide what/if a rule was broken and how the student could have done things differently. Students will focus on what happened and either defend the example student or the example teacher. Students will break into groups and be assigned teacher/student at random. Their responses will be based on the facts of the event and what the handbook says. The rationale is that students will be able to talk about the reason why/why not there was a reason to punish the student. The focus will be on the why and the thought behind it.

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Share your:
1. Grade/Subject Level
2. What will you be teaching?
3. What is the biggest mistake students make when learning about that topic?
4.  How can you have them analyze this mistake?

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1. 5th Grade Science
2. Should plastic straws be banned?
3.  I will be revealing information from a scholastic article I have about the impact of plastic straws.
4.  Students will write a letter to our local city council to make a recommendation about a policy they should create for our town.

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Share your:
1. NameGrade/Subject Level
2. What is the big question your students will be investigating?
3.  Will you be revealing information or will your students be researching?
4.  What will the final product be?

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1. 5th Grade Science
2. Should plastic straws be banned?
3.  I will be revealing information from a scholastic article I have about the impact of plastic straws.
4.  Students will write a letter to our local city council to make a recommendation about a policy they should create for our town.

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EXAMPLE: Colin Seale-- Analysis from Multiple Perspectives

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EXAMPLE: Colin Seale-- Analysis from Multiple Perspectives

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1.  Kindergarten- ELA
2.  The Cat in the Hat
3.  Everyone has a different view of the visit from the Cat in the Hat
- The children
- The fish
- The mother
- The cat
I could have the kids decide what each character would say to the cat and what the cat would say back.