©2014 Lindamood-Bell Learning Processes Lindamood-Bell ® Professional Learning Community The Art of Error Handling Kathryn Winn February 12, 2014 Visualizing and Verbalizing ® Instruction

©2014 Lindamood-Bell Learning Processes Visualizing and Verbalizing Guide Error Handling: Question, Compare the Response to the Stimulus, and Give Choices. Errors are handled in a positive, specific manner that uses each error as a means to help the student think and problem solve—while also developing the nonverbal code of imagery.

©2014 Lindamood-Bell Learning Processes Visualizing and Verbalizing Guide 1.Note the student’s response. 2.Find a spot in the student’s response from which to positively engage her. 3.Question to help her analyze her response. 4.Question to help her compare her response to the stimulus. Four Basic Principles for Error Handling

©2014 Lindamood-Bell Learning Processes Visualizing and Verbalizing Guide You read, “Some spiders spin big webs in trees.” And your student says she pictures the webs on a fence. 1.Note the student’s response: the web is on a fence rather than a tree. 2.Find a spot in the student’s response from which to positively engage her: “I like how you are picturing the spiders spinning webs.” 3.Question to help her analyze her response: “Your words make me picture the webs on a fence. What are you picturing for a fence?” 4.Question to help her compare her response to the stimulus. If she does not modify her picture, re-read the sentence and ask if it matches. Four Basic Principles for Error Handling

©2014 Lindamood-Bell Learning Processes Error Handling You read, “Teams of five people each gather on a crowded street for a bus-pulling contest.” Tommy responds, “I picture a man pulling a bus.” How will you error-handle this? Sentence x Sentence

©2014 Lindamood-Bell Learning Processes Error Handling You read, “The mule train wound its way slowly, single file down into the Grand Canyon. Far below, the mighty Colorado River looked like a thin brown ribbon. / The steep trail was very narrow. A cliff went straight up on the left of the trail and straight down on the right of the trail. / The mules didn’t seem to mind, but some of the riders held onto their saddle horns very tightly. They stared straight ahead and did not look down.” (V/V Stories 1, Level 4, #4) Your students struggle to recall pictures for the 2nd felt. How do you handle this? MS x MS Picture Summary

©2014 Lindamood-Bell Learning Processes Error Handling Your students have just started SxS and, initially, their word summaries are complete retellings of their images. How do you handle this? Word Summary

©2014 Lindamood-Bell Learning Processes Error Handling You read, “Thousands of troops in George Washington’s army camped on Long Island near the New York shore. A British ship patrolled the channel between the island and the shore. Late one night, Washington’s men began to sneak into small boats tied to a dock. The men took the boats across the channel all night. As the sun rose, the last troops rowed through thick fog, right past the British ship, to shore.” (V/V Workbook, Level 3, Book B, #7) Sammy’s Main Idea: “The men snuck in boats to shore.” How do you handle this? Main Idea

©2014 Lindamood-Bell Learning Processes Error Handling You read, “The tailorbird pokes small holes along the edges of large green leaves with her beak. Then she pulls strands of silk off a spider’s web. She pushes a strand in and out of the holes of two leaves, sewing them together. With more strands, she sews four leaves into a bowl. She fills the bowl with grass and twigs to make a nest.” When checking pictures, your students say they picture the bird poking holes in the middle of small leaves. How do you handle this? Picture Details in Whole Paragraph

©2014 Lindamood-Bell Learning Processes Use each error as a means to help the student think and problem solve, while also developing the nonverbal code of imagery.