1. Mistakes Are Proof That You Are Trying...and Learning
Welcome!
Which level of math content are you most comfortable with?
CC 1/CC 2?
CC 3/Int 1/Alg 1?
Int 2-3/Geometry/Alg 2?
Please, find a table that goes with your choice and sit there.
You should be in a team of 4.
Use the role cards to decide what your team role will be for today.
Showing as participants enter the room

2. Beckie Frisbee Shelly Gothaus Beth Johnson
Quick introductions -

3. Agenda Welcome Outcomes Introductions Icebreaker Mistake Game
Attitude Survey
Student Corrections w/Exit Tickets and Feedback
Problem Analysis and Test Corrections
Q and A
Shared Experiences
Next Step
Quick…this is what we are doing.

4. Outcomes for Today… In this workshop, I will...
Consider deeply the learning and growth implications of making and analyzing mistakes.
Experience and discuss strategies and ideas for helping students learn from their errors that can be used immediately in the classroom.
Generate/brainstorm ways to learn from math errors and to help students set goals for growing from mistakes.
Discuss ways to create a safe culture for making and learning from mistakes.
Decide on your next step(s) for using mistakes as growth opportunities in the classroom.
Quick again…what to expect, very generally

5. 4ish minutes for rationale
4ish minutes for rationale. Brief TRC explanation, each of us have 60ish seconds to talk about why we do this or what we are learning or outcomes we are seeing in our classes, etc.

6. Think ~ Ink ~ Pair ~ Share
Icebreaker
Think about a time when you made a mistake , in your career, studies, etc. and felt safe enough to admit it? What conditions allowed you to admit the mistake?
Think ~ Ink ~ Pair ~ Share
Goal: We hope participants gain an awareness of how mistake have impacted their growth and learning. STTS strategies are TIPS, and Whiparound. Then show 7 minute video.

7. Just kidding about the gift card…☺
Pre-Post Survey
Beckie’s e-survey…Becky you need to add a URL for the survey and a URL to display the results.
Just kidding about the gift card…☺

8. Pre-Post Survey Comments
Examples of September Survey Comments
Examples of December Survey Comments
Mistakes are trying to ask my parents for techniques and trying to solve it myself.
Mistakes are something that you got wrong, but you can practice and could be amazing at it as the year goes on. If you ask for help from your group, they will help you to understand the math problem.
Mistakes are human. Sometimes I am hard on myself; I’m trying to get better.
Mistakes are something everyone does. Even when I get frustrated, I try to persevere. I personally am fine with making mistakes.

9. Examples of Correction Expectations and Student Work

10. Detailed Student Correction Example
Shelly, this and the next 2 slides are yours. Duplicate slides as you need to to get all your stuff displayed. You will need a slide with the Focus questions on it when participants are deciding what they will do with the exit passes. Add slide with rubric.

11. Questions and Statements for Stronger Team Interaction
Put a checkmark next to the questions/statements that you tried.  Be ready to share what your team applied with the class during our closure.
Explain what you are thinking about the problem.
Explain how you thought that out.  
Tell me more about that part of your explanation.
What if we tried ________________?
I have another approach to the problem.  How about ___________?
I’m not sure that will work because ______________.   What if we tried ___________?
Can anyone suggest a different approach?
Your idea makes me think about _____________.
Could you explain that another way?
I hear you saying _____________.  Is that right?
Your idea that ___________________ might work.  Let’s try it.
Which part of the problem makes sense?  Which part are you stuck on?
You look like you’re trying to figure out the problem.  What are you thinking? S

12. Problem Analysis and Test Corrections
This is me. (Beth)

13. Choosing a Problem to Analyze
Consider the following as your team discusses the 4 graded tests.
What are the topics covered in this assessment and how do they lead to future topics in the course?
Based on each student’s test, what is the most foundational need that student has in order to successfully move forward in the course?
Are there key problem(s) in which the student shows incomplete understanding that they can identify and then correct?
Are there any times when you highlight a blank problem?

15. The Analysis
Each member of your team will do a Problem Analysis of a highlighted problem on one of the tests. Use the form provided to do your analysis. If you go the A, ask your team mates for information to help you decide how to how you might be a better tutor for your team mates.

16. Q and A
Shared Experiences
Next Step

17. Austin’s Butterfly: Building Excellence in Student Work
Session Feedback Form:
Session Number: 6L
(SAT 10:20-11:50)
Pick up your Box Lunch in this hotel!!!
Austin’s Butterfly: Building Excellence in Student Work