The ASOT Reflection

Region 9 High Reliability Schools-Nov/Dec 2018

It's December!

We hope you had a wonderful Thanksgiving break, but it sure does feel like a long time before the holiday break, doesn't it? Take a few minutes to watch Tina Boogren (click on the picture below) and her challenge for December. It's a great way to focus and take care of yourself this busy month.

Strategy Spotlight: Element 11

Let's take a deeper look at Element 11: Errors in Reasoning. According to Marzano (2017), "this element helps deepen students' understanding of content by having them examine their own reasoning or the overall logic of information presented to them. Such activities are at the core of what is referred to as college and career readiness (Conley, 2014)" (p. 41).


This element includes a variety of strategies, which you can find in the compendium:

  • Identifying Errors of Faulty Logic, Attack, Weak Reference, and Misinformation
  • Finding Errors in the Media
  • Examining Support for Claims
  • Judging Reasoning and Evidence in an Author’s Work
  • Identifying Statistical Limitations
  • Anticipating Student Errors
  • Avoiding Unproductive Habits of Mind (which you can find more information about below)


It's important to note that these are critical thinking skills. Because of that, younger students may not be developmentally ready to complete all of these tasks. However, that does not mean that younger students are not capable of examining errors in reasoning. In fact, it is equally important to teach younger students to look at the possibilities of errors in order to develop this skill as they grow.

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Habits of Mind

The Habits of Mind referred to in the instructional strategies for Element 18: Errors in Reasoning were developed by Arthur L. Costa and Bena Kallick in Habits of Mind: A Developmental Series (2000). The above graphic is available on the website of The Institute for Habits of Mind.


In order to use these habits of mind, here are the teacher actions and desired student responses suggested by Marzano:


Teacher Actions

• Presenting students with various productive habits of mind

• Exemplifying unproductive habits of mind as the antithesis of productive habits of mind

• Providing opportunities for students to analyze whether they are exhibiting productive or

unproductive habits of mind


Desired Student Responses

• Explaining the difference between productive and unproductive habits of mind

• Identifying examples of productive and unproductive habits of mind

Describing the Habits of Mind

An excerpt from Learning and Leading with Habits of Mind, edited by Arthur L. Costa and Bena Kallick

16 Habits of Mind

A condensed list of the 16 Habits of Mind

Five Strategies for Questioning with Intention

How questioning can build habits of mind

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Tracking Student Progress

Christen Lacock, RtI teacher at Petrolia Elementary, uses tracking student progress with her RtI students in math and reading. She meets with her students one-on-one to set goals, and they track those goals as they learn.
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You've got questions...we've got answers!

In our last ASOT session, we asked participants to leave us any questions they had. We'll address some of those in this section each month. This month, we wanted to address several questions we had about how to use ASOT elements with younger students.


Keep in mind that we do not intend for you to use all 43 elements at once, regardless of the age of your students. In saying that, each of these elements is like a bucket. There are dozens of strategies within each bucket that you can choose based on your student and content needs. In other words, these aren't cookie cutter strategies. What one element looks like in one classroom will look totally different in another.

What does practicing and deepening look like in early elementary?

Melissa says...

Think-alouds are a great way for teachers to model how to perform a skill. During each step, they stop and explain why they are doing what they are doing. Then when it is the students' turn to practice the skill, they can model the teacher's thought process through the steps. Monitoring the students very closely when learning a new skill helps correct errors in reasoning and misunderstandings as they arise. Frequent structured practice ensures that students can practice with a high rate of success before moving on to a new skill. In an early elementary classroom this could be through centers, stations, small groups, or even technology, after the teacher has modeled the skill for the students. Once a skill is mastered, the students can vary the practice for more of a challenge. During this step they should be able to draw, write, or describe verbally the procedure for performing the skill. The student should also be able to explain when, and why it is generally used. Practicing and deepening can also be used for fluency. This can be for fluency of numbers, alphabet, math facts, sight words, etc in early elementary. Group practice sessions and scheduled times to practice these skills before an assessment are helpful. Also, tracking student progress of fluency of varied skills will help to encourage practice as the student sees gains with each assessment.

Where do centers fit in?

Miranda says...

Centers are a great way to review/enrich learning. Use data from your informal assessments to guide what type of centers/stations you will create. Keep in mind that you do not have to make it through each center/station each day. You do want to have a plan to monitor what is happening in centers/stations, including the use of online resources. The link below discusses the various structures of blended learning.

https://www.khanacademy.org/partner-content/ssf-cci/sscc-intro-blended-learning/sscc-blended-learning-models/v/sscc-blended-flipped


It might be important to clarify the terminology centers and stations. Centers tend to refer to those areas of an early learning classroom (i.e. imaginative play), while stations usually refer to a set time/location in class where the teacher has created and developed a specific practice activity for a key skill (i.e. a vocabulary game). Districts and campuses might want to clarify the terminology so that there is less confusion.


In the case of centers in an early learning classroom, certain ASOT elements naturally fit with the type of student behaviors in those centers. For example, a center on weather might be making use of Element 21: Elaborating on Information if the teacher has previously taught the concepts. A center where students journal (with pictures or words) what they are learning might be using Element 8: Recording and Representing Content. The use of centers in general builds on many of the elements within the Engagement category.

How can I use errors in reasoning in a classroom of young learners?

Melissa says...

Take a look at this example of a kindergarten math lesson that uses errors in reasoning. I like how this teacher emphasizes that with 5-year-olds, many times finding errors is spontaneous, and she has to stop the lesson to examine and correct those errors. Other times, they are planned and intentional to teach her children the strategy. She will say "Find my mistake" or "Turn to your partner and discuss if 6-2=5. Tell them why." She also has them draw pictures to validate their responses since they cannot write (ex: show me with a picture if 7-9=2).

Miranda says...

Kiddos LOVE to catch their teacher in a mistake. In the spring I used to give the kiddos STAAR questions as a warm-up. What made these warm-up problems intriguing to the class is that I had already solved the problems. Some of the questions were answered correctly and sometimes I would throw in an error. I solved the problems exactly like I expected them to solve them using our problem solving model and all. As part of their warm-up the kiddos were asked to rework the problem and reflect on their thinking. Did it match mine? Would they do anything differently. I would then pick a few students to go to the document camera and show their thinking process. By doing this one problem as a daily warm-up, I noticed my students' self-confidence grow. I noticed them taking risks. I also noticed their communication skills improve. Another piece of this activity that I considered was choosing warm-up problems in which my students had historically struggled.

Resource: R9 HRS Site

We are so excited to launch our new website this year. You can find it at www.sites.google.com/esc9.net/hrs. There is a tab just for you as an ASOT teacher complete with files and documents that will help you reach your goals. Take a few minutes to explore the site or take a look at the ThingLink below for a tour of the site. Be sure to let us know if we can add anything that would be especially helpful for you!
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ASOT in Action Submissions

We know you work hard to try new things and to be the best teacher you can be. We want to celebrate all that you do and share what is working in classrooms across our region. If you have tried an ASOT element and think others could benefit from the idea, please consider taking a few pictures or even a video and submitting them to us to be included in future newsletters or other shared resources.


You can use the form below for easy submission of your photos and/or videos or you can email them to christy.johnson@esc9.net with a brief explanation of what you tried and what you thought of the strategy.

Coming Up!

Group 3 ASOT

Thursday, Dec. 6th, 9am to Friday, Dec. 7th, 4pm

301 Texas 11 Loop

Wichita Falls, TX

Session #346808 will be the third and final session of the ASOT training for this group.


Remember that these dates are revision to the original calendar and replace the October dates that were rescheduled. Should this cause an issue for you, you may attend the third set of dates in the spring session, March 26/27, in order to complete your training in ASOT. Please let us know if you need that option.

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