What is Newman's Error Analysis? Why would we use it for assessment and learning?

Activity 1:
Review responses on the blog. How can we use this process to further our professional dialogue?
Activity 2:
Read the article 'A Reevaluation of Newman's Error Analysis', 2009, Conference, Department of Education, Victoria
(Selection for focus - pg 251; pp254-255)
Discuss with a partner responses to article.
Activity 3:
Watch video
Discuss what you notice about the student responses and the information this is giving the interviewer.
Responses:
Reading aloud is really important
How to you transform the prompted to be independent by students
Listening to students explain their thinking shows where they're going wrong.
How do we help students recognise the best strategy to use in a particular situation.
Seeing students know there's strategies they can use next step is selecting the best.
Process of getting there is so important - shame that NAPLAN doesn't recognise this.
Focus on developing the most efficient strategy is very important - not just the most comfortable but the most effective.
Noticing that students are choosing a less efficient strategy during independent work even though they've demonstrated they can use a 'better' strategy during whole class activity.
Activity 4:
Think of a child in your class. Look at the given problem. Identify what step of the problem your student would have difficulty accessing:
1) Reading the problem
2) Comprehending what is read
3) Carrying out a transformation from the words of the problem to the selection of an appropriate mathematical strategy
4) Applying the process skills demanded by the selected strategy
5) Encoding the answer in an acceptable written form

Discuss this with a partner. What can you do to support the student in solving the problem?
Responses:
Language and comprehension - language will trip them up and they won't see what the problem is.
Context of question - 'drew' - potentially overthink or confuse the student.
Need to make sure we're using a broad range of vocabulary in class - eg use 'tie' and 'draw' to ensure students know different meanings of words - posters in the classroom identifying the different words and how they are used in maths.
Activity 5:
Use the scaffolding sheet provided to work through another problem.
Discuss with your partner:
Did the scaffolding sheet help? Why/why not? What other things can you do to support students?
Responses:
For K-2 - need to have it more clear - numbered, bullet points, arrows,check your answer needs to be included. Tick boxes to show as they work through.
3-6 liked the unpackingup top and identifying the important facts early.
Have an example of what it might look like for children to refer to.
Peer  assessment of problem solving steps - tick off steps as go.
Activity 6:
Team planning for Week 5 Lesson - Problem solving within the number strand
Resources: