I recently got my hands on an amazing
article by Edward Burger about his experience with grading students in his college courses on their ability to fail.
If students are afraid of making mistakes, it means they are afraid of struggling, of trying something new, of being creative, of thinking in a different way. If
grit is the key to success, we teachers are well positioned to nurture the quality.
The fear of failure is a learned one. As teachers, we are often so strapped for time that we don't think spending time on mistakes is a good use of what little time we have; we need to make sure the student can get the right answer so we can move on to the next topic. I think that mistakes allow people an amazing opportunity to ask themselves, "Why didn't that work? Would it ever work?" Unfortunately, in education we tend to ignore those opportunities and instead focus on getting the correct answer. But then we bemoan our student's inability to think critically or persevere when confronted with something slightly more challenging than the last thing they did.
So what does the
research tell us about how to allow students to be incorrect and still use our time efficiently? How do we build in time and opportunities for productive failure? The classroom environment we cultivate can have huge effects. Edward Burger provides his class with an end of course grade for how well each student failed. He asked his students to write a personal reflection essay about their experience with their own failure throughout the course and to give themselves a grade from 0 (did not make any mistakes) to 10 (made lots of mistakes and learned from them). He ended up using the students' own assessment of themselves for their final grade, which counted as 5% of their final grade. The students who received the highest grade were the students who admitted to having moments of failure and were able to reflect on those moments and learn from them. Other teachers have shared personal stories of their own failures and what they learned from those failures at the beginning of the year.
In her book,
Rethinking Grading, Cathy Vatterott compares the learning process to being an actor in a play. An actor has many rehearsals (practice) and receives feedback on how to improve their performance during this time. The dress rehearsal (formative assessment) serves to show the actor how close they can come to getting it right. Finally, the actual performance seen by the public, serves as the only thing that "counts," or the thing that gets the grade. She also reminds us that "learning is not error-free - mistakes
will be made. If we want to encourage students to view mistakes as a necessary step in learning, we need to remove the threat of grading while they are learning." Instead, she encourages teachers to provide "informative and nonjudgmental" feedback to students during the learning process.
Help create an environment that encourages
productive struggle.
- Make posters with quotes from famous inventors, athletes, and business people to decorate the classroom. Include quotes about failure and perseverance.
- Praise students in a way that helps them feel more comfortable making mistakes. Some suggestions include, "Wow, you really practiced that, and look how you've improved." "See, you studied more and your grade on this test is higher." "You tried different strategies and you figured out how to solve the problem." "You stuck to this and now you really understand it."
- Use feedback instead of grades during the learning process.
- If your students ask you a question that you don't know the answer to, tell them, "I don't know, but we can find out!" Let them see what it looks like to not know an answer and what it looks like to discover it.
In past semesters, I have tried a few different ways to elicit incorrect responses from my students, borrowing heavily from great educators such as
Dan Meyer and
Carol Dweck. I have praised the effort and work my students have put into solving a problem rather than how smart they are. I have presented math problems, and rather than asking for the correct answer, I've asked them for answers they know will be too high or too low, and then asked other students to explain why that particular answer is reasonable. After reading this article, I am excited about creating a culture in my classroom that encourages mistakes and reflection.
What ways have you encouraged your students to be wrong in your classroom in order to help them learn? Share in the comments below!
