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Martin Burrett

Learning from Failure - 16 views

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    "Failure happens. We should come to expect it and dealt with it when it happens. But learning to welcome failure? That is a big ask and one which many of us are not comfortable in doing. Yet there is a growing movement of educators who think that failure is not only a learning opportunity but something which should be celebrated. How does this fit into a schooling system which has been intolerant of failure from both staff and pupils, and punish those who attempt to reach higher and but don't succeed?"
Jennie Snyder

The Benefits of Failure | Fluency21 - Committed Sardine Blog - 40 views

  • failure can offer many learning lessons to the person failing
  • Rejection, when looked at positively, can help us work harder in an effort to succeed. The reality is that when we do not prepare students for failure we are doing our students a disservice. They must learn resiliency and how to move forward in the face of failure.
  • When looked at correctly, failure can teach us where we went wrong in the first place, and how we can learn to pick ourselves up again in a pursuit to succeed. There are valuable lessons in failing. Too often people keep trying the same solution and keep getting the same result. Failure can teach us that it is not that we are bad at something, just that we have to try a different method to find success.
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  • As adults, we should share our stories of struggling and failure with our students so they understand that it is a part of life. The resiliency students can gain and the lessons they can learn from failing will help them find success in the future.
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    The importance of failure in learning.
sha towers

Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views

  • The work of coding, I discovered, was an endless round of failure, failure, failure before eventual success. Computer-science students are used to failing. They do it all the time. It's built into the process, and they take it in stride.
  • Humanities students are not used to failure. They want to get it right the first time.
  • Perhaps of all the humanities, the creative arts come closest to valuing failure. Poets and painters don't expect to get it right the first time. That's the idea of workshopping as a pedagogy, right? Still, there's a real difference. I'd be willing to bet that most creative writers bring a piece of work into a workshop secretly hoping it's a success. Sure, they know they need help on aspects of their story or poem, but that's not the same as failing. A computer program that doesn't run is a failure. A program that produces no usable data about the text it was set up to analyze is a failure. Why don't those failures devastate the developers? Because each time their efforts fail, the developers learn something they can use to get closer to success the next time.
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  • That's what we should be teaching humanities students—to look at what went wrong and figure out how to learn from it
  • kind of administrator who is not afraid to take chances for fear of failure.
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    what the humanities could learn from computer programmers
Maureen Greenbaum

Failure is an Option: Helping Students Learn from Mistakes | Faculty Focus - 113 views

  • instead of using failure as a valuable teaching tool, education discourages it as, well, a sign of failure
  • each assignment is graded based on its proximity to success, and the final grade is determined by the aggregate of each individual grade, failure is preserved and carried with the student throughout the course. The result is that students become failure-adverse, demoralized by failure, and focused more on the grade than the education.
  • reverse this trend is by using gaming in education. Students who fail in video games do not suffer the same blow to their self-esteem as those who receive a low grade on an exam or report card. They simply try it again
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  • when a student hands in a paper he is given comments and told to rewrite it, and must rewrite it over and over until it is an A-quality paper. Only then it is accepted.
BalancEd Tech

Atul Gawande: Failure and Rescue : The New Yorker - 15 views

  • So you will take risks, and you will have failures. But it’s what happens afterward that is defining. A failure often does not have to be a failure at all. However, you have to be ready for it—will you admit when things go wrong? Will you take steps to set them right?—because the difference between triumph and defeat, you’ll find, isn’t about willingness to take risks. It’s about mastery of rescue.
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    Less (teaching) Is More (learning) http://balancedtech.wikispaces.com/Problem-Solving
Brianna Crowley

Audri's Rube Goldberg Monster Trap - YouTube - 5 views

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    This kid shows the world how he creates a plan and predicts the number of successes vs. failures of his Rube Goldberg Machine. You will love watching his process! Great lesson on perseverance and how failure helps us learn. 
C CC

Treating Failure Like a Scientist - 80 views

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    Learning from failure / mistakes can make us more successful
anonymous

The beauty of unfinished work - The Learner's Way - 34 views

    • anonymous
       
      I love this concept!  The focus is on the process of learning.  Doesn't that also help to identify the way we learn as well as the progress of the learning?
    • anonymous
       
      The down side of this is that there also has to be some sort of focus on the importance of completing what is started.  Everything might not have to have an end product but some things certainly should have!
  • At times it has been deeply admonished and hidden from view. Individuals who failed were to be shunned or punished. At other times failure was to be avoided by setting the bar for success so low that failure was impossible. The result of this movement was that success became meaningless, achievable by all without risk and through little effort.
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    • anonymous
       
      The generation when who were deeply admonished and hidden is older and most are relieved that this is no longer the case.  The generation who were shunned or punished seem to still be a part of the mainstream but most have embraced that this is no longer the case.  The generation who were part of the low expectations with failure impossible seem to be the predominance of the population now and we are seeing that there is no concept of consequences, no motivation toward high achievement, and an attitude of entitlement.
    • anonymous
       
      This seems like we are evolving but moving more in a cyclical fashion and thinking more like the early innovators in our country - Jefferson, Franklin, Ford, Bell - We see a need for something and strive to create it - marking our failures as a way of knowing, "well that won't work so lets find something that will."
  • A culture that accepts failure as a part of the learning process will need to take time to celebrate the steps taken towards learning as much as it celebrates the finished product.
  • A digital work of art, of music of writing is never truly finished, it grows and transforms over time. 
    • anonymous
       
      Transformation from the mindset of this is done, this if finished, this is the final draft to here is where we are at this point but it may be revisited, revised, refined at a later time.
  • mistakes are a sign that the learning is not pitched at a level below the needs of the students; if the students are not making mistakes when they engage with new learning the expectation has been set too low.
  • What must be avoided is a belief that mistakes are to be accepted without an equal emphasis on identifying and understanding their causes.
    • anonymous
       
      Identify and understand the causes of mistakes so that another attempt can be made at correcting them and progress is made!
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    There is a danger in seeking finished perfection in all that we do. There is a risk that our students will focus solely on the attributes that define a finished piece and overlook the importance of the process that leads to it.
Bochi 23

Friday Visual: Failure and Learning - 124 views

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    This simple visual clearly illustrates the potential link between failure and learning. A powerful reminder...
smilex3md

10 reasons Ph.D. students fail - 64 views

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    "10 easy ways to fail a Ph.D. The attrition rate in Ph.D. school is high. Anywhere from a third to half will fail. In fact, there's a disturbing consistency to grad school failure. I'm supervising a lot of new grad students this semester, so for their sake, I'm cataloging the common reasons for failure. Read on for the top ten reasons students fail out of Ph.D. school."
Matt Renwick

Education Update:Approaching Race from the Inside Out:Why Glorify Failure to Enhance Su... - 10 views

  • When approaching any learning goal, experienced teachers typically know the misunderstandings students are likely to have and the kinds of errors they are likely to make. The key is not to wait for these problems to be verified through an assessment but to build lessons around them.
  • Regular formative assessments paired with structured, high-quality corrective activities can prevent minor errors from becoming major learning problems and failures.
  • Finally, we must help our students understand that the conditions for success are within their control and that we will help them remedy their learning errors when they occur. In other words, we, as teachers, must have a growth orientation to learning, and we must help our students develop the same orientation.
Nigel Coutts

A culture of innovation requires trust and resilience - The Learner's Way - 10 views

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    Two quotes by Albert Einstein point to the importance of creating a culture within our schools (and organisations) that encourages experimentation, innovation, tinkering and indeed failure. If we are serious about embracing change, exploring new approaches, maximising the possibilities of new technologies, applying lessons from new research and truly seek to prepare our students for a new work order, we must become organisations that encourage learning from failure
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

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    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Jeff Andersen

10 Famous Failures That Will Inspire You to Be a Success - 28 views

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    Failure occurs everyday, in school, jobs, housework, and within families. It is unavoidable, irritating and causes pessimism. While the thought of flinging your hands in the air and walking away is all too appealing, take a second to connect with the people who have been there and survived.
Elizabeth Resnick

How Schools Can Teach Innovation - WSJ.com - 5 views

  • problems can never be understood or solved in the context of a single academic discipline
  • all courses are interdisciplinary and based on the exploration of a problem or new opportunity.
  • young innovators are intrinsically motivated. T
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  • The play is discovery-based learning that leads young people to find and pursue a passion, which evolves, over time, into a deeper sense of purpose.
  • Teachers need professional development to learn how to create hands-on, project-based, interdisciplinary courses.
  • Students should have
  • digital portfolios that demonstrate progressive mastery of the skills needed to innovate.
  • play, passion and purpose.
  • To succeed in the 21st-century economy, students must learn to analyze and solve problems, collaborate, persevere, take calculated risks and learn from failure.
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    To succeed in the 21st-century economy, students must learn to analyze and solve problems, collaborate, persevere, take calculated risks and learn from failure. 
Roland Gesthuizen

What if the Secret to Success Is Failure? - NYTimes.com - 11 views

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    For the headmaster of an intensely competitive school, Randolph, who is 49, is surprisingly skeptical about many of the basic elements of a contemporary high-stakes American education.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
       
      SO true!
    • Terie Engelbrecht
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
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  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
       
      I wonder how the MAP test is set?
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    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
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    Excellent summary!
H DeWaard

5 Reasons Why Origami Improves Students' Skills | Edutopia - 59 views

  • origami
  • This art form engages students and sneakily enhances their skills -- including improved spatial perception and logical and sequential thinking.
  • Here are some ways that origami can be used in your classroom to improve a range of skills:
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  • Geometry
  • According to the National Center for Education Statistics in 2003, geometry was one area of weakness among American students.
  • Origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive.
  • Thinking Skills
  • Origami excites other modalities of learning. It has been shown to improve spatial visualization skills using hands-on learning.
  • Fractions
  • Folding paper can demonstrate the fractions in a tactile way.
  • Problem Solving
  • Often in assignments, there is one set answer and one way to get there. Origami provides children an opportunity to solve something that isn't prescribed and gives them a chance to make friends with failure (i.e. trial and error).
  • Origami is a fun way to explain physics concepts. A thin piece of paper is not very strong, but if you fold it like an accordion it will be.
  • Researchers have found that students who use origami in math perform better.
  • STEAM
  • While schools are still catching up to the idea of origami as a STEAM engine (the merging of these disciplines), origami is already being used to solve tough problems in technology.
  • Additionally, the National Science Foundation, one of the government's largest funding agencies, has supported a few programs that link engineers with artists to use origami in designs. The ideas range from medical forceps to foldable plastic solar panels.
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    Origami, the ancient art of paper folding, has applications in the modern-day classroom for teaching geometry, thinking skills, fractions, problem solving, and fun science.
Lauren Rosen

Why Growth Mindsets Are Necessary to Save Math Class - The Atlantic - 36 views

  • Students with a “growth” mindset are those who believe that their ability is not “fixed” and that failure is a natural part of learning. These are the students who perform at higher levels in math and in life. But students don’t get the opportunity to see math as a growth subject if they mainly work on short, closed questions accompanied by frequent tests that communicate to them that math is all about performance and there is no room for failure.
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    Looking at math as reasoning and not just answering questions builds a growth mindset
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