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"In our book, Invent To Learn: Making, Tinkering, and Engineering in the Classroom, Gary and I took what I would consider a fairly even-handed view of the current fad of celebrating "failure" in the classroom. I'm starting to reconsider a more radical stance."

"Call it the "learning paradox": the more you struggle and even fail while you're trying to master new information, the better you're likely to recall and apply that information later. The learning paradox is at the heart of "productive failure," a phenomenon identified by Manu Kapur, a researcher at the Learning Sciences Lab at the National Institute of Education of Singapore. Kapur points out that while the model adopted by many teachers and employers when introducing others to new knowledge - providing lots of structure and guidance early on, until the students or workers show that they can do it on their own - makes intuitive sense, it may not be the best way to promote learning. Rather, it's better to let the neophytes wrestle with the material on their own for a while, refraining from giving them any assistance at the start."

"Changing your students' perspective on mistakes is the greatest gift you can give yourself as a teacher. Imagine having a classroom of students who are engaged and constantly improving -- it's every teacher's dream. Instead, teachers face too many students who are disengaged and really rather surly."

"1. Assessment as and for learning - Formative Assessment How may assessment guide teaching and learning? Cameron Paterson" Lecture for second-year Master of Teaching students, March 2015