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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?"
Beverly Ozburn

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

    • Beverly Ozburn
       
      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?
    • Beverly Ozburn
       
      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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    • Beverly Ozburn
       
      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.
    • Beverly Ozburn
       
      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. 
    • Beverly Ozburn
       
      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.
    • Beverly Ozburn
       
      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.
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.
C CC

Treating Failure Like a Scientist - 80 views

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    Learning from failure / mistakes can make us more successful
Deborah Baillesderr

Reframing Failure as Iteration Allows Students to Thrive | Edutopia - 51 views

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    Love this idea!
Sean Nash

Avoiding "Unmitigated Disasters" - nashworld - 41 views

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    "After stumbling upon the article, "Switch to e-books was 'an unmitigated disaster,' says school principal," in my feed this past week, it occurred to me that there are increasingly predictable patterns surrounding stories of failed "innovation" in digital learning initiatives. Schools have been assigning computers to each child for some time now. And still, we continue to see stories like this in the media. In short: we can do better than this."
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. 
BalancEd Tech

BalancEdTech - Mini Maker Faire - 49 views

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    Mini Maker Fair is designed to get students making with found materials, documenting the process, tweaking/hacking someone else's design, and reflecting throughout.
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
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
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...
BalancEd Tech

True Grit: Can Perseverance be Taught? Angela Lee Duckworth - 82 views

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    True Grit: Can Perseverance be Taught?
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.
Steve Ransom

What If We Stopped Teaching Kids What They Cannot Do? | HASTAC - 3 views

  • How do we understand our gifts without the certificate, the diploma?   That's the challenge.  
  • And, sadly, much of our formal education is about standardizing exactly
  • that shift, in teaching that kindergarten child who believes she can do absolutely anything that, no, she's a poor reader, or bad in math, or a poor speller, or a poor artist or has no musical talent (as my husband was once told when he was a child: 
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    Great post by Cathy Davidson: "How do we understand our gifts without the certificate, the diploma?   That's the challenge."
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