How Some Mistakes Can be Generative for Teachers and Students Alike
Start Fresh: 6 Tips For Emotional Well-Being
A Grading Strategy That Puts the Focus on Learning From Mistakes
Why Mistakes Matter in Creating A Path For Learning
How 'Productive Failure' In Math Class Helps Make Lessons Stick
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She is the co-host of the MindShift podcast and now produces KQED's Bay Curious podcast.","avatar":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twitter":"kschwart","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"news","roles":["editor"]},{"site":"mindshift","roles":["administrator"]},{"site":"stateofhealth","roles":["author"]},{"site":"science","roles":["editor"]}],"headData":{"title":"Katrina Schwartz | KQED","description":"Producer","ogImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/a6a567574dafefa959593925eead665c?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/katrinaschwartz"},"ngobir":{"type":"authors","id":"11721","meta":{"index":"authors_1591205172","id":"11721","found":true},"name":"Nimah Gobir","firstName":"Nimah","lastName":"Gobir","slug":"ngobir","email":"ngobir@kqed.org","display_author_email":false,"staff_mastheads":[],"title":"KQED Contributor","bio":null,"avatar":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["editor"]}],"headData":{"title":"Nimah Gobir | KQED","description":"KQED Contributor","ogImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/e08e101e43fc79cc7bcd0c19038d7d08?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/ngobir"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_57413":{"type":"posts","id":"mindshift_57413","meta":{"index":"posts_1591205157","site":"mindshift","id":"57413","score":null,"sort":[1613985936000]},"guestAuthors":[],"slug":"how-some-mistakes-can-be-generative-for-teachers-and-students-alike","title":"How Some Mistakes Can be Generative for Teachers and Students Alike","publishDate":1613985936,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve. ","status":"publish","parent":0,"modified":1613985936,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1358},"headData":{"title":"How Some Mistakes Can be Generative for Teachers and Students Alike - MindShift","description":"Making mistakes in front of a captive audience can be terrifying, but learning about mistakes that help you grow can help everyone improve.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57413 https://ww2.kqed.org/mindshift/?p=57413","disqusUrl":"https://ww2.kqed.org/mindshift/2021/02/22/how-some-mistakes-can-be-generative-for-teachers-and-students-alike/","disqusTitle":"How Some Mistakes Can be Generative for Teachers and Students Alike","path":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With all of the papers, homework and tests that cross a teacher’s desk, you’d think that a healthy relationship to mistake-making would come easy, but it’s not that simple. Messing up does not come naturally for most people, especially teachers who are constantly under the scrutiny of students, guardians, colleagues and administrators. And because teachers are tasked with \u003c/span>\u003ca href=\"http://www.ascd.org/publications/books/112048/chapters/Why-Assignments-Matter.aspx\">\u003cspan style=\"font-weight: 400\">making an estimated 3,000 non-trivial decisions everyday\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it makes sense that some of those decisions will end up being mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As teachers navigate the pandemic in real time, many are trying to figure out how to hold themselves accountable in their mistake making without beating themselves up. In her new book “\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">Risk. Fail. Rise.\u003c/a>\u003ca href=\"https://www.heinemann.com/products/e11247.aspx\">: A Teacher’s Guide to Learning from Mistakes\u003c/a>,”\u003c/span>\u003cspan style=\"font-weight: 400\"> New York-based educator \u003ca href=\"https://www.colleencruz.com/\">Colleen Cruz\u003c/a>\u003c/span>\u003cspan style=\"font-weight: 400\"> explores how it can be generative and fruitful for teachers and students alike when things do not go quite according to plan. While an educator’s margin for error is oftentimes very slim, determining how to classify and learn from mistakes can make space for more freedom and adaptability in one’s teaching practice. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Different kinds of mistakes and their varied impacts\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Believe it or not: even though it usually doesn’t feel good to make a mistake, there is such a thing as a good mistake. Eduardo Briceño, co-founder of \u003ca href=\"https://www.mindsetworks.com/about-us/bio/EduardoBriceno\">Mindset Works\u003c/a>, provides \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\">\u003cspan style=\"font-weight: 400\">four categories that are useful for classifying mistakes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He looks at an error’s potential for meaningful learning opportunities to distinguish between positive and negative mistakes. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-42879\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg\" alt=\"\" width=\"792\" height=\"612\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3.jpg 792w, https://ww2.kqed.org/app/uploads/sites/23/2015/11/Types-of-Mistakes-Chart_v3-400x309.jpg 400w\" sizes=\"(max-width: 792px) 100vw, 792px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For example, stretch mistakes are positive and may occur when a person is trying something difficult and doesn’t get it right the first time. Similarly, with aha-moment mistakes there are sparks of realization that happen when someone understands they’re missing important information. On the more negative side, sloppy mistakes are the ones made in a rushed or a distracted state of mind. Lastly, high-stakes mistakes are the ones that everyone wants to avoid because they cause harm. And, unfortunately, they’re the ones that teachers are in a position to make because of their influence on young learners. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mistakes are not the only things that vary. The impact changes too. “It’s not just that our mistakes affect us differently because of where we stand in the world, but also that our mistakes affect students differently because of their identities,” Cruz explains in her book. There are some mistakes where the impact can be so harmful to kids that adults should establish “zero-fail missions” to make sure failure is unlikely to occur. \u003c/span>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4354297/\">\u003cspan style=\"font-weight: 400\">Teaching students to read \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">and having students see themselves in their curriculum are important research-backed zero-fail missions, Cruz says.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We have a habit of picking the wrong zero fail missions that are often based on tradition and belief, and not fact.” Once a “zero-fail mission” is identified, she recommends identifying potential obstacles and upholding rigorous prioritization to make sure that goals are met. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How grades can create a class culture based on “failure-rich” learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Grading systems both penalize learners who make mistakes and limit high achieving students. However, there are alternative assessment tools teachers can use to help students feel more comfortable with error. “I would give students a kid version of a report card and ask them to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/49315/be-the-change-you-want-to-see\">\u003cspan style=\"font-weight: 400\">assess themselves\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Then, I would make an assessment,” says Cruz. “And if I was sitting with a [student] who had a different assessment of themselves than what I thought, I would have a conference with them and try to figure out why we saw it differently.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, grading has become even more complex and contentious with \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/should-schools-be-giving-so-many-failing-grades-this-year/2020/12\">\u003cspan style=\"font-weight: 400\">many students receiving failing grades in academic subjects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What we say grading is, which is a communication system, is different from what it ends up being, which is a merit system,” says Cruz. “Those systems come with advantages for people who come to school with certain kinds of privileges, whether it's prior knowledge, full bellies, great Internet access or wonderful devices.” She recommends responding to learners who are not performing well with compassion. Teachers should make efforts to touch base with struggling students or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57369/home-visits-deliveries-and-care-can-help-students-whove-disappeared-from-online-learning\">\u003cspan style=\"font-weight: 400\">call their caregivers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to find out more about any obstacles to learning. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Debunking the teacher martyr trope\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often fall into or are steered towards the savior-martyr stereotype, says Cruz. “The teacher archetype is basically working to the bone all hours of the night for a pittance.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At first glance, that may seem like an asset. School closures and distance learning have created the conditions where teacher martyrdom seems more likely than ever before. However, she points out teachers are more likely to make mistakes when they haven’t taken care of their personal needs. And when teachers overcommit and overexert themselves, they are missing a valuable opportunity to show students that it is okay to prioritize self care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead,\u003c/span>\u003cspan style=\"font-weight: 400\"> try setting boundaries to delineate personal time from teacher time. It can be as simple as preserving the sanctity of lunchtime. High school educator \u003ca href=\"http://kellygallagher.org/about\">Kelly Gallagher\u003c/a> recalls that his classroom used to be open for students to have lunch. “I got to a point in my career when I said, ‘Nope. I’m going to have lunch with adults and I’m going to talk about things that we wouldn’t talk about in a classroom full of kids.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Stepping away from the classroom – which for some educators is currently the computer – can actually benefit educators’ teaching practices. “I think the best teacher planning is going to the museum,” reveals New York-based middle school teacher \u003ca href=\"https://www.heinemann.com/authors/1295.aspx\">Donna Santman\u003c/a>, who encourages educators to pursue their own interests outside of school. And while educators can’t necessarily access public spaces in the same way these days, regular breaks could reduce the number of avoidable mistakes they make in the classroom and increase capacity for more creative and innovative classes. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Even apologizing can become a meaningful model to students\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being an authority figure in a classroom can make teachers feel as if they have to put their best face forward all the time, so most teachers’ first instinct is to cover up their mistakes as soon as possible. However, second grade teacher \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://conniepertuzmeza.wordpress.com/about-me/\">Connie Pertuz-Meza\u003c/a> urges teachers to turn mistakes \u003c/span>\u003cspan style=\"font-weight: 400\">into teachable moments and turn classrooms into more mistake-friendly environments. “I always felt like if I made a mistake I needed to sweep it under the rug,” she says. \u003c/span>\u003cspan style=\"font-weight: 400\">“Students need to see the action of a teacher realizing and rewinding to say, ‘Oops, I made a mistake.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cruz advises that teachers own up to the harmful impact of their actions regardless of whether their intentions were good. While admitting to errors is uncomfortable, it shows students how to take ownership over their actions and impact\u003c/span>\u003cspan style=\"font-weight: 400\">. It also communicates that students are valuable and worthy of the respect that a genuine apology requires. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first response used to be defense before, and now it is to assess the damage,” says Cruz, noting that a school-wide culture of mistake-making is most helpful when acknowledging and recovering from consequential mistakes. Unless schools make it explicit that mistake-making is welcome and expected, teachers will avoid the risks necessary to being adaptive teachers who are responsive to students’ needs. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers can rethink the power they have in their classrooms to make the necessary changes in the education system that help students succeed. So instead of becoming fixated on pandemic schooling missteps, Cruz urges educators to refocus on the values and goals in their teaching practice by asking themselves, “What are the things I want to do going forward that this mistake is giving me insight into?”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57413/how-some-mistakes-can-be-generative-for-teachers-and-students-alike","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_358","mindshift_21107","mindshift_20512","mindshift_20987","mindshift_21147","mindshift_21398"],"featImg":"mindshift_57417","label":"mindshift"},"mindshift_55108":{"type":"posts","id":"mindshift_55108","meta":{"index":"posts_1591205157","site":"mindshift","id":"55108","score":null,"sort":[1578036741000]},"guestAuthors":[],"slug":"start-fresh-6-tips-for-emotional-well-being","title":"Start Fresh: 6 Tips For Emotional Well-Being","publishDate":1578036741,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As a college student, \u003ca href=\"https://oid.wharton.upenn.edu/profile/kmilkman/\">Katy Milkman\u003c/a> played tennis and loved going to the gym. But when she started graduate school, her exercise routine started to flunk.\u003c/p>\n\u003cp>\"At the end of a long day of classes, I was exhausted,\" Milkman says. \"Frankly, the last thing I wanted to do was drag myself to the gym. What I really wanted to do was watch TV or read Harry Potter.\"\u003c/p>\n\u003cp>What got her back to regular workouts was something she calls \"temptation bundling.\" She resolved to indulge in her love of wizard-lit only while at the gym, by listening to audiobooks with earbuds.\u003c/p>\n\u003cp>Milkman, now a professor at the Wharton School of Business who specializes in human decision-making, says that when it comes to making a behavioral change, the trick is to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits?utm_source=npr_newsletter&utm_medium=email&utm_content=20191228&utm_term=4309970&utm_campaign=health&utm_id=6480438&orgid=305&utm_source=npr_newsletter&utm_medium=email&utm_content=20191229&utm_term=4310790&utm_campaign=health&utm_id=20963634&orgid=151\">pair the thing you dread with something you love\u003c/a>.\u003c/p>\n\u003cp>Looking for more tips like these to make your New Year's resolution stick? Whatever your goals, we have insights that can make it a little easier for you to achieve them. Here are six \"life recipes\" for good mental health from research that NPR reporters covered this year:\u003c/p>\n\u003cfigure id=\"attachment_55110\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/caretaker-self-care_wide-4adce35da6f48000f25dceb19d7b18cef4715092-e1578036474716.jpe\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Stressed-out family caregivers who were taught how to reframe negative thoughts and focus on positive experiences actually reduced their anxiety and depression, a study found. \u003ccite>(Cornelia Li for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Cultivate joy \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Feeling stressed? Just \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/05/719780061/from-gloom-to-gratitude-8-skills-to-cultivate-joy\">eight techniques — a \"buffet of life skills\" — can make a significant improvement in well-being\u003c/a>, say scientists who taught the techniques to caregivers of people with dementia. After learning techniques such as how to keep a gratitude journal, for example, and how to quickly reframe negative experiences in a positive light — these family caregivers reported impressive decreases in both stress and anxiety.\u003c/p>\n\u003cp>\u003cstrong>Prepare to fail. It's part of succeeding\u003c/strong>\u003c/p>\n\u003cp>If you're trying to get a new routine to stick — whether it's getting more exercise, eating less sugar or learning to play the ukulele — scholars who study human behavior say \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits\">the key is to accept failure as a part of the process\u003c/a>. Expect that at some point you will mess up. And when that happens, don't give in to the \"what-the-heck\" effect — the feeling that since you've missed one session, your whole plan is a bust. Just get back to taking steps toward your goal, and don't beat yourself up.\u003c/p>\n\u003cp>\u003cstrong>Help an anxious partner the right way\u003c/strong>\u003c/p>\n\u003cp>You can \u003ca href=\"https://www.npr.org/sections/health-shots/2019/07/24/744465884/how-to-help-your-anxious-partner-and-yourself\">support a partner who has an anxiety disorder\u003c/a> without sinking yourself, say therapists: First, don't try to fix things immediately. Instead, acknowledge your loved one's perspective. \"You can move to logic, but not before the person feels like they're not being judged and ... misunderstood,\" says licensed psychologist Carolyn Daitch. Learning how to gently maintain boundaries is important, too.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55112\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/anger_animation-e1578036649558.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003cp>\u003cstrong>Feeling extra angry? Get checked out for depression\u003c/strong>\u003c/p>\n\u003cp>Many patients — and doctors — associate depression with feelings of hopelessness, sadness and lack of motivation. But a growing number of psychiatrists say\u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/04/689747637/if-youre-often-angry-or-irritable-you-may-be-depressed\"> depression is also behind some hypercritical tendencies and outbursts of anger\u003c/a>. The good news: This sort of irritability is responsive to counseling and medication.\u003c/p>\n\u003cp>\u003cstrong>Redefine exercise: Move a little bit, often\u003c/strong>\u003c/p>\n\u003cp>Maria Godoy, one of NPR's editors, learned to love exercise when she realized every little bit counts. \"I reframed what I thought of as exercise,\" she says. Vacuuming with gusto, taking the stairs — these\u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/14/684118974/from-couch-potato-to-fitness-buff-how-i-learned-to-love-exercise\"> little bursts of movement throughout the day add up\u003c/a>, like pennies in a piggy bank.\u003c/p>\n\u003cp>\u003cstrong>Take a minute today to consider your life's purpose\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Having a purpose in life seems to have a more powerful impact on decreasing a person's risk of premature death than exercising regularly, quitting smoking or curbing your alcohol intake, research suggests. Maybe you find greatest meaning in guarding the environment, raising good children, making music or touching lives through your volunteer work. It doesn't seem to matter what your life's purpose is, a growing body of research suggests. \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/25/726695968/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health\">What matters is that you feel you have one\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Start+Fresh%3A+6+Tips+For+Emotional+Well-Being+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Joy can be cultivated. Hostility often masks depression. As one year ends and another begins, these six insights and tips from psychologists offer hope for a good new year.","status":"publish","parent":0,"modified":1578036828,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":687},"headData":{"title":"Start Fresh: 6 Tips For Emotional Well-Being | KQED","description":"Joy can be cultivated. Hostility often masks depression. As one year ends and another begins, these six insights and tips from psychologists offer hope for a good new year.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55108 https://ww2.kqed.org/mindshift/?p=55108","disqusUrl":"https://ww2.kqed.org/mindshift/2020/01/02/start-fresh-6-tips-for-emotional-well-being/","disqusTitle":"Start Fresh: 6 Tips For Emotional Well-Being","nprByline":"Emily Vaughn and L. Carol Ritchie","nprImageAgency":"Michael Driver for NPR","nprStoryId":"792505428","nprApiLink":"http://api.npr.org/query?id=792505428&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2019/12/31/792505428/start-fresh-6-tips-for-mental-health-in-2020?ft=nprml&f=792505428","nprRetrievedStory":"1","nprPubDate":"Thu, 02 Jan 2020 13:00:00 -0500","nprStoryDate":"Tue, 31 Dec 2019 10:26:10 -0500","nprLastModifiedDate":"Thu, 02 Jan 2020 13:00:45 -0500","path":"/mindshift/55108/start-fresh-6-tips-for-emotional-well-being","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As a college student, \u003ca href=\"https://oid.wharton.upenn.edu/profile/kmilkman/\">Katy Milkman\u003c/a> played tennis and loved going to the gym. But when she started graduate school, her exercise routine started to flunk.\u003c/p>\n\u003cp>\"At the end of a long day of classes, I was exhausted,\" Milkman says. \"Frankly, the last thing I wanted to do was drag myself to the gym. What I really wanted to do was watch TV or read Harry Potter.\"\u003c/p>\n\u003cp>What got her back to regular workouts was something she calls \"temptation bundling.\" She resolved to indulge in her love of wizard-lit only while at the gym, by listening to audiobooks with earbuds.\u003c/p>\n\u003cp>Milkman, now a professor at the Wharton School of Business who specializes in human decision-making, says that when it comes to making a behavioral change, the trick is to \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits?utm_source=npr_newsletter&utm_medium=email&utm_content=20191228&utm_term=4309970&utm_campaign=health&utm_id=6480438&orgid=305&utm_source=npr_newsletter&utm_medium=email&utm_content=20191229&utm_term=4310790&utm_campaign=health&utm_id=20963634&orgid=151\">pair the thing you dread with something you love\u003c/a>.\u003c/p>\n\u003cp>Looking for more tips like these to make your New Year's resolution stick? Whatever your goals, we have insights that can make it a little easier for you to achieve them. Here are six \"life recipes\" for good mental health from research that NPR reporters covered this year:\u003c/p>\n\u003cfigure id=\"attachment_55110\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-55110\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2019/12/caretaker-self-care_wide-4adce35da6f48000f25dceb19d7b18cef4715092-e1578036474716.jpe\" alt=\"\" width=\"1920\" height=\"1080\">\u003cfigcaption class=\"wp-caption-text\">Stressed-out family caregivers who were taught how to reframe negative thoughts and focus on positive experiences actually reduced their anxiety and depression, a study found. \u003ccite>(Cornelia Li for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Cultivate joy \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Feeling stressed? Just \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/05/719780061/from-gloom-to-gratitude-8-skills-to-cultivate-joy\">eight techniques — a \"buffet of life skills\" — can make a significant improvement in well-being\u003c/a>, say scientists who taught the techniques to caregivers of people with dementia. After learning techniques such as how to keep a gratitude journal, for example, and how to quickly reframe negative experiences in a positive light — these family caregivers reported impressive decreases in both stress and anxiety.\u003c/p>\n\u003cp>\u003cstrong>Prepare to fail. It's part of succeeding\u003c/strong>\u003c/p>\n\u003cp>If you're trying to get a new routine to stick — whether it's getting more exercise, eating less sugar or learning to play the ukulele — scholars who study human behavior say \u003ca href=\"https://www.npr.org/sections/health-shots/2019/08/16/747332849/fresh-starts-guilty-pleasures-and-other-pro-tips-for-sticking-to-good-habits\">the key is to accept failure as a part of the process\u003c/a>. Expect that at some point you will mess up. And when that happens, don't give in to the \"what-the-heck\" effect — the feeling that since you've missed one session, your whole plan is a bust. Just get back to taking steps toward your goal, and don't beat yourself up.\u003c/p>\n\u003cp>\u003cstrong>Help an anxious partner the right way\u003c/strong>\u003c/p>\n\u003cp>You can \u003ca href=\"https://www.npr.org/sections/health-shots/2019/07/24/744465884/how-to-help-your-anxious-partner-and-yourself\">support a partner who has an anxiety disorder\u003c/a> without sinking yourself, say therapists: First, don't try to fix things immediately. Instead, acknowledge your loved one's perspective. \"You can move to logic, but not before the person feels like they're not being judged and ... misunderstood,\" says licensed psychologist Carolyn Daitch. Learning how to gently maintain boundaries is important, too.\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-55112\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/01/anger_animation-e1578036649558.jpg\" alt=\"\" width=\"1920\" height=\"1080\">\u003c/p>\n\u003cp>\u003cstrong>Feeling extra angry? Get checked out for depression\u003c/strong>\u003c/p>\n\u003cp>Many patients — and doctors — associate depression with feelings of hopelessness, sadness and lack of motivation. But a growing number of psychiatrists say\u003ca href=\"https://www.npr.org/sections/health-shots/2019/02/04/689747637/if-youre-often-angry-or-irritable-you-may-be-depressed\"> depression is also behind some hypercritical tendencies and outbursts of anger\u003c/a>. The good news: This sort of irritability is responsive to counseling and medication.\u003c/p>\n\u003cp>\u003cstrong>Redefine exercise: Move a little bit, often\u003c/strong>\u003c/p>\n\u003cp>Maria Godoy, one of NPR's editors, learned to love exercise when she realized every little bit counts. \"I reframed what I thought of as exercise,\" she says. Vacuuming with gusto, taking the stairs — these\u003ca href=\"https://www.npr.org/sections/health-shots/2019/01/14/684118974/from-couch-potato-to-fitness-buff-how-i-learned-to-love-exercise\"> little bursts of movement throughout the day add up\u003c/a>, like pennies in a piggy bank.\u003c/p>\n\u003cp>\u003cstrong>Take a minute today to consider your life's purpose\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Having a purpose in life seems to have a more powerful impact on decreasing a person's risk of premature death than exercising regularly, quitting smoking or curbing your alcohol intake, research suggests. Maybe you find greatest meaning in guarding the environment, raising good children, making music or touching lives through your volunteer work. It doesn't seem to matter what your life's purpose is, a growing body of research suggests. \u003ca href=\"https://www.npr.org/sections/health-shots/2019/05/25/726695968/whats-your-purpose-finding-a-sense-of-meaning-in-life-is-linked-to-health\">What matters is that you feel you have one\u003c/a>.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Start+Fresh%3A+6+Tips+For+Emotional+Well-Being+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55108/start-fresh-6-tips-for-emotional-well-being","authors":["byline_mindshift_55108"],"categories":["mindshift_192"],"tags":["mindshift_20589","mindshift_20784","mindshift_1040","mindshift_21324","mindshift_20865","mindshift_20987","mindshift_21092","mindshift_943"],"featImg":"mindshift_55109","label":"mindshift"},"mindshift_52456":{"type":"posts","id":"mindshift_52456","meta":{"index":"posts_1591205157","site":"mindshift","id":"52456","score":null,"sort":[1542352209000]},"guestAuthors":[],"slug":"a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes","title":"A Grading Strategy That Puts the Focus on Learning From Mistakes","publishDate":1542352209,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Teachers know that students learn a tremendous amount from \u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\" target=\"_blank\" rel=\"noopener noreferrer\">scrutinizing their mistakes\u003c/a>, but getting them to take the time to stop and reflect is a challenge. Some teachers have \u003ca href=\"https://www.kqed.org/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation\" target=\"_blank\" rel=\"noopener noreferrer\">stopped giving grades altogether \u003c/a>to try to refocus class on learning instead of on grades. For others, that's too extreme. Leah Alcala, a seventh- and eighth-grade math teacher at King Middle School in Berkeley, California, developed a grading strategy that falls somewhere in the middle.\u003c/p>\n\u003cp>\"What I was finding when I was handing back tests the old way, where I put a grade on it, was kids would look at their grade, decide whether they were good at math or not, and put the test away and never look at it again,\" Alcala says in a \u003ca href=\"https://www.teachingchannel.org/video/math-test-grading-tips\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> featuring her strategy.\u003c/p>\n\u003cp>Now when she returns tests, Alcala highlights mistakes and hands the tests back to students without a grade. She doesn't tell them what they did wrong; they have to figure that out.\u003c/p>\n\u003cp>\"By not putting a grade on the test, I feel like what I'm allowing them to do is wrestle with the math they produced for me first and think of the grade second,\" Alcala said.\u003c/p>\n\u003cp>At first she got a lot of questions about how much things were worth and what grade they'd received. She had to continually remind them that in seventh grade it's more important that they learn the math than that they get a certain grade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I see that now when I give tests back, they're continuing to learn,\" Alcala said.\u003c/p>\n\u003cp>The students get their grade a day later on PowerSchool, and they're given opportunities to retake the test after they've digested their mistakes.\u003c/p>\n\u003cp>Alcala also projects \"favorite mistakes\" on the board that they talk about as a class. And students get time to look at their own mistakes and figure out where they went wrong. The other advantage of highlighting is that she can call attention to things that she won't necessarily take points off for, but that she wants students to notice. For example, she might highlight that they didn't put the correct units in a word problem. They got the math correct, so Alcala is not worried they won't be able to move forward, but she wants to remind them that units are important.\u003c/p>\n\u003cdiv style=\"width: 640px;\" class=\"wp-video\">\u003cvideo class=\"wp-video-shortcode\" id=\"video-52456-5\" width=\"640\" height=\"360\" preload=\"metadata\" controls=\"controls\">\u003csource type=\"video/mp4\" src=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4?_=5\">\u003c/source>\u003ca href=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\">https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\u003c/a>\u003c/video>\u003c/div>\n\u003cp>She grades in two go-rounds. First she reads the test from top to bottom, looking for the moment when the mistake gets made in each problem. Sometimes she sees what she calls \"flow through mistakes,\" where the student made a mistake early on, thus got the wrong answer, but all the operations after that were done correctly. Other times a mistake was made early on, but more mistakes were made after that. Those two students would receive different grades on that problem, even though they technically both got it wrong.\u003c/p>\n\u003cp>After the first pass of the test, Alcala looks at the test as a whole for themes in the kinds of mistakes the child is making. Is she making the same mistake over and over? Or are there lots of different types of mistakes?\u003c/p>\n\u003cp>\"It doesn't take longer to grade tests this way,\" Alcala said. \"I think that was a big fear. It is a similar amount of time and it's far more enjoyable.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She's hoping her students will \u003ca href=\"https://www.kqed.org/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better\" target=\"_blank\" rel=\"noopener noreferrer\">learn how powerful it can be to study their mistakes\u003c/a> when the stakes are lower, in middle school, and continue the practice throughout their learning when they leave her classroom.\u003c/p>\n\n","blocks":[],"excerpt":"A math grading strategy that focuses on learning from mistakes before a grade ever comes into play.","status":"publish","parent":0,"modified":1607117607,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":608},"headData":{"title":"A Grading Strategy That Puts the Focus on Learning From Mistakes - MindShift","description":"A math grading strategy that focuses on learning from mistakes before a grade ever comes into play.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52456 https://ww2.kqed.org/mindshift/?p=52456","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/15/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes/","disqusTitle":"A Grading Strategy That Puts the Focus on Learning From Mistakes","path":"/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers know that students learn a tremendous amount from \u003ca href=\"https://www.kqed.org/mindshift/42874/why-understanding-these-four-types-of-mistakes-can-help-us-learn\" target=\"_blank\" rel=\"noopener noreferrer\">scrutinizing their mistakes\u003c/a>, but getting them to take the time to stop and reflect is a challenge. Some teachers have \u003ca href=\"https://www.kqed.org/mindshift/48493/when-schools-forgo-grades-an-experiment-in-internal-motivation\" target=\"_blank\" rel=\"noopener noreferrer\">stopped giving grades altogether \u003c/a>to try to refocus class on learning instead of on grades. For others, that's too extreme. Leah Alcala, a seventh- and eighth-grade math teacher at King Middle School in Berkeley, California, developed a grading strategy that falls somewhere in the middle.\u003c/p>\n\u003cp>\"What I was finding when I was handing back tests the old way, where I put a grade on it, was kids would look at their grade, decide whether they were good at math or not, and put the test away and never look at it again,\" Alcala says in a \u003ca href=\"https://www.teachingchannel.org/video/math-test-grading-tips\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching Channel video\u003c/a> featuring her strategy.\u003c/p>\n\u003cp>Now when she returns tests, Alcala highlights mistakes and hands the tests back to students without a grade. She doesn't tell them what they did wrong; they have to figure that out.\u003c/p>\n\u003cp>\"By not putting a grade on the test, I feel like what I'm allowing them to do is wrestle with the math they produced for me first and think of the grade second,\" Alcala said.\u003c/p>\n\u003cp>At first she got a lot of questions about how much things were worth and what grade they'd received. She had to continually remind them that in seventh grade it's more important that they learn the math than that they get a certain grade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I see that now when I give tests back, they're continuing to learn,\" Alcala said.\u003c/p>\n\u003cp>The students get their grade a day later on PowerSchool, and they're given opportunities to retake the test after they've digested their mistakes.\u003c/p>\n\u003cp>Alcala also projects \"favorite mistakes\" on the board that they talk about as a class. And students get time to look at their own mistakes and figure out where they went wrong. The other advantage of highlighting is that she can call attention to things that she won't necessarily take points off for, but that she wants students to notice. For example, she might highlight that they didn't put the correct units in a word problem. They got the math correct, so Alcala is not worried they won't be able to move forward, but she wants to remind them that units are important.\u003c/p>\n\u003cdiv style=\"width: 640px;\" class=\"wp-video\">\u003cvideo class=\"wp-video-shortcode\" id=\"video-52456-5\" width=\"640\" height=\"360\" preload=\"metadata\" controls=\"controls\">\u003csource type=\"video/mp4\" src=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4?_=5\">\u003c/source>\u003ca href=\"https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\">https://content.jwplatform.com/videos/Xed18Wq0-Zgd7o4Xp.mp4\u003c/a>\u003c/video>\u003c/div>\n\u003cp>She grades in two go-rounds. First she reads the test from top to bottom, looking for the moment when the mistake gets made in each problem. Sometimes she sees what she calls \"flow through mistakes,\" where the student made a mistake early on, thus got the wrong answer, but all the operations after that were done correctly. Other times a mistake was made early on, but more mistakes were made after that. Those two students would receive different grades on that problem, even though they technically both got it wrong.\u003c/p>\n\u003cp>After the first pass of the test, Alcala looks at the test as a whole for themes in the kinds of mistakes the child is making. Is she making the same mistake over and over? Or are there lots of different types of mistakes?\u003c/p>\n\u003cp>\"It doesn't take longer to grade tests this way,\" Alcala said. \"I think that was a big fear. It is a similar amount of time and it's far more enjoyable.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>She's hoping her students will \u003ca href=\"https://www.kqed.org/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better\" target=\"_blank\" rel=\"noopener noreferrer\">learn how powerful it can be to study their mistakes\u003c/a> when the stakes are lower, in middle school, and continue the practice throughout their learning when they leave her classroom.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52456/a-grading-strategy-that-puts-the-focus-on-learning-from-mistakes","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_21107","mindshift_20512","mindshift_392","mindshift_145","mindshift_20987"],"featImg":"mindshift_52464","label":"mindshift"},"mindshift_48770":{"type":"posts","id":"mindshift_48770","meta":{"index":"posts_1591205157","site":"mindshift","id":"48770","score":null,"sort":[1501063254000]},"guestAuthors":[],"slug":"how-making-mistakes-primes-kids-to-learn-better","title":"Why Mistakes Matter in Creating A Path For Learning","publishDate":1501063254,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","status":"publish","parent":0,"modified":1536277032,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":2162},"headData":{"title":"Why Mistakes Matter in Creating A Path For Learning | KQED","description":"American educators love to emphasize correct procedure, but cognitive science says that students learn better when you focus on their mistakes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"48770 https://ww2.kqed.org/mindshift/?p=48770","disqusUrl":"https://ww2.kqed.org/mindshift/2017/07/26/how-making-mistakes-primes-kids-to-learn-better/","disqusTitle":"Why Mistakes Matter in Creating A Path For Learning","nprByline":"Claudia Wallis, \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>","path":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Once a month, this column \u003c/em>\u003cem>will examine the insights that science offers about the way people learn, and how such findings could influence schools. \u003c/em>\u003c/p>\n\u003cp>Most of us can remember a moment like this from our school years: the teacher poses a question – maybe it’s math, maybe history. You raise your hand, you give your answer with full assurance. And then? You’re shot down. You got it wrong.\u003c/p>\n\u003cp>We remember moments like this because they brim with some of our least favorite emotions: shame, humiliation, self-recrimination, and that gutting sense that you want to melt into the floor. Ah yes, I remember it well.\u003c/p>\n\u003cp>As it turns out, though, such moments are ripe with learning opportunity. Contrary to what many of us might guess, making a mistake with high confidence and then being corrected is one of the most powerful ways to absorb something and retain it.\u003c/p>\n\u003cp>In recent years, cognitive scientists have done gobs of research on how making mistakes help us learn, much of it funded by the federal Institute for Education Science. Some findings make intuitive sense. Some are completely surprising. And many important findings that are relevant to teaching are not making it into the classroom, or penetrating very slowly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Traditionally, educators and psychologists in the U.S. were not fans of allowing students to flounder. B.F. Skinner, the hugely influential 20\u003csup>th\u003c/sup> century behavioral psychologist, didn’t even like his lab rats and pigeons to err and constructed experiments to shape their behavior toward always getting the task right. “He thought if they made a mistake, the mistake would get entrenched, and you’d have to backtrack to erase it,” explains Janet Metcalfe, a professor of psychology at Columbia University, and the author of an impressive scientific review titled \u003ca href=\"http://www.annualreviews.org/doi/abs/10.1146/annurev-psych-010416-044022\">“Learning from Errors,”\u003c/a> published earlier this year in \u003cem>Annual Review of Psychology.\u003c/em>\u003c/p>\n\u003cp>American educators, perhaps influenced by Skinner, have tended to see things the same way. Classic studies by psychologists James Stigler of UCLA and the late Harold Stevenson, detailed in their 1994 book \u003ca href=\"https://books.google.com/books/about/Learning_Gap.html?id=HIfBn5W6LMcC\">\u003cem>The Learning Gap\u003c/em>\u003c/a>\u003cem>, \u003c/em>compared videotaped lessons in eighth-grade math in several countries. They found that American teachers emphasized specific procedures for solving problems, largely ignored errors and praised correct answers. Japanese teachers, by contrast, asked students to find their own way through problems and then led a discussion of common errors, why they might seem plausible and why they were wrong. Praise was rarely given and students were meant to see struggle and setbacks as part of learning. The difference, the authors believed, is one reason that Japanese students outperform Americans in math.\u003c/p>\n\u003cp>“Learning about what is wrong may hasten understanding of why the correct procedures are appropriate,” they wrote, “but errors may also be interpreted as failure. And Americans … strive to avoid situations where this might happen.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias.'\u003ccite>Kushal Patel, teacher, Columbia Secondary School for School for Math, Science and Engineering, New York City\u003c/cite>\u003c/aside>\n\u003cp>The American allergy to errors began to ease with a burst of new studies by cognitive psychologists beginning this century. They showed clear benefits to engaging with mistakes—in both verbal and math tasks. For instance, Nate Kornell of Williams College conducted a word-pair experiment in which people were cued with a word (say, tree) and then asked to pair it a related “target” word (say, oak). He found that they remembered the target word significantly better if they had made a wrong guess (like maple or pine) and were corrected than if they were simply given the correct pairing and asked to memorize it.\u003c/p>\n\u003cp>Numerous other studies have confirmed and expanded upon this finding. Metcalfe and others have shown that on tests involving general knowledge (What’s the capital of Australia?), a wild guess doesn’t help with learning. “They have to be making a serious stab at the answer,” she notes. And it was Metcalfe and colleagues who showed that the more certain you are of your wrong answer, the better you will learn the right one after being corrected.\u003c/p>\n\u003cp>Why is this? The answer isn’t completely clear but it likely involves the fact that making an error rallies your attention — and even more so if you’re surprised that you got it wrong. In addition, it is easier to learn something new after you’ve summoned up your prior knowledge — a process neuroscientists call memory reconsolidation.\u003c/p>\n\u003cp>There’s hard, biological evidence for some of this. By placing electroencephalogram caps on subjects as they play video games or do other tasks, scientists have identified specific signals in the brain linked to making errors. The first one, known as Error-Related Negativity or ERN, occurs just 50 millionths of a second after the error. That’s well before you are even conscious of the mistake! A second wave, called error positivity (Pe for short), comes 50 to 550 milliseconds later and is believed to reflect conscious attention to the error, usually followed by an effort to avoid repeating it.\u003c/p>\n\u003cp>As an undergrad at Michigan State, Hans Schroder became so obsessed with error-related brain signaling that, he recalls, “I actually ‘married’ it on Facebook.” He also did serious work on the subject in psychologist Jason Moser’s lab there. Past research had shown that these signals relate to academic performance.\u003c/p>\n\u003cp>“The ERN tends to correlate with grade-point average. It’s linked with the ability to recognize when things don’t go as expected and to better working memory,” Schroder explains. “The Pe is more linked to effort, becoming aware of mistakes and rebounding.” While both signals emanate from a brain region called the anterior cingulate, the Pe involves more widespread activity as you allocate mental resources to improve your performance.\u003c/p>\n\u003caside class=\"pullquote alignright\">'By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong. I wanted to refocus them on actually learning the content.'\u003ccite> Leah Alcala, math teacher in Berkeley, Calif.\u003c/cite>\u003c/aside>\n\u003cp>Schroder was especially interested in this effort-related activity and wanted to know if it was linked to a person’s attitude or mindset about his or her own ability. Stanford University psychologist Carol Dweck kicked off a wave of research in education and psychology with her work — and popular 2006 book, \u003cem>Mindset\u003c/em>— defining two distinct “mindsets”: the belief that one’s intelligence is fixed or that it is fluid and can grow with effort. People with a fixed mindset (as measured on a standard questionnaire) tend to see errors as signs that they are not good at something. Those with a \u003ca href=\"https://ww2.kqed.org/mindshift/tag/growth-mindset/\">growth mindset \u003c/a>see them as signs they need to work harder.\u003c/p>\n\u003cp>Schroder theorized that people with a growth mindset would have a stronger Pe signal following an error. This proved to be true in studies with both children and adults. Just as important, growth-minded people raised their game more in the wake of an error. For instance, he reports, growth-minded children playing a videogame in which they had to round up escaped zoo animals “were more accurate after making a mistake than kids who were fixed-minded.”\u003c/p>\n\u003cp>How do these psych lab results translate to the messier world of the classroom? A number of researchers are attempting to answer that question with studies that more closely mimic educational situations or by conducting research within schools.\u003c/p>\n\u003cp>Carnegie Mellon psychologist Robert Siegler, an expert on how children learn math, has delved deeply into the best way to give feedback on student errors. He has shown, for instance, that asking third and fourth graders to explain how someone got the wrong answer and also how someone got the right answer is enormously effective – more so than just asking the child to explain the correct procedure, as teachers so often do. Dislodging wrong ideas is important, he notes: “These wrong approaches are like crab grass, they are hard to get rid of and often have deep roots. You really have to undermine the roots of the misconception as well as strengthen the correct conception.”\u003c/p>\n\u003cp>Metcalfe is exploring that approach in an experiment with eighth-grade math teachers at the Columbia Secondary School for Math, Science and Engineering — a New York City public school affiliated with Columbia University. For the past two years, her team has been monitoring what happens to performance on the state’s Common Core Regents algebra test when teachers give frequent practice quizzes followed each time by a review of the students’ specific errors, in a continuous cycle four days a week for four weeks prior to the statewide exam.\u003c/p>\n\u003cp>The results, which have not yet been published, seem promising. “We had a 100% pass rate on the Algebra 1 Regents for eighth grade, which was pretty awesome,” says Kushal Patel, a participating teacher. Patel notes that even though the passing grade for special education students is 55 rather than the typical 65, all of the special ed students passed with the higher grade. Performance across the class was even stronger the second year than the first. Metcalfe’s team is now analyzing videos of class sessions second by second, looking at exactly what teachers did and how it relates to the errors individual children made. Preliminary results suggest that the improvement in performance was closely tied to the error-focused feedback.\u003c/p>\n\u003cp>“Being in this environment where we are openly discussing mistakes, where mistakes are good, really opened the door for certain kids who had math phobias,” Patel observes.\u003c/p>\n\u003cp>And in keeping with a growth mindset, students began to see errors as a path to learning rather than humiliation. When he shared students’ errors anonymously with the class, he says, “the kids got really good about saying ‘Hey, that’s my mistake! Let me talk about what I did wrong.’ It was incredible. They got past the shy moment of, ‘Oh, I screwed up.’”\u003c/p>\n\u003cp>Next year Metcalfe will be testing a new system for reviewing errors that combines computerized feedback with teacher-led instruction.\u003c/p>\n\u003cp>In Berkeley, Calif., math teacher Leah Alcala witnessed a similar change in middle school and high school students when she began spotlighting what she calls her “favorite errors.” Alcala likes to hand out test results without grades but with highlights indicating the precise spots in a math problem where things took a wrong turn.\u003c/p>\n\u003cp>“By taking the grade off their test I thought they might spend more time looking at what they got right and what they got wrong,” she explains. “I wanted to refocus them on actually learning the content.” You can see her method in an \u003ca href=\"https://www.teachingchannel.org/videos/math-test-grading-tips\">online Teaching Channel video\u003c/a>.\u003c/p>\n\u003cp>Like Patel, Alcala says she was influenced by Dweck’s mindset framework. While not everyone in her economically and ethnically diverse classes masters all the math, “what I know for sure is that my kids never give up on my class.”\u003c/p>\n\u003cp>Such robust examples of teaching kids how to learn from their errors remain the exception in U.S. classrooms. Probably the biggest reason, Siegler suggests, is that “the people who write the textbooks don’t know about the research findings. There’s a lot of knowledge in the psychology of learning that hasn’t been incorporated into education.” Also, he notes, there’s a “common sense wisdom” to focusing almost exclusively on correct procedures. It’s what American teachers have always done.\u003c/p>\n\u003cp>And it’s what most of us believe in, the evidence be damned. Metcalfe has found that people are generally unaware of the benefits of bumping up against mistakes. This is true even after they participate in studies in which, again and again, they improve their performance after getting something wrong and being set straight. When asked if they did better in trials where they were given the answer or those in which they erred and were corrected, they chose the former.\u003c/p>\n\u003cp>“Isn’t that amazing!” she says of this metacognitive blind spot. No wonder so many educators err when it comes to errors. “If teachers don’t realize that making errors will help learning, they will be like Skinner and say ‘I’ll just teach them the right thing.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, the nonprofit, independent news website focused on inequality and innovation in education. \u003c/em>\u003ca href=\"http://hechingerreport.us2.list-manage2.com/subscribe?u=66c306eebb323868c3ce353c1&id=a4f3e0748b\">\u003cem>Sign up for our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/48770/how-making-mistakes-primes-kids-to-learn-better","authors":["byline_mindshift_48770"],"categories":["mindshift_192"],"tags":["mindshift_21078","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_310","mindshift_20562","mindshift_20911","mindshift_20867","mindshift_20987"],"featImg":"mindshift_48779","label":"mindshift"},"mindshift_44726":{"type":"posts","id":"mindshift_44726","meta":{"index":"posts_1591205157","site":"mindshift","id":"44726","score":null,"sort":[1461052630000]},"guestAuthors":[],"slug":"how-productive-failure-for-students-can-help-lessons-stick","title":"How 'Productive Failure' In Math Class Helps Make Lessons Stick","publishDate":1461052630,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. That’s the difference between what a novice sees and what an expert sees.\u003c/p>\n\u003cp>“No matter how engaging, entertaining or logically structured the new information is, the novice by definition is not going to see the same thing as the expert in the presentation,” Kapur said. He works to help teachers understand the flawed assumption that students will understand after a concept has been told to them, explaining that direct instruction doesn't prime students’ brains to process the new information.\u003c/p>\n\u003cp>“We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems,” Kapur said.\u003c/p>\n\u003cp>The teacher training program also focuses on improving teachers’ content knowledge. Working with student ideas and misconceptions requires the instructor have a deep understanding of the subject matter. Finally, Kapur helps teachers improve on important pedagogical aspects of this model like facilitating group work and consolidating ideas after students have grappled with a problem and failed.\u003c/p>\n\u003cp>“Your job as a teacher is to first prepare them, to give them the proverbial eyes to be able to see what is important, and then show them what is important in interesting and engaging ways,” Kapur said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n","blocks":[],"excerpt":"Building struggle into lessons can help students learn better than using direct instruction, according to research, and Singapore's education system is investing in 'productive failure' to help its already high-achieving students. ","status":"publish","parent":0,"modified":1461105857,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1708},"headData":{"title":"How 'Productive Failure' In Math Class Helps Make Lessons Stick | KQED","description":"Building struggle into lessons can help students learn better than using direct instruction, according to research, and Singapore's education system is investing in 'productive failure' to help its already high-achieving students. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"44726 http://ww2.kqed.org/mindshift/?p=44726","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/19/how-productive-failure-for-students-can-help-lessons-stick/","disqusTitle":"How 'Productive Failure' In Math Class Helps Make Lessons Stick","path":"/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Learning from failure has become a popular idea in education recently, partly because it feels like common sense to many people. In a general way, the idea of “picking yourself up after a fall” has long existed in American culture as in many other parts of the world. Teachers are hoping that if they can instill this idea in their students, the small, everyday setbacks inherent to learning new things won’t feel so emotionally charged to students, who might instead see them as part of the \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/12/what-do-students-lose-by-being-perfect-valuable-failure/\" target=\"_blank\">path to greater understanding \u003c/a>and ultimate success.\u003c/p>\n\u003cp>But turning the difficult experience of failure into a positive isn’t as easy as telling students to change their mindsets; it takes careful lesson design, a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/08/24/growth-mindset-how-to-normalize-mistake-making-and-struggle-in-class/\" target=\"_blank\">strong classroom culture\u003c/a> and an instructor trained in getting results from small failures so his or her students succeed when it matters.\u003c/p>\n\u003caside class=\"pullquote alignright\">'It is failure-based activation of knowledge to prepare them to learn.'\u003ccite>Manu Kapur\u003c/cite>\u003c/aside>\n\u003cp>\u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\" target=\"_blank\">Manu Kapur\u003c/a> has been studying what he calls “productive failure” for most of his career, attempting to turn the general advice to “learn from mistakes” into a clearly defined, specific pedagogical design process that yields strong learning results. Now a professor of psychological studies at the \u003ca href=\"https://www.ied.edu.hk/ps/view.php?secid=50175\">Education University of Hong Kong\u003c/a>, Kapur has conducted both quasi-experimental and randomized controlled trials on how \u003ca href=\"https://www.learntechlib.org/p/167229/\" target=\"_blank\">teaching through productive failure\u003c/a> measures up to \u003ca href=\"http://www.tandfonline.com/doi/full/10.1080/00461520.2016.1155457\" target=\"_blank\">both direct instruction as well as more constructivist problem-solving approaches\u003c/a>.\u003c/p>\n\u003cp>For Kapur, productive failure is not just a maxim about persisting through challenges; it's an effective teaching strategy that enables students to not only do well on short term measures of knowledge, like tests, but also affords better conceptual understanding, creative thinking, and helps students to transfer learning to novel situations.\u003c/p>\n\u003cp>“Learning from failure is a very intuitive and compelling idea that’s been around for ages, but teachers may not know how to use it,” Kapur said. He has run enough experiments both in lab settings and in real classrooms to have a fairly good idea of how to structure lessons that include failure up front, followed by consolidation of understanding through instruction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The general idea is to develop tasks that students will not be able to solve, but require them to call upon their preexisting knowledge to try to solve the problem. That knowledge can be of the subject itself, as well as the informal insights students bring from their lives. The students will inevitably fail -- as the teacher expects them to -- but that failure is framed as part of learning and so is not seen as shameful. This process primes students’ brains to learn the new concept from their instructor after the initial failure.\u003c/p>\n\u003cp>“It is failure-based activation of knowledge to prepare them to learn,” Kapur said.\u003c/p>\n\u003cp>It might seem like this process would frustrate kids until they stop trying, but Kapur’s studies found that instead of feeling bad about their inability to solve the problem, students’ interest in the concept spiked. “I think that’s a great place to get students to before we teach them something,” Kapur said.\u003c/p>\n\u003cp>After students experience failure in their own discovery and problem solving process, the teacher facilitates a discussion that highlights various student attempts and teaches the new concept, consolidating students’ understanding of the processes required to complete the task.\u003c/p>\n\u003cp>\u003cstrong>PRINCIPLES OF PRODUCTIVE FAILURE LESSON DESIGN\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>Tasks must be challenging enough to engage learners, but not so challenging they give up.\u003c/li>\n\u003cli>Tasks must have multiple ideas, solutions or ways to solve so that students generate a multitude of ideas. It cannot be a closed task with only one path to finding a correct answer.\u003c/li>\n\u003cli>The task must activate prior knowledge, and not just formal learning from a previous lesson. “If you design a task where a student only displays their prior class learning it’s not good because then you aren’t tapping into their intuitive reasoning,” Kapur said. Intuitive reasoning is a big part of how students transfer knowledge to new situations.\u003c/li>\n\u003cli>While the task should activate knowledge, it should be designed so that the knowledge students have is not sufficient to solve the problem. They should hit a roadblock that they can’t get around. “It makes the child aware of what he or she knows, and the limits of what he or she knows, and that creates a motivation to figure out what it is they need to know to solve this problem,” Kapur said.\u003c/li>\n\u003cli>It helps if that task as an “affective draw,” in that it’s related to something students care about or is concerns something with which they identify.\u003c/li>\n\u003c/ul>\n\u003cp>Kapur has tested productive failure teaching strategies with students of varying abilities in Singapore and has found it to work with all students, regardless of ability. “Initial pre-existing conditions between students do not predict how much they learn,” Kapur said. “How they solve the initial problem is what predicts how much they learn.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">'We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems.'\u003c/aside>\n\u003cp>Singapore tracks students into ability-based schools after primary school, which makes it easy to conduct research that compares low, middle and high achievers. However, Kapur has also tested productive failure in Indian schools in which students were not grouped by ability. He saw good results there as well. “The task is open enough that kids from different abilities can work together,” Kapur said.\u003c/p>\n\u003cp>Part of Kapur’s research has been to show that teaching with productive failure doesn’t harm students’ ability to perform on tests, but does \u003ca href=\"https://www.causeweb.org/cause/research/literature/inventing-prepare-future-learning-hidden-efficiency-encouraging-original-stude-0\" target=\"_blank\">improve knowledge transfer and conceptual understanding\u003c/a>. In the process he’s discovered an interesting element of creative thinking in math that appears to disprove the generally held notion that students need basic content knowledge before they can move on to more creative uses of the information.\u003c/p>\n\u003cp>“We’ve found that creativity actually suffers if you teach kids something too early,” Kapur said. When students who have been taught with direct instruction are later asked to generate as many ways of solving the problem as they can, many can’t go beyond the method they have already been taught.\u003c/p>\n\u003cp>“They were locked into that way of thinking,” Kapur said. “When we start with generating or exploring we find that students still learn the material later on, but the knowledge was more flexible.” This finding tells Kapur that creativity is itself a function of how students’ acquire information.\u003c/p>\n\u003cp>\u003cstrong>SINGAPORE TAKES IT TO SCALE\u003c/strong>\u003c/p>\n\u003cp>Kapur’s research on productive failure has convinced Singapore’s Ministry of Education to use the pedagogical model for the statistical portion of it’s A-level curriculum. Statistics make up about one third of the Cambridge A-level exam, Kapur said. All university-track junior-college students in Singapore are in school to pass that exam (junior-college in Singapore is like high school in the US).\u003c/p>\n\u003cp>Although Singapore’s education system is very test-based, its Ministry of Education is interested in research-proven pedagogical approaches that lead to lasting learning beyond the test. “There is a very strong policy emphasis on changing how we teach,” Kapur said of Singapore. “Just because there are tests does not mean we can’t teach in ways that lead to very deep learning while doing well on the tests.”\u003c/p>\n\u003cp>Kapur was able to show that productive failure worked well with students at the least prestigious of Singapore’s 20 junior colleges, which provided a compelling proof of concept to scale up to all students studying for the Cambridge A-levels. Kapur and his team have designed a curriculum of tasks that use productive failure, and are training Singapore’s teachers in the method.\u003c/p>\n\u003cp>The concept is new to many Singaporean teachers and Kapur says the first part of his training focuses on helping teachers understand the \u003ca href=\"http://cadrek12.org/sites/default/files/Schwartz.Chase_.Oppezzo.Chin_2011_PracticingVsInventing.pdf\" target=\"_blank\">problems with direct instruction\u003c/a>. He uses the analogy of watching a film. The average viewer focuses on plot, and perhaps pays some attention to acting ability or cinematography. When a director watches the same film, on the other hand, she is likely noticing nuances of camera placement, shot selection, and much more. That’s the difference between what a novice sees and what an expert sees.\u003c/p>\n\u003cp>“No matter how engaging, entertaining or logically structured the new information is, the novice by definition is not going to see the same thing as the expert in the presentation,” Kapur said. He works to help teachers understand the flawed assumption that students will understand after a concept has been told to them, explaining that direct instruction doesn't prime students’ brains to process the new information.\u003c/p>\n\u003cp>“We won’t make the assumption that you’re prepared to learn yet; what we will do is activate your formal and informal knowledge systems,” Kapur said.\u003c/p>\n\u003cp>The teacher training program also focuses on improving teachers’ content knowledge. Working with student ideas and misconceptions requires the instructor have a deep understanding of the subject matter. Finally, Kapur helps teachers improve on important pedagogical aspects of this model like facilitating group work and consolidating ideas after students have grappled with a problem and failed.\u003c/p>\n\u003cp>“Your job as a teacher is to first prepare them, to give them the proverbial eyes to be able to see what is important, and then show them what is important in interesting and engaging ways,” Kapur said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Singapore’s Ministry of Education has agreed to give Kapur’s team four years to build teachers’ capacity in this new style of teaching before evaluating its effectiveness. Kapur sees this as a huge gift, knowing that the effectiveness of any program lies in its implementation and that it takes time to get people up to speed.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_870","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_20986","mindshift_392","mindshift_20987","mindshift_20988"],"featImg":"mindshift_44752","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2019/07/commonwealthclub.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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No other part of the globe has experienced such dynamic political and social change in recent years.","airtime":"SAT 3am-4am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/insideEurope.jpg","meta":{"site":"news","source":"Deutsche Welle"},"link":"/radio/program/inside-europe","subscribe":{"apple":"https://itunes.apple.com/us/podcast/inside-europe/id80106806?mt=2","tuneIn":"https://tunein.com/radio/Inside-Europe-p731/","rss":"https://partner.dw.com/xml/podcast_inside-europe"}},"latino-usa":{"id":"latino-usa","title":"Latino USA","airtime":"MON 1am-2am, SUN 6pm-7pm","info":"Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg","officialWebsiteLink":"http://latinousa.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/latino-usa","subscribe":{"npr":"https://rpb3r.app.goo.gl/xtTd","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/Latino-USA-p621/","rss":"https://feeds.npr.org/510016/podcast.xml"}},"live-from-here-highlights":{"id":"live-from-here-highlights","title":"Live from Here Highlights","info":"Chris Thile steps to the mic as the host of Live from Here (formerly A Prairie Home Companion), a live public radio variety show. 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You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2022/02/mindshift2021-tile-3000x3000-1-scaled-1.jpg","imageAlt":"KQED MindShift: How We Will Learn","officialWebsiteLink":"/mindshift/","meta":{"site":"news","source":"kqed","order":"2"},"link":"/podcasts/mindshift","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5","npr":"https://www.npr.org/podcasts/464615685/mind-shift-podcast","stitcher":"https://www.stitcher.com/podcast/kqed/stories-teachers-share","spotify":"https://open.spotify.com/show/0MxSpNYZKNprFLCl7eEtyx"}},"morning-edition":{"id":"morning-edition","title":"Morning Edition","info":"\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. 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