Shazam: Empower your students!
OK, that’s all very motivational. But I teach _________. How do I let the students fail in ________ ??
1
Let’s take a look at some examples.
2
Idea #1: Students must solve a problem and demonstrate a way not to get the correct answer.
They must then explain to the class why this method is wrong or why it gives an incorrect result. This encourages subject mastery and critical thinking.
3
Example: The two main characters each demonstrate __________ disagreement with social norms through _________ acts of civil disobedience.
Identify a commonly misused homonym of the correct word and explain why it is not the correct choice in this sentence.
4
Idea #2: Students write the questions for the test or practice test. They must identify commonly-made errors and use those results as answer choices. 5
Example: The chemical formula for hydrogen peroxide is H2O2. Which of the following is a diagram of H2O2? a.
b.
c.
d. 6
Idea #3: Students are tasked with creating a game or contest in which solutions are found to address a problem.
Failures generate only temporary setbacks and create learning. 7
Example:
8
Idea #3: Students are given a problem and the solution.
They must figure out the process to arrive at the correct answer.
9
Example: x + (3x – 2) = 18 x=5 Demonstrate how we arrive at the result of 5.
10
“It’s fine to celebrate success, but it’s more important to heed the lessons of failure.” - Bill Gates (1955 – ) American entrepreneur and philanthropist
11
Let’s try one.
You are students in a math class. Please solve the following algebra problem:
12
Rudy’s Barbecue sells its sauce for $8.00, including tax. How much of the $8.00 must Rudy’s pay to the taxing authorities if the state tax rate is 8.125%?
13
How did you feel as you went along the problem-solving process?
Do you think you would learn more if we took some of the anxiety out of learning? 14
Let’s try the problem again, but this time, work in a small group.
You are encouraged to help each other.
15
Rudy’s Barbecue sells its sauce for $8.00, including tax. How much of the $8.00 must Rudy’s pay to the taxing authorities if the state tax rate is 8.125%?
Rudy’s gives the state 60 cents. 16
What happened when someone got the answer wrong?
Was there a consequence for unsuccessful attempts? Why not?
17
How did the group build its knowledge or skill based upon the initial incorrect processes or results?
Did the group members teach each other?
18
Did your understanding increase when you learned why the problem is not solved a certain way?
Is experiential learning the same thing as research?
19
“A man should never be ashamed to own he has been wrong, which is but saying, in other words, that he is wiser today then he was yesterday.” - Jonathan Swift (1667 – 1745) AngloIrish satirist, essayist, political pamphleteer, poet, cleric, and
Dean of St. Patrick’s Cathedral, Dublin 20
Now let’s take a look at some real syllabi and assignments.
Yes, yours.
21
Please identify one activity or assignment in which students are expected to “get it right the first time.” Bonus points if this activity or assignment also has a direct impact on success or failure for the course. 22
Please
divide yourselves into teams of
4-5. Please
share your discipline, course, and the activity or assignment with your teammates.
23
Next, brainstorm
with your team possible opportunities for failure that results in learning.
24
“Far better is it to dare mighty things, to win glorious triumphs, even though checkered by failure, than to rank with those poor spirits who neither enjoy nor suffer much, because they
live in a gray twilight that knows not victory or defeat.” - Theodore Roosevelt (1858 - 1919) 26th U.S. President, Environmental
Activist, Military Leader 25
So what did you come up with?
Please share your ideas for experiential learning. 26
Finally, let’s discuss changing mindsets. How can we (faculty and students) overcome the need to “get it right the first time”? How can we embrace and reward failure? How can we overcome fear of failure?
27
The “video game” mindset.
28
When you make a mistake, you come back stronger!
29
Make time for making mistakes.
Give students the goal and let them find their way on their own. ◦ ◦
Instead of lecturing. Instead of showing them how.
Instead of repeating yourself. Keep your eye on the goal—the outcome—and celebrate the process, no matter how messy.
30
“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” - Scott Adams (1957 – ) American Cartoonist (“Dilbert”) 31
Last thought of the day: Who
was your best teacher ever? How did he/she let you learn through failing? How can you empower your students the same way? 32
“I think we’re taught that success is the ultimate outcome. Failing is looked down upon. I think there’s an entrepreneurial collective that’s starting to change that perception of failure — that’s starting to recognize that when you fail, it can be one of the greatest moments of your life if you approach it with a determination to actually learn from your mistakes.”
Ashton Kutcher – Two and a Half Men TV Star
33
Thank you.
Laura Lawrence [email protected] 210-486-4850 34
1
Let’s take a look at some examples.
2
Idea #1: Students must solve a problem and demonstrate a way not to get the correct answer.
They must then explain to the class why this method is wrong or why it gives an incorrect result. This encourages subject mastery and critical thinking.
3
Example: The two main characters each demonstrate __________ disagreement with social norms through _________ acts of civil disobedience.
Identify a commonly misused homonym of the correct word and explain why it is not the correct choice in this sentence.
4
Idea #2: Students write the questions for the test or practice test. They must identify commonly-made errors and use those results as answer choices. 5
Example: The chemical formula for hydrogen peroxide is H2O2. Which of the following is a diagram of H2O2? a.
b.
c.
d. 6
Idea #3: Students are tasked with creating a game or contest in which solutions are found to address a problem.
Failures generate only temporary setbacks and create learning. 7
Example:
8
Idea #3: Students are given a problem and the solution.
They must figure out the process to arrive at the correct answer.
9
Example: x + (3x – 2) = 18 x=5 Demonstrate how we arrive at the result of 5.
10
“It’s fine to celebrate success, but it’s more important to heed the lessons of failure.” - Bill Gates (1955 – ) American entrepreneur and philanthropist
11
Let’s try one.
You are students in a math class. Please solve the following algebra problem:
12
Rudy’s Barbecue sells its sauce for $8.00, including tax. How much of the $8.00 must Rudy’s pay to the taxing authorities if the state tax rate is 8.125%?
13
How did you feel as you went along the problem-solving process?
Do you think you would learn more if we took some of the anxiety out of learning? 14
Let’s try the problem again, but this time, work in a small group.
You are encouraged to help each other.
15
Rudy’s Barbecue sells its sauce for $8.00, including tax. How much of the $8.00 must Rudy’s pay to the taxing authorities if the state tax rate is 8.125%?
Rudy’s gives the state 60 cents. 16
What happened when someone got the answer wrong?
Was there a consequence for unsuccessful attempts? Why not?
17
How did the group build its knowledge or skill based upon the initial incorrect processes or results?
Did the group members teach each other?
18
Did your understanding increase when you learned why the problem is not solved a certain way?
Is experiential learning the same thing as research?
19
“A man should never be ashamed to own he has been wrong, which is but saying, in other words, that he is wiser today then he was yesterday.” - Jonathan Swift (1667 – 1745) AngloIrish satirist, essayist, political pamphleteer, poet, cleric, and
Dean of St. Patrick’s Cathedral, Dublin 20
Now let’s take a look at some real syllabi and assignments.
Yes, yours.
21
Please identify one activity or assignment in which students are expected to “get it right the first time.” Bonus points if this activity or assignment also has a direct impact on success or failure for the course. 22
Please
divide yourselves into teams of
4-5. Please
share your discipline, course, and the activity or assignment with your teammates.
23
Next, brainstorm
with your team possible opportunities for failure that results in learning.
24
“Far better is it to dare mighty things, to win glorious triumphs, even though checkered by failure, than to rank with those poor spirits who neither enjoy nor suffer much, because they
live in a gray twilight that knows not victory or defeat.” - Theodore Roosevelt (1858 - 1919) 26th U.S. President, Environmental
Activist, Military Leader 25
So what did you come up with?
Please share your ideas for experiential learning. 26
Finally, let’s discuss changing mindsets. How can we (faculty and students) overcome the need to “get it right the first time”? How can we embrace and reward failure? How can we overcome fear of failure?
27
The “video game” mindset.
28
When you make a mistake, you come back stronger!
29
Make time for making mistakes.
Give students the goal and let them find their way on their own. ◦ ◦
Instead of lecturing. Instead of showing them how.
Instead of repeating yourself. Keep your eye on the goal—the outcome—and celebrate the process, no matter how messy.
30
“Creativity is allowing yourself to make mistakes. Art is knowing which ones to keep.” - Scott Adams (1957 – ) American Cartoonist (“Dilbert”) 31
Last thought of the day: Who
was your best teacher ever? How did he/she let you learn through failing? How can you empower your students the same way? 32
“I think we’re taught that success is the ultimate outcome. Failing is looked down upon. I think there’s an entrepreneurial collective that’s starting to change that perception of failure — that’s starting to recognize that when you fail, it can be one of the greatest moments of your life if you approach it with a determination to actually learn from your mistakes.”
Ashton Kutcher – Two and a Half Men TV Star
33
Thank you.
Laura Lawrence [email protected] 210-486-4850 34
