This document provides an activity idea for discussing mistakes and failure with students. It suggests starting class by explaining how mistakes can facilitate learning. The teacher should then lead a discussion about how students feel about making mistakes, how others may perceive them, and whether mistakes can lead to new discoveries or deeper thinking. Example discussion points are provided to help start the conversation.
This document provides an activity idea for discussing mistakes and failure with students. It suggests starting class by explaining how mistakes can facilitate learning. The teacher should then lead a discussion about how students feel about making mistakes, how others may perceive them, and whether mistakes can lead to new discoveries or deeper thinking. Example discussion points are provided to help start the conversation.
This document provides an activity idea for discussing mistakes and failure with students. It suggests starting class by explaining how mistakes can facilitate learning. The teacher should then lead a discussion about how students feel about making mistakes, how others may perceive them, and whether mistakes can lead to new discoveries or deeper thinking. Example discussion points are provided to help start the conversation.
This document provides an activity idea for discussing mistakes and failure with students. It suggests starting class by explaining how mistakes can facilitate learning. The teacher should then lead a discussion about how students feel about making mistakes, how others may perceive them, and whether mistakes can lead to new discoveries or deeper thinking. Example discussion points are provided to help start the conversation.
Sometimes
it’s
important
to
simply
tell
students
that
you
love
mistakes
because
that’s
how
students
learn.
Start
the
class
with
a
lesson
on
why
you
like
mistakes
and
what
students
can
learn
from
them.
Lead
a
discussion
on
how
students
feel
about
making
a
mistake
and
why.
Here
are
a
few
discussion
points
to
get
you
started:
• How
do
you
feel
when
you
make
a
mistake?
Why?
• How
do
you
think
other
people
see
you
when
you
make
a
mistake?
• Have
you
ever
discovered
something
new
from
making
a
mistake?
• Have
you
ever
felt
proud
of
making
a
mistake?
• Has
a
mistake
ever
made
you
think
more
deeply
about
a
problem?
(You
can
start
by
talking
about
a
non-‐academic
setting,
and
then
talk
about
how
the
lessons
apply
to
academics.)