Dear Colleagues, In pursuit of continually improving my teaching, I found myself recently contemplating the popular phrases, “Fail early and often” and “Fail forward.” Fortunately, I had the chance to think more deeply about this during Ruth Shear’s PTF Think Tank “Learning from Mistakes” and reflect on my practices in the classroom. In this edition of Teaching Tips: Learning from Failure, I am excited to share some of the insights collected from the Think Tank and enriching conversations with colleagues: 1. Revamping Grading Strategies: Does the grading scheme encourage learning from mistakes? My colleagues, as passionate advocates for embracing failure, suggest innovative approaches like regrades, multiple attempts at assignments/quizzes, and a focus on overarching objectives. In Ruth Shear’s yearlong chemistry research course, students are empowered to revise reports based on feedback and resubmit for a regrade. Similarly, other faculty members in the Freshman Research Initiative (FRI) have tailored their curriculum to evaluate the process of learning, not just the end product. Kasia Dinkeloo allows unlimited attempts for technical checkpoint activities in her research lab, while Tim Riedel, Director of the CNS Inventors Program, favors student creativity and inventiveness over crafting an ironclad proposal, which may be beyond the students’ abilities. 2. Reframing Failure as a Feature, Not a Bug: As a New York Times article wisely points out, “… what we’re trying to teach is that failure is not a bug of learning, it’s the feature.” Failure, when reframed, becomes an integral part of the teaching cycle, offering learning opportunities. I recall a young student researcher, who had golden hands. Every one of his reactions worked (if only we could all be so fortunate)! However, when he joined a new lab, he faced challenges due to underdeveloped troubleshooting skills. Embracing failures as a chance to build troubleshooting skills, as unexpected results, or, in those cases when nothing seems to work, a case when more data is needed creates growth opportunities. 3. Make Failures Visible and Turning Them into Teachable Moments: When we’re upfront about failures, it is possible to allow others to learn through an examination of the failure, as well as model productive encounters with failure. Every year, I share with my students a peer review of a paper I submitted for publication. The review is filled with critical feedback (including some pieces that are easier to receive than others). I share with my students that I allowed myself a couple of days for my emotions to settle, and then received the feedback as an opportunity for growth, extracting specific advice for change and ultimately improving my manuscript for publication. In the classroom, scaffolding and practicing the feedback process (such as through a peer review assignment) can normalize criticism, build resilience, and encourage a positive experience with feedback. In closing, I wish you all continued success in your educational endeavors and hope the rest of the semester treats you well! |
|
