Diplomas Count - June 5, 2014 - 17

EDUCATION WEEK JUNE 5, 2014
I
Diplomas Count > www.edweek.org/go/dc14
| 17
By Sarah D. Sparks
California School Draws
Lessons From Failure
Learning to bounce back is the goal at Da Vinci Science High
Los Angeles
M
David Walter Banks
Photos by
David Walter Banks
for Education Week
any students at risk of dropping out enter
high school already behind on credits
and with a history of academic struggle.
Some educators say, however, that teaching
students to "fail productively" and recover
may do more to help them succeed
in the long run than a high-pressure
crunch to recover credits.
From mastery-based grading to productive-failure instruction,
educators and researchers are experimenting with interventions
designed to shift students' attention from meeting
external achievement targets to setting, and meeting, their
own learning goals.
Mounting research suggests students benefit from classes
organized to encourage them to try challenging new tasks and
bounce back from failure, but schools are still grappling with
what such a classroom looks like in practice.
"Learning from failure is very intuitive, very compelling,"
said Manu Kapur, an associate professor and researcher at
the Learning Sciences Lab at the National Institute of Education
of Singapore, who studies productive failure. "The real
challenge for me is, if people learn very well from failure,
from mistakes, why do we wait for it to happen? Why can't
we design for it? If you allow students to learn better through
failures, perhaps the long-term failures, you don't have to
wait for them."
Studying the Struggle
In one series of experiments, Mr. Kapur and his colleagues
gave 8th and 9th graders in Singapore data on baseball players
and asked them to find the most consistent hitter. In one group,
students were taught about deviation from the mean and how
to approach the problem, while in the experimental group, students
were left to first generate solutions to the problem on
their own and fail productively before the teacher taught any
new concepts.
The researchers found students in both groups learned how
to solve the problem in the standard way. However, students
who were allowed to struggle with new problems on their
own first were better at evaluating different variations of
the problem and using different methods to solve it, and they
showed deeper understanding of the underlying mathematiPAGE
18 >
Principal Steve Wallis greets students at the
front door, a morning ritual at the school,
which uses a mastery-based grading
system to encourage student
persistence in learning.

http://www.edweek.org/go/dc14

Diplomas Count - June 5, 2014

Table of Contents for the Digital Edition of Diplomas Count - June 5, 2014

Table of Contents
Diplomas Count - June 5, 2014 - Cover1
Diplomas Count - June 5, 2014 - Cover2
Diplomas Count - June 5, 2014 - Table of Contents
Diplomas Count - June 5, 2014 - 4
Diplomas Count - June 5, 2014 - 5
Diplomas Count - June 5, 2014 - 6
Diplomas Count - June 5, 2014 - 7
Diplomas Count - June 5, 2014 - 8
Diplomas Count - June 5, 2014 - 9
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Diplomas Count - June 5, 2014 - 11
Diplomas Count - June 5, 2014 - 12
Diplomas Count - June 5, 2014 - 13
Diplomas Count - June 5, 2014 - 14
Diplomas Count - June 5, 2014 - 15
Diplomas Count - June 5, 2014 - 16
Diplomas Count - June 5, 2014 - 17
Diplomas Count - June 5, 2014 - 18
Diplomas Count - June 5, 2014 - 19
Diplomas Count - June 5, 2014 - 20
Diplomas Count - June 5, 2014 - 21
Diplomas Count - June 5, 2014 - 22
Diplomas Count - June 5, 2014 - 23
Diplomas Count - June 5, 2014 - 24
Diplomas Count - June 5, 2014 - 25
Diplomas Count - June 5, 2014 - 26
Diplomas Count - June 5, 2014 - Cover3
Diplomas Count - June 5, 2014 - Cover4
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