C2.3: Difference between revisions
From The Eco-STEM Wiki
Corinbowen (talk | contribs) |
Corinbowen (talk | contribs) mNo edit summary |
||
| Line 1: | Line 1: | ||
= ''[[Climate]]'' [[C2]].3: Emphasizes to students that making mistakes is a normal and healthy part of the learning process = | = ''[[Climate]]'' [[C2]].3: Emphasizes to students that making mistakes is a normal and healthy part of the learning process = | ||
=== Activities === | === Activities === | ||
* Normalize mistakes by admittance of own mistakes as the instructor <ref>Riley, D. (2003). Employing liberative pedagogies in engineering education. ''Journal of Women and Minorities in Science and Engineering'', ''9''(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html</ref> | |||
* Corrections assignments reward effort and growth rather than penalizing mistakes. Students can submit work and solutions to things they got incorrect on an exam for a return of some or all of their lost points. | * Corrections assignments reward effort and growth rather than penalizing mistakes. Students can submit work and solutions to things they got incorrect on an exam for a return of some or all of their lost points. | ||
* Metacognitive “exam wrappers” to support students’ reflection on their performances in exams | * Metacognitive “exam wrappers” to support students’ reflection on their performances in exams | ||
Revision as of 13:55, 11 August 2022
Climate C2.3: Emphasizes to students that making mistakes is a normal and healthy part of the learning process
Activities
- Normalize mistakes by admittance of own mistakes as the instructor [1]
- Corrections assignments reward effort and growth rather than penalizing mistakes. Students can submit work and solutions to things they got incorrect on an exam for a return of some or all of their lost points.
- Metacognitive “exam wrappers” to support students’ reflection on their performances in exams
Further Learning
- Rhett Allain’s blog post: “Confusion is the sweat of learning” [2]
- Video on the topic of “Confusion is the sweat of learning” [3] by PJ Metz (Slides here [4]
- ↑ Riley, D. (2003). Employing liberative pedagogies in engineering education. Journal of Women and Minorities in Science and Engineering, 9(2). https://www.dl.begellhouse.com/journals/00551c876cc2f027,3d9caafe4b5772d9,0cbccc1f29d50082.html
- ↑ Rhett, A. (2013, October 18). Telling You the Answer Isn't the Answer. WIRED. https://www.wired.com/2013/10/telling-you-the-answer-isnt-the-answer/
- ↑ YouTube. (2020, October 16). Confusion is the sweat of learning. YouTube. https://www.youtube.com/watch?v=M8fYU42JLT4
- ↑ Metz, PJ. (2020, Oct. 14-15). Confusion is the Sweat of Learning. Start. Dev. Change. https://drive.google.com/file/d/1_tjXbQ6V82qgNsS0F7y5YhXw6QqUtTu3/view
