Responses in Year 10 DT to “failure”
This investigation looked into a range of strategies to enhance how Year 10 Students perceive the role of ‘mistakes’ in GCSE Product Design.
HOW THE RESEARCH WAS CARRIED OUT
Interviews, questionairres, observations
FINDINGS – IMPLICATIONS FOR TEACHERS
Pupils are more open to addressing their mistakes rather than avoiding them.
Students feel more isolated in a class than was first realised, and positive mind-set helps students become more relaxed discussing mistakes.
Student perceptions of mistakes and failure are hugely varied and individual.
Students with High ability levels are more sensitive to being wrong/mistakes/failure
IMPORTANT TO NOTE
Probing what they expect of others when discussing mistakes/failure
Iterative tasks –> invested solution
Try using the language of potential when approaching failure/mistakes
- what if this was wrong?
- what would happen if this failed?
Stephen Nicholls, Cherwell School