Responses in Year 10 DT to “failure”

OVERVIEW

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

Suggestions

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?

Author(s)

Stephen Nicholls, Cherwell School

Contact information

email_icon-sm snicholls@cherwell.oxon.sch.uk

Research Role

Local teacher

Funding

NA

Status

completed

Links

Approaching Failure PPT Stephen Nicholls

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