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Teachers make mistakes all the time - (I do, anyway!) we're not perfect. When mistakes happen, being very honest about them in front of the class is the best way to go,  rather than covering them up, moving on, hoping nobody notices.

Tips
- Put the spotlight on the mistake
- show the students that it doesn't dent your confidence
-show the students you're a learner too
- use it as a teaching point.

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We can share our mistakes with students and what they learned from those errors.

Teaching students to celebrate mistakes goes a long way in promoting resilience in students and helping them celebrate life to its fullest.

AA

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Celebration of Mistake -  another learning opportunity

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Celebration of Mistake -  another learning opportunity

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We learn by making mistakes. A positive and constructive approach can be used to take this opportunity to share common misconceptions and clarify the new concepts learnt.
Diana

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Help students value MISTAKES. They need to see MISTAKES as something very valuable for learning.

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Help students value MISTAKES. They need to see MISTAKES as something very valuable for learning.

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Here are some ideas:

1. Simply: encourage mistakes at all times. Do not put them down. Show your children/students that YOU value them. You can even "praise" mistakes in this sense: tell the student, "Great, I'm glad for this mistake, because it helps your brain to grow!"

2. Explain to students WHY mistakes are important. Tell them about the brain growth!

3. Use student mistakes in your teaching. If you can get where students are comfortable with sharing them with you and with the whole class, if the mistake is dealt with in the right manner, not putting the person down, but emphasizing how VALUABLE it is, then everybody can learn from it.

WK

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I
found a website Dr Freishtat suggests 5 different strategies how we can
celebrate mistakes in classroom:

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I
found a website Dr Freishtat suggests 5 different strategies how we can
celebrate mistakes in classroom:

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1. Build an iterative process into any project or writing assignment

2. Give several short exams/quizzes that are cumulative instead of a single midterm and final exam.

3. Let the class correct themselves.

4. Purposefully make errors of any kind in your lecture and encourage students to see if they can catch them—make a game of it

5. Capitalize on intrinsic motivation for learning by encouraging mistakes early that will be addressed across the course to answer interesting and novel questions or problems.

6. http://teaching.berkeley.edu/news/youre-invited-celebration-mistakes

Ziv Kan

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Mistakes are part of the learning.

TCW

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Allow students time to learn from and correct their mistakes. A common practice is to use DIRT. This works well when used across all subjects. Time is structured into lessons for students to re-draft, add to or improve their work based on teacher feedback and assessment.

TCW

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The rationale behind of celebrating mistakes is to understand students’ situation and to guide them to think about why they made the mistake and how would it be better next time. The most important thing is not we accept mistakes but how we use them as opportunities to improve. Here is a website have a strategies and practical methods to “celebrating mistakes”

https://www.mindsetkit.org/topics/celebrate-mistakes/3-ways-to-celebrate-mistakes-in-class om/"����bK�

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Sometimes, students made mistakes in doing some classwork because they have paid attention to what the teacher said , but cannot digest completely the content in short time. I will praise those students first before fixing their mistakes. I will praise them by paying attention to what I have said and that's why they have made the mistakes.
Then, for some commonly made mistakes, I will ask if there are other students who have made similar ones. Under my expectation, there should be a few doing the same. Then, I will thanks that student again to bring this mistake out so that I can have a chance to clarify!

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Reframing mistakes and embracing challenges

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Reframing mistakes and embracing challenges

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Reframe the mistake as a chance to learn and grow

Analyze mistakes together

Honor what they did right

Share your own experiences making and learning from mistakes

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"Mistakes are the most important thing that happens in any classroom, because they tell you where to focus that deliberate practice".

Why don't students view their mistakes as a valuable asset?

RBG

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- Ask students to find a mistake they made in the essay. Then, students will rewrite the paragraph. The teacher can go through the amendments with the class.
- This activity shows students the importance and value of learning from mistakes.

Adapted from https://www.mindsetkit.org/topics/celebrate-mistakes/downloadable-activity-ideas

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Fermat's Last Theorem was proved by Professor Andrew Wiles in 1995. His proof built on the work of many who came before him including two Japanese mathematicians, Yutaka Taniyama and Goro Shimura. Reflecting on the work they did together, Shimura remembers that Taniyama was not a very careful mathematician, but his strength lay in "making mistakes in a good direction" -- he was able to learn from his mistakes which enabled him to be successful.

Listen to Professor Goro Shimura talking about trying to imitate Taniyama (10:30 - 11:51)
https://www.youtube.com/watch?v=Sj8TbbIuOL4

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Questions for discussion:

1. What mistake did you make that helped you learn something?
2. What was the most helpful mistake you made this lesson?

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Set aside time each week to discuss learning via mistakes; create a display area for celebrating examples of learning through mistakes.

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Mistakes are ...

Expected
Respected
Inspected
Corrected

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Instead of handing back a test with a grade at the top, hand back a test that highlights students' mistakes.

Often, students only look at their grade when they get an assignment or test back and ignore feedback that could help them improve. This practice helps students focus more on their understanding rather than just their performance, and normalizes mistakes as part of this learning process.

Summary

When giving back tests or assignments that are graded, do not tell students their grade. Instead, highlight students' mistakes. Students can look up their grade the next day. Note: Highlight in this case means to literally highlight a mistake using a highlighter marker. Watch, 'Highlighting Mistakes: A Grading Strategy’ from the Teaching Channel to see this practice in action.

Grading

1. When grading each test, go over it twice.

2. In the first pass, highlight where in the work flow the student made a mistake, not simply the incorrect answer. Do not make any other comments.

3. In the second pass, look at the test as a whole to see if there are patterns. Is the student making the same mistake over and over again? Or is he/she making many different types of mistakes?

4. Assign points based on what types of mistakes students are making and how important those mistakes are, not simply how many mistakes students are making. For example, if a student is making the same type of mistake over and over again, they would get more points than a student who made the same number of mistakes, but who made many different types of mistakes.

5. Do not write the grade on the test, but make note of the grade.

During Class

1. Before you hand out tests, show students your favorite mistakes from the test. Together, have students figure out why you highlighted each mistake.

2. Hand out tests.

3. Ask students to look over their mistakes to see if they understand them. If they don't, they should talk to you or to a peer.

4. Students can check their grade the next day.

5. Students can retake the test as many times as they need.

Source: https://www.mindsetkit.org/practices/L8wddWmf9ffel0SJ

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Students engage in a "game" where they intentionally make mistakes and see if other students can spot their mistakes.

Summary

This activity encourages students to feel comfortable making and learning from mistakes.

Steps

1. Students work individually to complete a set of math problems (8 or 9).

2. Students are put into groups and assigned one of the problems to present to the class.

3. Students share their individual solutions with their group and choose a solution to share with the class on a whiteboard.

4. IMPORTANT! The group must make one intentional mistake in their solution. They can choose  a mistake one of their members made (this leads to a discussion of who had "the best mistake") or they can think of a mistake other students might make. They can make as many unintentional mistakes as they like.

5. As each group shares their solutions, the rest of the class listens and attempts to find their mistake. When they find their mistake, they MUST ask a question in order to get the group to admit their mistake: "Why did you...?" "Can you explain how you did....?"

It works beautifully in math. Students enjoy the process of having other students find their mistakes and sharing them with the class. It helps students learn to ask good questions when they see a mistake instead of just pointing it out. This is an excellent review after a test where students love to share their "best mistakes" from a test - and see that other students made similar mistakes. Students constantly ask to play the Mistake Game - even when it isn't really a game!

Source: https://www.mindsetkit.org/practices/BUU1z2fT2eVy8YZ1

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Students are given a test completed by fictitious student to identify mistakes and describe how they would approach or solve the problem.

Summary

This activity promotes a growth mindset by normalizing mistakes and encouraging students to focus on their own understanding, instead of just getting the correct answer.

Steps

1. Give students a test completed by a fictitious student who did not do very well.

2. Ask your students to correct the fictitious student’s test. Students should:

Identify mistakes the fictitious student made.

Explain each mistake, the conceptual idea relevant to each mistake, and how they themselves would approach or solve the problem.

Identify what the fictitious student understood well.

3. Evaluate students in terms of how many mistakes they identify and how well they explain the mistakes and underlying conceptual ideas. Use this exercise instead of a traditional test. It truly taps students’ understanding. Try it 2-3 times to help students get the hang of it. Remind students that when they get their own tests and homework back they should do the same thing - look for and learn from mistakes.

Source: https://www.mindsetkit.org/practices/xrsBxcAgzTictvnb