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This reminds me of the Beautiful Oops book we are making based on mistakes (rips, holes, stains, etc) and how we can make it something else.

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The feedback piece is key. In addition to providing students with opportunities to practice, we must also provide them with targeted feedback so they know what is specifically that they need to work practice and where they can grow.

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While I agree with this idea, I am concerned about the number of students who do not have the endurance required to commit to seeing difficult ideas through. We continue to work on teaching reflection. We use feedback in lots of different, creative ways. There are some students, however, who have yet to commit to the idea of suffering--of seeing ideas through to the bitter (and rewarding, and joyful, and satisfying) end. Grit remains difficult--and yet very important--to teach to students with short attention spans and lots of distractors (challenges at home, etc.). We have to stay this course with patience and with great love. Kids can rise to the occasion but will need encouragement to do so.

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I am once again stuck in the hole of "what to do with the non-intentional learner?"  How else to motivate kiddos to have a growth mind-set?

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Provide supports to make mistakes. Demonstrate how mistakes are all part of learning. - A mistake can lead to something wonderful!

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This quote applies not only to students but people in general. Proficiency at any task requires trial and error.

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Accepting challenges may take an elevated level of trust, which we need to be mindful of, and cultivate, so that students can be more daring.

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To me this quote highlights the importance of formative assessment and feedback in all learning environments.  Students need multiple opportunities to engage with challenging ideas and need continuous thoughtful  feedback.

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Instruction should be in smaller chunks so students do not feel overwhelmed by the challenge of the difficult task.

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This makes me think of my students today in math, building staircases with linker cubes and how they were so much better at doing this today vs. a month ago. They were much more proficient with the task and I was able to go deeper with the math concepts around this particular task/activity.

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One challenge is to overcome the stigma that "failure is bad".  Instead of failure being an opportunity to learn from our mistakes and do better, somewhere many people have fallen into this "guiltless society" where is is bad to make mistakes.

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If at first you don't succeed, try, try again.

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This sounds like it relates directly to our new math work with Problem of the Month! Students need multiple opportunities to work through content and material. The process is just as important as the end goal.

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Trial, practice, and feedback are not new to us as teachers. Therefore, it is challenging to accept that the definition of each word must change as the system changes. We cannot make positive systemic change while holding so firmly to the routines and expectations of the past.

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Directions- Respond to McTighe's quote