Art by Jane Shore. Source: Cult of Pedagogy.
Jak zareagujeme, když student udělá chybu? Proč je analýza chyby v ten moment důležitá? Když ji neuděláme, promarnili jsme příležitost podpořit kritické myšlení studentů, a naopak jsme je utvrdili ve strachu z chybování, říká učitel matematiky, právník a propagátor kritického myšlení Colin Seale v následujícím článku.
My son Oliver is enrolled in virtual school this year. He has an amazing teacher who kicked off the year with her kindergarten students by going through the alphabet. As they went through each letter, students had to suggest words that started with that letter.
When they got to the letter after H and before J, one student yelled out, “Iguana.”
“Great work!” the teacher said. “Who else has a word that starts with our letter?”
Crickets. No one said anything. As an eavesdropping dad, I was thankful this wasn’t a drinking game, because I had nothing! Suddenly, Oliver unmuted, huge smile on his face, and joyfully shared his answer:
“Lizard!”
His teacher looked at him, smiled, and said, “I’m sorry, that’s not right. Does anyone else have a word that works?”
I looked at him and saw the joy stripped from his eyes. I started to think about the wonder he and just about every child comes out of the womb with. I began to worry about what happens when we stifle that wonder because of our rigid practice of creating such a narrow window of what we consider to be helpful contributions. And I fully understood how it comes to be that previously engaged learners learn to check out of school.
A Missed Opportunity
There are serious pedagogical issues with what happened here. For formative assessment purposes, how does this teacher’s answer help her understand, diagnose, and correct what Oliver’s potential misunderstanding is? For the purposes of developing student agency, how does her decision to not allow Oliver to explain his thinking limit his ability to sharpen his reasoning skills and disposition towards supporting his claims with evidence? It turns out that although his mistake could have been an association between lizards and iguanas or a mistake about what constitutes an “i” word (look at the second letter in lizard), it really came down to what happens when you start school in Zoom using the Arial font where a lowercase L and uppercase i are the same character: “l.” But because the teacher moved on without stopping to investigate Oliver’s response, that reason was not uncovered in class.
Mistakes are a natural part of learning, but students cannot develop into critical thinkers if they regularly freeze out of the fear of making a mistake. As educators, we can shift the culture of our classrooms to embrace mistakes, and one way to do this is through mistake analysis, one of several powerful but practical strategies I share in my book, Thinking Like a Lawyer: A Practical Framework to Teach Critical Thinking to All Students. As a math-teacher-turned-attorney, I wrote this book and started my organization, thinkLaw, to help educators seamlessly incorporate critical thinking into their curriculum.
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