Productive Failure - Part 2:

PRODUCTIVE FAILURE - PART 2:  MEANINGFUL STRUGGLE

Why is productive struggle more effective than direct instruction?

When does productive struggle cross over into non-productive frustration?

At what point in the process should a teacher intervene and provide guidance?

How exactly should productive struggle be incorporated into math instruction?

Productive struggle isn’t meant to be struggle just for struggling sake.  There is both an art and a science behind harnessing the power of struggle for deeper learning.  Today's article goes into specifics on how to help students reach the point where they are not just willing, but eager to learn.  This process involves designing activities that “stretch students’ thinking and performance just beyond the level they can do on their own - the zone of proximal development.”  

As a teacher, I’m realizing that my eagerness to show students “the way” or the “right answer” deprives them of the opportunity and privilege of figuring things out themselves.  I’ve learned that when I give students sufficient time to think, ask students clarifying questions, and even let students follow the wrong path, students make much greater strides in their journey of learning and understanding than they would if I simply told them the answer.  

The beauty of this concept is that it applies to all learning, not just math.  Read more about using meaningful struggle to enhance learning by :

Beyond Growth Mindset:  Creating Classroom Opportunities for Meaningful Struggle

(if the above link doesn't work, click here)

Here's an Ignite talk by Robert Kaplinsky that beautifully captures the essence of Productive Struggle.

* In an “Ignite Talk,” presenters get 20 slides, which automatically advance every 15 seconds.  The result is a fast and fun presentation that lasts just 5 minutes.