1. Approaching Failure

2. Why? “We stigmatise mistakes, we are running an education system where mistakes are seen as the worst thing you can make. Most kids by the time they get to adulthood are frightened of being wrong” ―Sir Ken Robinson (Educationalist) “Failure – the ‘F’ word – has been stigmatised. In education failure is seen as something negative, an action that undermines pupil self confidence, and therefore to be avoided where possible.” ―Ed Elliot (Head teacher, The Perse School)

3. Action Research Title Investigation into a range of strategies to enhance how Year 10 Students Perceive the Role of ‘Mistakes’ in GCSE Product Design “the art of success is to fail productively.” - Tim Hartford “Fail fast, fail often.” - IDEO (design consultancy)

4. Relevant Literature Growth mind set, Dweck, (2013) Perfectionism, Schuler, (2000). Hindsight, Fischhoff, (2003). Design process that requires openness to being wrong, reflecting on potential mistakes. Norman, 2013

5. Openness to being wrong

6. Ontological Perspective Human nature as incomplete, unfinished which evokes epistemological curiosity (Freire, 1998, p. 55) Being curious about what will happen Being curious about what is happening Being curious about what has happened

7. Similarity mistake – This is when a product is confused with other similar products or features and you don’t know how to use the product correctly. Rule-based mistakes – This is when you believe you are performing the correct sequence of actions but you are using something in the wrong way. Knowledge-seeking mistake – This is when the user does not know how the product works (for the first time, or has forgotten). Therefore trial and error is used to work out what to do. Strategy: Subject knowledge

8. Strategy: Iterative making task

9. Positive psychological mind-set for designers  Do not blame people when they fail  Provide guidance not criticism  Think positively for yourself and other people  Peoples difficulties with a product show how to improve it  Correct your mistakes, don’t change your idea  Assume what people do or say is partially correct Strategy: Positive attitude

10. Data Analysis

11. More open to addressing their mistakes rather than avoiding them. Try using the language of potential when approaching failure/mistakes what if this was wrong? what would happen if this failed? Iterative Findings

12. Students feel more isolated in a class than was first realised, and positive mind- set helps students become more relaxed discussing mistakes. Positive psychological mind-set for designers  Do not blame people when they fail  Provide guidance not criticism  Think positively for yourself and other people  Peoples difficulties with a product show how to improve it  Correct your mistakes, don’t change your idea  Assume what people do or say is partially correct Positive Findings

13. Further Findings NamelevelPerceptions of Mistakes/FailureWays interventions helped/failed Saskia H Exaggerated reactions such as destroying work for small error Low emotions when not knowing Not downhearted if things had to be done again Knowing the aim is to find problems, not produce something perfect straight away. James L - Vun Denies mistakes Very defensive with peers and teacher Wants to get it right first time Requires positives Observing how others act positively helped him engage in a similar manner. Difficulty finding problems with work when others are present Patryk H G&T Very sensitive to criticism Sees a learning experience Embarrassed when expected to be right Developed design one stage at a time based on trial and error with others. Addressed mistakes found by trusted friends only. Student perceptions of mistakes and failure are hugely varied and individual. Students with High ability levels are more sensitive to being wrong/mistakes/failure

14. 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?

15. Dweck, C.S., 2013. Self-theories: Their Role in Motivation, Personality, and Development. Psychology Press. Fischhoff, B. (2003). Hindsight? Foresight: the effect of outcome knowledge on judgment under uncertainty. Quality & Safety in Health Care, 12(4), 304–312. doi:10.1136/qhc.12.4.304 Freire, P., 1998. Pedagogy of freedom: ethics, democracy, and civic courage. Rowman & Littlefield Publishers, Lanham. Harford, T. (2012). Adapt: Why Success Always Starts with Failure. London: Abacus. Norman, D.A., 2013. The design of everyday things. Schuler, P. A. (2000). Perfectionism and gifted adolescents. Prufrock Journal, 11(4), 183–196. doi:10.4219/jsge-2000-629 References