Pedagogy of Failure
As many of us are still early in the academic term, I would like to share a recent SoTL article that might further enhance our teaching approaches and perhaps we might consider integrating into our teaching philosophy. The 2023 article by Eckstein et al. is entitled “Teaching the inevitable: Embracing a pedagogy of failure.” In this article, the authors remind us that failure is a part of learning that students fear (atychiphobia), and faculty neglect. We may not always share a clear message on how our students can use failed events to improve learning. In this article, the authors outline strategies for using failure advantageously for promoting student growth.
The authors discuss overarching teaching philosophies, strategies for structuring and incorporating assignments, alternative grading schemes, and the structural challenges with the
implementation of strategies that turn words into actions and encourage a substantive embrace of failure.
“Creating space in any course for students to take intellectual risks without risking their grades is an essential aspect of inclusive excellence, a student-focused philosophy of pedagogy and resource which emphasizes enhancements in learning for all students regardless of preparation or background (Consadine et al. 2017).”
Strategies for Incorporating Failure Pedagogy:
Share and destigmatize your own failures (host a festival of failed events)
Teach about the imposter syndrome (teach evidence-based strategies)
Structure assignments for revisions (scaffold due dates)
Afford alternate grading schemes (mastery-based; ungrading)
Prioritize practice and process (frequent low stakes assignments)
Used varied assignment types (let students choose how to represent understanding)
Meet with students individually (and/or in small groups)
References
Eckstein, L., Finaret, A. & Whitenack, L. (2023). Teaching the inevitable: Embracing a pedagogy of failure. Teaching & Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.16
