Productive Failure Unlocking Deeper Learning Through the Science of Failing
"We need Productive Failure. Global studies prove that Productive Failure is up to three times more effective than a year of direct instruction from an outstanding teacher. If all classes were taught using Productive Failure, a person could gain enough time to be the equivalent of skipping two...
| Otros Autores: | |
|---|---|
| Formato: | Libro electrónico |
| Idioma: | Inglés |
| Publicado: |
Hoboken, New Jersey :
John Wiley & Sons, Inc
[2025]
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| Edición: | First edition |
| Materias: | |
| Ver en Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009852336106719 |
Tabla de Contenidos:
- Cover
- Title Page
- Copyright Page
- Contents
- Foreword
- Introduction: My Forays into Failure
- Soccer Dreams
- Struggling Through My Engineering Studies
- Into the Classroom
- Venturing into Academia
- Finding the Cause and Its Solution
- Connecting the Dots
- Part I The Problem and Its Solution
- Chapter 1 The Problems of Learning
- Failing to Remember
- Failing to Understand
- Failing to Transfer
- Chapter 2 The Solution: Productive Failure
- Direct Instruction vs. Discovery Learning
- Searching for a Problem
- Designing for Failure
- The Ideas of a Novice
- Turning Direct Instruction on Its Head
- Setting Up the Experiment
- Giving Chance a Chance
- All Else Being Equal
- Tuning It Up
- Capturing the Signal
- The Three Signals: How, Why, and Apply
- The Battle: Productive Failure vs. Direct Instruction
- The Basic Knowledge Fallacy
- The Creativity Fallacy
- Part II The Science of Failure
- Chapter 3 Activation
- The Activation Spectrum
- Failure-based Activation
- The Generation Effect
- The Failed Generation Effect
- Why Does Failed Generation Work?
- Processing
- Language Learning
- Motor Skill Learning
- Music Learning
- Preparation
- Activate Priors
- Differentiate Priors
- Encode Variability
- Cognitive Flexibility
- Priming
- Improving Attention
- Reducing Mind Wandering
- Focusing Search
- Chapter 4 Awareness
- From Socratic Dialogue to Tutoring
- Intentionally Designing Impasses
- When Intuition Failure Builds Awareness
- Humbled By a Six Year Old
- The Warmth Above the Clouds
- In Awe of Awe
- Chapter 5 Affect
- The Zeigarnik Effect
- The Need for Closure
- Affective Boost Level 1 (or ABLe 1): Avoiding Loss
- Affective Boost Level 2 (or ABLe 2): Endowed Progress
- Affective Boost Level 3 (or ABLe 3): Goal Gradient.
- Affective Boost Level 4 (or ABLe 4): Completion Itself
- Situational Interest and Curiosity
- The Curious Child
- The Curious Adult
- The Curious Brain
- Mastery Orientation
- Achievement Goals
- Inducing Mastery Goals
- Emotional Rollercoaster
- Emotions in the Brain
- The Emotional Spectrum
- Emotions in Failure
- Chapter 6 Assembly
- Identify the Lego Blocks
- The Lego Blocks of Lived Experience
- Assemble the Lego Blocks
- Comparing and Contrasting
- Fitting a Square Peg into a Round Hole
- The Danger of Learning the Wrong Things Is. . .
- Pruning Failure
- Promoting Failure
- Part III Designing for Productive Failure
- Chapter 7 Designing for Others
- Designing the Task
- Feature 1: Keep It Challenging but Accessible
- Feature 2: Contextualize
- Feature 3: Admit Multiple Solutions and Representations
- Feature 4: Create an Affective Draw
- Feature 5: Use Contrasting Cases
- Feature 6: Vary the Cases
- Feature 7: Minimize Computational Load
- Designing the Participation
- Working Alone or Together
- Facilitating the Problem Solving
- Designing the Social Surround
- Re-norming
- Mind-setting
- Iterate and Calibrate
- Chapter 8 Designing for Self
- Entering the Zone
- Harnessing the Productive Failure Design Principles
- Designing Your Challenge
- Multiple Solutions and Representations
- Design Your Participation
- Designing Your Safe Space
- The Whole Is Greater Than the Sum of the Parts
- Conclusion
- References
- Acknowledgments
- About the Author
- Index
- EULA.
