The trick is to choose a goal just beyond your present abilities; to target the struggle. Thrashing blindly doesn’t help. Reaching does. (Coyle, 19 pag.)
What if we teach how to reach? How might we offer targeted struggle for every learner in our care?
Investing time in teaching students how to learn is never wasted; in doing so, you deepen their understanding of the upcoming content and better equip them for future success. (Jackson, 19 pag.)
If we are to harness the power of feedback to increase student learning, then we need to ensure that feedback causes a cognitive rather than an emotional reaction—in other words, feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor. (Wiliam, 130 pag.)
When people believe their basic qualities can be…
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