Review
This chapter sees co-authors Cathy N. Davidson and Christina Katopodis of The New College Classroom offering tangible, adaptable approaches for classrooms of any level. The discussion is initially grounded in conversations that Davidson and Katopodis had held with other educators who seemed to encounter moments of “failure” that evidently threw progressive classroom teaching methods into question. Davidson and Katopodis use these conversational insights to put their participatory learning philosophies into action and begin approaching the setbacks articulated by their colleagues. Throughout the chapter, we see that by asking the “how” and the “why” questions of these moments of “failure”, the importance of embracing the iterative process of the method rather than the expected outcome is emphasized.
In many ways, this chapter is a practical mini-handbook that introduces simple but effective diagnostic tactics, focusing on low-stakes inventory methods such as “entry & exit tickets” (249) — short prompts that can allow for a concise assessment of students’ needs while also reinscribing agency. They also encourage allowing students to self-organize and collaborate (253). Using examples from their own classroom experiences, Davidson and Katopodis demonstrate how such methods can foster greater success and contribute to students’ sense of autonomy and capacity. I would also draw attention to their suggestion of adopting an “85% success rate” mentality (252), which aims to allow both students and instructors the grace to expect and incorporate times when something doesn’t go as planned, whether that be times when no one does the homework, or when a particular lesson plan just is not received as well as one might have hoped.
The larger discussion that unfolds just beneath these interventions imparts the need to create a classroom environment where students feel comfortable taking risks and making mistakes. This argument is premised on the now long-held understanding that traditional education systems often stigmatize failure, leading to a fear of making mistakes that can hinder learning and creativity. Of course, the concept of embracing failure is not new in educational philosophy and pedagogy. Cooperstein and Kocevar-Weidinger (2004), for example, have argued that constructivist approaches to learning emphasize the importance of experience in learning through processes of trial and error and the use of failure as a learning opportunity.
There is a clear connection being made between educators experiencing failure in the classroom and the attendant imperative for them to meet students where they are at in the learning process. Experiencing failure (an inevitability we all become aware of sooner or later) can serve as an opportunity for self-reflection and improvement; more importantly, by acknowledging these setbacks as a normal part of the learning process and then adjusting their teaching strategies, educators demonstrate to students that faltering and failure is expected and still very much a part of forward motion toward the finish line, whatever that may look like.
Davidson and Katopodis also use this discussion to allude to the growth mindset theory (Dweck, 2006), which emphasizes the importance of cultivating a belief in the ability to grow and improve, rather than a fixed mindset that views abilities and talents as fixed traits. By using the participatory methods articulated throughout this book, a growth mindset can be developed in classroom environments that teaches grit and fosters growth and, importantly, teaches that failure is a necessary part of the learning process (Hochanadel & Finamore 2015). Through these processes, we become attuned to the notion of failure not as an ending point, but as a starting point – failure is an opportunity to move forward, and to dig deeper into that failure in order to create new and strengthened forms of learning. Thinking through this, I cannot help being reminded of the Japanese art of Kintsugi – a practice where broken pottery is repaired with gold to seal the cracks and create a stronger, more beautiful piece of art. Embracing moments of breakdown and failure in the classroom can allow educators and students to shift the framing of failure from a negative – what James Baldwin describes as “the Siberian end of the line” – into a positive.
At the same time, Davidson and Katapodis ask their colleagues to focus on what went right in their experiments with participatory learning techniques. What this ends up looking like throughout the development of the chapter leans toward a philosophical and pedagogical exercise in humility, inventiveness, and bravery. Grounded in the practical tips that center practices of reflection, attention to the specific problem, and platforming all voices in order to contribute to a solution (248). By asking students what they need from the lessons rather than imposing a paternalistic attitude toward them, the authors emphasize how student’s input becomes critical in making classes and student outcomes successful (250).
Where the greatest strength of this chapter lies for me is in its applicability beyond the classroom. The concept of “failing forward”, for example, is often used in business and design contexts to describe the iterative process of prototyping, testing, and refining ideas. The idea is that each failure is an opportunity to learn and improve, rather than a setback. The concept of embracing failure is also reflected in the broader cultural shift towards embracing vulnerability and authenticity – something that has become increasingly important in our evermore digitally mediated lives. In this context, failure is seen as a normal part of the human experience, and one that can and should be embraced as an opportunity for growth and learning. This kind of approach can help students be more successful not just in their schoolwork, but their jobs, and even in their interpersonal relationships.
By drawing attention to the ways both educators and student can draw strength and a sense of autonomy from these unconventional teaching methods, the chapter ultimately provides a valuable contribution to the field of education by emphasizing the need for innovative teaching methods that cater to the diverse learning needs of students. “What could possibly go wrong?” thus offers a clear path toward the authors’ stated goals of collaboration, critical thinking, and embracing failure in education, sharing actionable insights into new teaching methods that ultimately aim not just to improve student learning outcomes, but to form real connections with their students and meet them in the moment.
Occasional failure is inevitable in the classroom – especially in a post-pandemic world where so much of learning continues to happen on screens filled with a sea of black boxes and static faces rather than sitting next to their peers and friends. Those moments of joy and discovery do not have to be completely lost, however – and it is up to educators to understand the opportunities that lay within those apparent setbacks and rise to the occasion to transform them into moments of triumph and success. Though the methods presented in this chapter may sometimes require more preparation and creativity on the part of the educator, the payoff promises to have lifelong impacts for all involved. This chapter – and the book in its totality – is therefore a valuable contribution to the field of education and would benefit educators and researchers interested in innovative teaching methods.
Works Cited
Cooperstein, Susan E., and Elizabeth Kocevar‐Weidinger. “Beyond active learning: A constructivist approach to learning.” Reference services review (2004).
Davidson, Cathy N., and Christina Katopodis. The New College Classroom. Harvard University Press, 2022.
Dweck, Carol S. Mindset: The new psychology of success. Random house, 2006.
Hochanadel, Aaron, and Dora Finamore. “Fixed and growth mindset in education and how grit helps students persist in the face of adversity.” Journal of International Education Research (JIER) 11, no. 1 (2015): 47-50.