Mistakes are a part of learning. If your learners have never make a mistake, then it is likely that the material was not sufficiently advanced or challenging. And yet, despite this, the lessons which are designed to help students learn from errors, are used less in many online classes.

Of course, it should not come in the form of a surprise. The more we have heard about the great benefits of testing and error, it takes more time to prepare a course in this way. The most important thing is that many learners struggle with the concept of failure. They are either horribly nervous before, or they move very fast without addressing their errors.

Fortunately, by helping your learners look at their mistakes, you can improve your results in both immediate and long-term. Here's how

Make Failure an Option

First of all, if your learners are going to get some useful insights from their mistakes, failure can not be permanent. There may be some places where learners can not test or reassign, but on a large scale, your learning environment needs to be structured in such a way that it adjusts to the error.

It also means that you must actively destroy the failure. Let your learners know that you do not expect them to pass each test with flying colors. If they do not pass the exam, then you have a syllabus mechanism to help you try again.

Give more feedback than a simple pass/fail.

What type of quiz do you use, and what kind of response does it provide? For many courses, quiz only explains why a questioner has incorrectly answered the question, without providing any information about why the learner questions failed. Others can show wrong answers along with the correct answer, but this is only a minor improvement.

Consider a true/false quiz: If a learner remembers a reply, then he knows what the right answer should be by default. But this does not give them any context for the question which can help them remember the correct answers in the future.

Instead of just marking the quiz, include additional details about the answers. By adding more information in your answer response, learners can get the information that you want to remember them in a wider context, which can surprise more associations and help them remember the lessons in the future.

Let your students recognize and correct their mistakes.

When I studied mathematics in high school, my teacher used to mark wrong answers on the homework, but if I can get my fault and give the correct answer then the offer returns half point credit. By doing so, not only was my motivation offered to check my work more carefully, it was also a powerful learning opportunity.

In most cases, my math mistakes were simple transcription errors. I forgot to take a loan mark from one stage to the next, or left one of the factors in the equation. Looking at the problems more closely, I realized that I was not bad in mathematics-in fact, I was mostly right for most of the time. And it encouraged me to work more carefully in the future.

Providing a second shot to see his learners more closely at their work not only helps them to remember the mistake so that they can avoid this in the future, but they know where they have gone wrong.

Pose difficult problems that challenge critical thinking.

If you see mistakes as an opportunity to learn, then you can create problems in your lessons. As long as it is important for student success to get a correct answer, you will feel the temptation to write the questions that are within easy reach of the average student.

Nothing is wrong in simple tests to understand understanding, but these proposals are given basic assurance that a learner is complying with the material, but generally, they are concerned about implementing their new knowledge for the learner. Are not complicated enough to think in depth.

On the other hand, if learners are expected to go away on a challenge, examine the principles, and when no solution works, then try again, they will not only feel more successful on reaching the right solution, they Will also remember better.

Use mistakes as a signal for which areas need to pay more attention.

Various students will get various challenging materials. If you consider all the materials equally, then punish a learner to understand a concept for the first time to punish them correctly, when they spend on the material they do not understand If so, they will be equally weighted against the concepts they already know.

On the other hand, if your goal of setting a test or scenario is to identify the adhesive points, you can target those areas more effectively where the learners need to focus on their own.

You can learn from you learner’s mistakes, too.

Any teacher can tell you that some concepts are difficult to learn because they have to learn. A good instructor sees the consistent adhesive point in his lessons and recognizes it as a sight that his own text structure needs to be developed.

You can help your learners with more focus on the topic and adding rich content to those areas. A strong view, such as the infographic, or an interactive scenario, can help an intangible concept hit at home.

Finally, remember that when a learner fails, how they fail, they can be almost as important as success. On the challenging questions, in particular, each learner can find a unique way of answering wrongly. These mistakes can tell a lot about a learner's thought process, as well as how they can absorb your lessons.

So, the next time your learners struggled with a test, turned it into a teaching moment. Send them an encouraging email, and help them turn their success into success.

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