I t has been well said that as we grow old ,we grow more wise and also foolish..I think the same is applicable to all.

Vijay, Thank you, helpful to consider the maturity angle and how we gain wisdom.

Dear Edward Simpson,

I m writing in relation to your question.

Unfortunately we know that this is the most difficult learning bat it is best learn. Something that we learn through our mistakes permanently remember. I think It would be best if they learn from others' mistakes, but it is very rare. 

I hope i have been of some help.

Regards,

Andrija

Dear Andrija, Thank you - you confirm my experiences with student learning in this context; the difficulty is trying to help them appreciate the importance of learning from their own mistakes or those of others.

I think that only the people that no make things, not make mistakes. Then, to learn people need to make, people need to make mistakes. Is part of the normal learning process.

I try to contextualize feedback in Dweck's Mindset work on growth and fixed mindsets. I would need to do some more thorough feedback research on this but anecdotally I have found the majority of students who 'buy-in' to the growth culture, realize the feedback on an assignment is designed not to criticise mistakes for that end but to give credit where it is due and give areas to develop so that next time around the submission is of a higher standard. That said, the 'fixed' mindset does come out as there is only so much contact time with a cohort to develop the Growth Mindset culture I seek to instill. These students with the fixed mindset can get defensive, even aggravated, therefore not learning, not improving. It comes down to individuals, but we can work on cultivating a culture where it is okay to fail IF we learn. The lack of willing to learn from mistakes may come from a sense of entitlement for a certain grade or go back to whether the student put the effort in first time around for the assignment. Did they rush it before the deadline? Do they genuinely believe this was their best effort and we are being negative and only pointing out mistakes from some lofty position? I have been involved in 'soft marking' in the past, and then seen the same work in the final formal submission. One student still got an A but took on 2/5ths of what I said in person and in electronic feedback in marking. Another student carried out 4/5ths of the advised amendments to assignments and extra research, got an A+ and won the award for the best student on the course that year....if an A is enough or a pass enough, some students will not try harder it seems.

Those with the growth mindset understand we want the best for them but that they must put the effort in and take learning from feedback, so they do not make the same mistakes again and, importantly as they move closer to the workforce or further study, develop.

Iain, very useful answer confirming some of my own experiences.  There is also the issue,as you point out, of expectation and perception.

One can't succeed without first experiencing failure; however the level of confidence and/or learned helplessness are also factors to consider.  I agree that a growth mindset, attitude and perseverance must also be taken into consideration. I think that the magnitude of change, risk associated with the specific circumstance and support will also determine if learning occurs or not. Inner drive, intrinsic motivation along with "grit" will support a fail-forward learning experience.  My greatest successes and deepest learning followed epic failures. I support teaching learning of all ages to work through productive struggle so that learners know they can and will succeed in life.

Cheryl, thank you for the useful observation, I had forgot about the learned helplessness issue.