Can students achieve better outcomes when learning from their mistakes or receiving explicit instruction?
This 2-year research study investigates teaching strategies that facilitate learning from errors rather than from explicit instruction …
This new research delves into a transformative study by Metcalfe et al., 2023 – including Robert Bjork and Dylan Wiliam – investigating the impact of Learning from Errors (LFE) versus Explicit Instruction (EI) in student performance.
The research was conducted over two years with mathematic students preparing for the New York State Algebra 1 examination, comprising two teaching methodologies: LFE, focusing on student errors with subsequent feedback, and EI, where teachers directly impart knowledge.
The students’ scores improved by 12.2 per cent.
The importance of this study lies in its potential to shift traditional teaching paradigms.
For a long time, education has prioritised correct answers and direct instruction. However, this research suggests that a deep dive into errors – understanding, discussing, and learning from them – can significantly enhance student learning. It challenges long-held beliefs about error generation in learning, highlighting how constructive feedback on mistakes can be a powerful educational tool.
