Reading about motivation...

Are there moments in your day when you think of what your motivation to do anything is? Do teachers, with all their identities and teaching jobs, have the time to reflect on their intrinsic or extrinsic motivation? 

Brewing Knowledge Fridays is a pill that gives you all the reflective thoughts; there is no way one eats it and does not see its influence working. There is one young student in the reading group, and it is fascinating to hear how the world touches them, what they think about, and that they have a voice that one hears when we are mostly indoors or on phones. 

On the 26th December, 2025, Brewing Knowledge will host a special guest at the bookstore. Ratna Manucha is bringing a topic that everyone thinks about, wants to discuss, and wishes to have a safe space to discuss: body shaming and humour. This will take place in the bookstore and virtually. She will read selections from her two books and engage with the audience to discuss them. 

This week ended on a special note, with Project Fuel joining us to collaborate on various aspects of design, education, and wisdom (they specialise in these areas). It is part of our brewing culture at LFIN: meet people, hold hands, and dream together. 

Freedom and the Fear of Dislike

Reading from The Courage To Be Disliked by Fumitake Koga and Ichiro Kishimi. To explore Adlerian psychology's concepts of freedom and community.

Key Takeaways

• Freedom is the courage to be disliked. It means living by your own principles, not being a "slave to inclination" (Kant) or seeking constant recognition.

• "Separation of tasks" is the tool for freedom. It defines boundaries by focusing on your own tasks (e.g., leading a horse to water) and letting go of others' outcomes (e.g., whether the horse drinks).

• Fear of judgment is self-centred. This fear stems from an "attachment to self," not concern for others. True connection requires shifting to "social interest" and seeing others as comrades.

• Adlerian psychology is "Individual Psychology" because the self is "indivisible." It rejects dualisms (e.g., mind/body, reason/emotion) and views individuals as whole, choosing their actions and emotions.

Topics

Freedom & the Courage to Be Disliked

• The universal desire for recognition (Kant's "inclination") makes one a "slave to desire."

• Analogy: A stone rolling downhill is unfree; a human resisting inclination and climbing uphill is free.

• Core Principle: Freedom is being disliked by some, as it proves you are living by your own principles.

  • Note: This is not a call to wrongdoing, but to be unconcerned by others' judgment.

• Cost of Freedom: The possibility of not being recognised.

Separation of Tasks: The Tool for Freedom

• Principle: Define clear boundaries by focusing only on your own tasks.

• Example (The Philosopher's Father):

  • Problem: A strained relationship, attributed to a childhood trauma.

  • Freudian (Aetiology) View: The trauma caused the bad relationship.

  • Adlerian (Teleology) View: The memory was used to justify not repairing the relationship.

  • Solution: The philosopher focused on his own task—resolving to repair the relationship—without expecting his father to change.

  • Outcome: The father eventually said "Thank you," showing the power of focusing on one's own actions.

Community Feeling: The Goal of Relationships

• Critique of Task Separation: The student argued that it leads to isolation.

• Philosopher's Clarification: Task separation is a starting point, not an end in itself. It untangles relationship threads to enable true connection.

• Goal of Relationships: "Community feeling," or "social interest."

  • Definition: Seeing others as comrades, finding refuge in the community, and desiring to contribute.

  • Adler's "Community": An all-inclusive ideal (past, present, future, all life) that is an "unattainable ideal" but a necessary guide.

Self-Centeredness vs. Social Interest

• Self-Centeredness: An "attachment to self" focused solely on the "I."

  • Includes: Tyrants, egotists, and those obsessed with recognition.

  • Rationale: Worrying about others' opinions is self-centred because it is a concern for how they satisfy your desire for recognition.

• Social Interest: A "concern for others" that shifts focus from self to community.

• The Dilemma: The student questioned this, arguing that the self is the natural protagonist of one's life.

Next Steps

• Sandeep Dutt: Write the Sunday newsletter, including the Good Schools Alliance's new governing council.

• All Participants:

  • Reflect on the concepts of freedom, task separation, and self-centeredness.

  • Share reflections in the WhatsApp group or request a blogger ID for the website.

  • Meet next Saturday to continue the discussion.

Learning Forward Saturday

Quick recap

The meeting focused on teaching strategies for complex topics in English language instruction, particularly for young learners. Teachers shared various creative approaches, including visual aids, storytelling, and interactive exercises, to help students learn spelling, grammar, and sentence formation. The discussion highlighted the importance of making learning fun through activities like counting on fingers, creating stories from images, and using visual materials to engage students. Teachers also discussed methods for teaching challenging concepts such as number lines and question framing, with particular emphasis on using visual aids and hands-on activities to improve learning. The session concluded with teachers sharing their experiences and discussing how to incorporate these strategies into their classrooms.

Summary

Teacher Roles and Cinema Discussion

Neelashi greeted several teachers and discussed their roles and responsibilities. She inquired about the grades offered and the subjects taught, including English, life skills, and cinema. Shahar introduced herself as the headmistress of Sunbeam School, Balia, and mentioned a previous conversation. Neelashi asked about their teaching methods and what they learn from cinema. The teachers shared information about their backgrounds and current positions, with Neetu Pandey noting that she serves as the academic head and a QCT teacher. The conversation ended after a brief discussion of cinema and its educational value.

Mindfulness and Creative Phrasing Exercise

The meeting began with Neelashi requesting participants to observe a moment of silence and focus on their breathing to stay motivated and engaged. She then shared a screen and instructed the attendees to practice using specific phrases, including "toothbrush is dancing," as part of an exercise. Neelashi emphasised the importance of attention and encouraged participants to arrange pens, paper, and pencils for the activity. She concluded by asking Swati to start the exercise.

Creative Storytelling and Sentence Construction

Neelashi led a meeting in which participants, including Swati, Sunita, and others, engaged in a creative exercise on sentence construction and storytelling. Participants shared their ideas, with some focusing on themes like dancing, trees, and cooking, while others contributed by discussing the process of creating sentences. Neelashi encouraged everyone to participate and provided feedback, expressing satisfaction with the contributions. The conversation ended with Neelashi acknowledging the participants' efforts and inviting Gulabiji to share her ideas, despite her being pregnant.

Grammar Techniques and Learning Strategies

The meeting focused on sentence formation and grammar, with participants discussing techniques for organising sentences to convey a single meaning. Neelashi emphasised the importance of recognising prepositions, proper nouns, and helping verbs, and highlighted the need to engage students through enjoyable learning activities to capture their interest. The group has participated in exercises on unseen passages, sentence framing, and question framing using who, how, why, and what. Additionally, Ranoo raised a concern about teaching number line addition and subtraction in the KG section, noting that students were often confused and required frequent review.

Enhancing Student Question-asking Skills

The discussion focused on teaching children how to frame questions and write correctly, with Nidhi explaining that students face difficulties due to WhatsApp and other platforms. Neelashi emphasised the importance of student engagement and suggested using fun exercises to teach complex topics, while also encouraging participants to share their teaching methods and experiences. The group discussed the need to avoid using Blackboard and considered activities like using unseen passages and games to make learning more engaging.

Innovative Teaching Methods for Children

The teachers discussed various teaching methods and activities to help children learn difficult words and concepts. Sunita shared an activity in which children were taught to use complex words by associating them with simpler ones. At the same time, Ranoo described a visual method for teaching number line subtraction through physical movements. The teachers also discussed incorporating unseen passages and highlighting questions in math lessons, with the Shahar teacher suggesting a regular practice for this approach. Neelashi praised her colleagues' innovative teaching methods.

Enhancing Sentence and Imagination Skills

The meeting focused on sentence formation, comprehension, and imagination-building, with discussions on structuring topics and concluding remarks. Neelashi and Ranoo explored models for sentence making and comprehension, while Neetu emphasised the importance of imagination and improvement. Participants were asked to describe images, with Nidhi identifying a peacock in one picture. The conversation ended with plans to discuss life skills and complex topics in future sessions.

Coastal Training and Question Framing

Neelashi and Prarabadh discussed teaching children through coastal training and question framing, emphasising explicit instruction to help them understand concepts. They explored examples like teaching the word "peacock" and discussed who is looking at various objects, with participants contributing answers. Neelashi inquired about teaching materials in Prarabadh's class, including books, images, and boards, and suggested using visuals to engage children. They also discussed challenges in teaching complex topics and reading unseen passages, with Prarabadh and others considering strategies to address these issues.

Creative Storytelling with Children

The group discussed a creative activity for children in which they create stories using visual elements such as pictures and drawings. Sunita explained how they help children develop scenes and stories by guiding them to imagine elements like clouds, peaks, and birds. Neelashi emphasised that there are no right or wrong answers and encouraged participants to share their thoughts and experiences. The discussion concluded with Neelashi suggesting they try another example and asking Gulabee for help in explaining something through muting.

Classroom Activity for Visual Learning

The team discussed developing a classroom activity to teach unseen passages using images and short-story role-play. Gulabee proposed a counting activity involving colours and visual elements, while Ranoo suggested using alphabet recognition to teach spelling. The group agreed to develop a print-rich, visually engaging classroom environment, with Sunita and others providing support to Ritu in implementing the activity. They also discussed using flashcards and focusing on pronunciation.

Word Ordering and Puzzle Games

The meeting focused on discussing a method for numbering and alphabetising items, with Gulabee explaining that both numerical and alphabetical ordering would be needed for correct sequencing. Neelashi demonstrated a jumbled-word puzzle-solving technique and encouraged participants to use jumbled words to practice their skills. The session concluded with Shahar discussing word games and the concept of creating new words from existing ones, emphasising the importance of learning through play and fun. Neelashi thanked everyone for participating and reminded them of the next meeting scheduled for the following Saturday.

AI can make mistakes. Review for accuracy.

Learning Through Productive Failure: Library and Classroom-Based Activities - Arun Dubey

Assignment 1: Puzzle-Based Learning Activity

Abstract

This assignment introduces students to productive failure through library-based puzzle challenges. Students work in groups to solve puzzles without prior instructions, encouraging creativity, reasoning, and persistence.

Introduction

Productive failure is a learning strategy where students first struggle to solve problems before formal teaching. The difficulty helps students build deeper understanding. In the library environment, puzzles are effective tools to develop problem-solving skills and confidence.

Objectives

To develop critical thinking and collaboration.

To understand that failure is a step toward success.

To build patience and perseverance.

To learn problem-solving skills independently.

Methodology / Procedure

1. Students were divided into groups of 4–5.

2. Each group received a puzzle set (jigsaw, number puzzle, or word puzzle) without instructions.

3. Students attempted solving the puzzle within 20 minutes.

4. After effort and discussion, guidance was provided.

5. Students reflected on their strategies and improvements.

Findings

Students initially struggled and felt confused.

Gradually, they developed strategies and teamwork.

When guidance was given, they quickly solved it with improved understanding.

Students realized that mistakes helped them learn faster.

Librarian Reflection

Students actively participated and showed a positive attitude toward challenges. Productive failure proved valuable for enhancing problem-solving skills. The classroom environment became more collaborative and encouraging.

Conclusion

The activity proved that failure can become a foundation for success. Students learned to analyze problems, communicate, and persist. Productive failure strengthened confidence and learning.

Assignment 2: Story Writing from Moral Story Ending

Abstract

This activity used open-ended story writing to demonstrate productive failure. Students wrote their own conclusion to a story without guidance, promoting imagination and self-learning.

Introduction

Creative writing encourages students to think independently and explore original ideas. Struggling initially helps them reflect and improve. Productive failure becomes meaningful through self-correction.

Objectives

To encourage creative thinking.

To learn to build original ideas after facing difficulty.

To improve language and writing skills.

To develop confidence through self-evaluation.

Methodology / Procedure

1. Students were given a moral story without an ending.

2. They were asked to create their ending individually.

3. After completion, examples and suggestions were shared.

4. Students compared their ideas and improved their writing.

Findings

Many students found it hard to start.

Later, they created unique and imaginative endings.

Peer discussion helped refine ideas.

Final writings improved greatly.

Librarian Reflection

Students experienced challenge at the start but enjoyed creativity later. Productive struggle encouraged deeper thinking and independent writing.

Conclusion

The activity highlighted that failure motivates improvement. Students became capable of expressing original ideas confidently.

Assignment 3: Library Book Hunt Activity

Abstract

A library book hunt was conducted to help students explore self-learning and problem-solving through a clue-based search. Difficulty increased engagement and teamwork.

Introduction

Productive failure encourages students to discover answers themselves. A library treasure hunt provides a real-life problem-solving scenario, promoting curiosity and logical thinking.

Objectives

To increase familiarity with library resources.

To improve decision-making skills.

To develop teamwork, observation, and reasoning.

Methodology / Procedure

1. Students were divided into teams.

2. Each received clues directing them to different book sections.

3. Students searched independently without librarian help.

4. After attempts, small hints were provided.

5. Teams discussed strategies and presented results.

Findings

Students learned to use indexes, book arrangement, and the numbering system.

Collaborative planning improved success.

Initial failures helped develop stronger strategies.

Librarian Reflection

Students utilized library resources actively and improved research skills. Productive failure increased enthusiasm and problem-solving ability.

Conclusion

The activity proved that difficulty enhances learning. Students learned resource usage and group coordination.

Assignment 4: Mathematical Brain Teaser Challenge

Abstract

A math-based challenge was conducted to understand how productive failure enhances analytical skills by allowing students to struggle before learning rules.

Introduction

Mathematical thinking grows when students explore and attempt problems independently. Productive failure deepens understanding before final explanation.

Objectives

To develop logical and analytical reasoning.

To build confidence through trial and error.

To encourage strategy building and persistence.

Methodology / Procedure

1. Students received math riddles and brain teasers.

2. They tried solving them without steps or hints.

3. After attempts, logical strategies were discussed.

4. Students corrected their mistakes and solved again.

Findings

Students initially felt difficulty and frustration.

They later developed techniques and collaborative thinking.

Final solutions improved accuracy.

Librarian Reflection

Students enjoyed solving problems after the initial struggle. Productive failure created excitement and increased willingness to try again.

Conclusion

Failure led to better understanding and confidence. Students learned the value of persistence.

Assignment 5: Science Experiment Without Instructions

Abstract

Students performed a basic experiment (paper bridge strength test) without step-by-step instructions to learn through exploration and self-discovery.

Introduction

Science learning improves when students think like explorers. Productive failure encourages experimentation, observation, and correction.

Objectives

To develop scientific thinking.

To learn through experimentation.

To build teamwork and creativity.

Methodology / Procedure

1. Students were given paper sheets, tape, and weights.

2. Task: build a bridge that holds maximum weight.

3. No instructions were provided initially.

4. After attempts, suggestions were given.

5. Students evaluated results and improved designs.

Findings

Students tried multiple designs and learned about structural strength.

Teamwork increased efficiency.

Final results improved greatly after learning from failure.

Librarian Reflection

The activity encouraged curiosity and real-life learning. Students enjoyed testing, failing, and redesigning.

Conclusion

Productive failure helped students understand that learning comes from experimentation. Scientific thinking and collaboration improved significantly.

Arun Dubey 

Sunbeam International Varuna

Learning Through Reflection, Real-World Thinking, and Productive Struggle - Aprajita

Bringing Real-World Thinking into the Classroom

While teaching the Judiciary chapter to my Grade 8 Social Studies students, I wanted them to understand the decision-making process in the judicial system, rather than just memorise facts. Inspired by Productive Failure, I designed a role-play activity around a debate on whether exams in schools should be open-book or not.

Before starting, I clearly explained the roles: some students would act as judges, others as lawyers, and a few as witnesses, presenting their opinions. Each student understood their responsibilities, and the scenario was simple yet realistic, allowing them to engage with the topic actively. I intentionally did not provide all the answers, encouraging students to think critically, discuss, and decide on arguments collaboratively.

During the role-play, students initially struggled to present logical arguments, manage counterpoints, and reach fair decisions. Lawyers sometimes jumped to conclusions, witnesses exaggerated points, and judges had to deliberate carefully before making rulings. Despite these challenges, every student participated actively. The experience required them to reason, debate, and consider multiple perspectives, which made the abstract concepts of law, fairness, and decision-making tangible.

After the activity, we discussed the key points. I explained the correct judicial approach and the reasoning behind decisions. Students could connect their experiences to the real judicial system, understanding how judges weigh evidence, lawyers structure arguments, and witnesses contribute information. They reflected on their mistakes and successes, and many realized how fairness, logical reasoning, and teamwork are essential in any decision-making process.

The activity had a lasting impact. Students could now explain the role of courts, the responsibilities of judges and lawyers, and the importance of reasoned decisions with clarity. By experiencing a real-world scenario directly, they developed critical thinking, collaboration skills, and a deeper understanding of the Judiciary chapter. The struggle involved in the role-play made the learning meaningful and memorable, showing me how bringing real-world thinking into the classroom can transform abstract concepts into active learning experiences.

This exercise reinforced the value of Productive Failure in teaching. By letting students engage directly with a challenging scenario, I could make lessons interactive, foster problem-solving skills, and encourage students to take ownership of their learning.

Becoming More Reflective About My Teaching Practices

Teaching is a profession that constantly invites us to pause, observe, and refine our approach. Over the past year, I have learned that reflection is not an occasional exercise—it is an everyday practice that helps me understand my learners better and identify my own areas for growth. One of the most important shifts in my journey has been becoming more reflective about how I plan lessons, manage time, and integrate helpful tools meaningfully into my classroom.

I have always considered myself a well-prepared teacher, but there were days when my lessons didn’t unfold the way I had imagined. Sometimes discussions took longer than expected, or an activity needed more time than the period allowed. Instead of feeling discouraged, I began asking myself simple but honest questions: What slowed us down today? What worked well? What needs adjustment? This habit of quietly analysing my own teaching helped me notice patterns. I realised that my enthusiasm for making lessons engaging sometimes led to trying to fit too much into a single class. The content was good, but the pacing needed finer tuning.

Over time, I developed a more realistic rhythm—planning lessons with flexible spaces, keeping backup options ready, and allowing students enough breathing room to think, question, and respond. This shift didn’t reduce the quality of learning; in fact, it improved it. Students felt less rushed, and I felt more in control of the flow of the class.

Another area that made me reflect deeply was the use of digital tools. While AI and technology can enhance learning, I noticed that I often hesitated to include them because I didn’t want the lesson to lose its personal touch. However, reflection taught me that the goal is not to use technology for the sake of it, but to select what genuinely supports student understanding. I began integrating small, purposeful elements—like quick visual explanations, structured prompts, or digital maps in Social Studies. These additions didn’t overshadow my teaching; they complemented it. Students found certain concepts easier to grasp, and it increased the variety of learning experiences in the classroom.

What surprised me most was how these reflective habits affected the overall atmosphere of my classes. I became more attentive to the way students responded—where they hesitated, where they showed excitement, and where they needed a different method. Reflection made me calmer and more observant. Instead of reacting instantly, I learned to pause, interpret, and adjust. This not only improved the quality of my teaching but also strengthened my connection with the students.

Becoming a reflective teacher has not been about fixing weaknesses; it has been about understanding myself better as an educator. It has helped me recognise that every class, whether smooth or challenging, carries a message for me. Some lessons remind me of my strengths, while others quietly show me the next step I need to take.

Most importantly, reflection has made me a more confident learner. It reassures me that growth is continuous, and every improvement—big or small—adds value to my teaching and to my students’ learning. This journey has not only shaped my professional development but has also given me a deeper appreciation for the thoughtful, evolving nature of teaching.

Understanding the Value of Student Mistakes

There are moments in a classroom that gently reshape our understanding of how children learn. One such moment occurred during a Grade 3 Social Studies lesson while we were discussing an “Odd One Out” question that had appeared in their recent test. According to the chapter, the correct answer was very straightforward. Most of the students had chosen the expected option. But two children selected a completely different answer—one that didn’t fit the textbook pattern but reflected clear conceptual understanding.

When I went through their papers, their logic caught my attention immediately. They had linked the options to an idea we had discussed earlier, and their explanation showed that they were thinking beyond the lines of the book. Their reasoning was not a guess; it showed clarity and meaningful connection.

While discussing the answers with the class, I first explained the textbook-based answer so that everyone remained aligned with the learning objective. Then, I shared that two students had chosen a different option and that their reasoning was absolutely valid. This time, I intentionally mentioned their names. The way their faces lit up—surprise mixed with pride—was a reminder of how deeply children value recognition, especially for thinking differently.

The rest of the class also became curious. They wanted to hear why the alternative answer worked, and it opened a short but rich discussion about how ideas can be connected in different ways. It showed them that learning is not only about matching the exact line from the chapter—it is also about understanding the concept behind it.

This small moment helped me realise the importance of looking at mistakes more thoughtfully. A so-called “wrong” answer may actually reflect deeper comprehension. Since then, I’ve made a conscious effort to listen to a child’s reasoning before deciding whether the answer is incorrect.

It has also changed the quality of classroom discussions. Students now take ownership of their ideas, compare their reasoning, and understand that thinking differently can be valuable. They enjoy the process of explaining why they wrote something, and it has strengthened their conceptual clarity.

Those two Grade 3 students reminded me that learning isn’t linear. When children feel safe to express their understanding, even through an unexpected answer, we get a clearer view of their abilities. And when their effort is acknowledged openly—in front of their peers—it becomes a moment they carry with them for a long time.

Encouraging Teamwork Through Struggle Tasks

When the Grade 7 Global Perspectives presentation on SDG 2 and SDG 3 was announced, I immediately knew it would demand far more than subject knowledge from the students. They had to research global issues, create models, prepare stage scripts, design visuals, and finally present everything confidently in front of the audience. It was a complete cycle of inquiry, creation, and performance—challenging enough to naturally bring struggle, collaboration, and teamwork into the centre of learning.

At first, I noticed that many of them were excited, but their ideas were scattered. Some wanted flashy models, some wanted statistics, some wanted to narrate stories, and a few preferred to stay quiet and do background work. Earlier, I would have simply assigned roles to keep things smooth. But this time, I allowed the task itself to stretch them. I let them take the lead in planning and experience the small hurdles that come with group work—differences in opinion, uneven participation, and the pressure of meeting deadlines.

Slowly, something beautiful began to unfold.

They started relying on each other. They discovered who was good with research, who could organise the script, who was creative with the models (like the domino-effect model that demonstrated how healthy and unhealthy food choices impact the body and long-term life outcomes), and who could bring energy to the stage. The group became a space where their natural strengths surfaced without my constant intervention.

Their friendships deepened in the process. I saw students who rarely spoke to each other discussing ideas and adjusting plans. A few disagreements did arise, but instead of solving them for the students, I guided them to listen to each other’s point of view. That’s when they began understanding not only their own strengths and weaknesses but also those of their peers. It created a sense of empathy—something that Global Perspectives aims for.

The struggle tasks—deciding the final presentation layout, organising lines, and coordinating the model placement on stage—pushed them to communicate better. They realised that success on stage depended on teamwork, not individual brilliance. Even those who were initially shy became essential voices in the final preparation. By the end, the entire class was involved. No one was left out, and every student’s contribution was visible.

On the day of the presentation, watching them stand together, confident and proud, was a reminder that meaningful learning does not always come from easy tasks. It grows through challenges that require students to depend on each other, negotiate ideas, and take responsibility for a shared goal.

Their work on SDG 2 and SDG 3 went beyond the curriculum—they demonstrated how collaboration can strengthen understanding. They didn’t just talk about “good health” or “zero hunger”; they experienced the importance of collective effort, which is at the heart of solving global problems.

This assignment reaffirmed for me that struggle tasks, when thoughtfully integrated, build not only academic skills but also resilience, cooperation, and respect—qualities essential for lifelong learning.

Aprajita

Sunbeam International, Varuna

Embracing the Mess: Learning Through Productive Failure - Siddhartha Bachhar

 Assignment – 1

Embracing the Mess: The Power of Productive Failure in Learning

The sweet spot of learning is often nestled right in the messiness of struggle. Take math, for instance. Instead of handing students a formula on a platter, toss them into the deep end with a problem that demands that formula. They’ll flail, they’ll fail, but in that glorious mess, they’ll develop an intuition for the problem’s contours, a sense of what they’re missing. It’s like my engineering thesis all over again—the struggle was real, but the learning was pure gold.

Same deal with science experiments. Don’t give them the script; ask them to design the experiment. Let them trip over their own feet, make mistakes, and learn from the trenches. That’s where the real learning happens.

In the domain of creative writing, give students a prompt, let them write, and then hit them with some tough feedback. “This isn’t quite landing, is it?” Boom! Now they’re primed to absorb the techniques and structures that’ll take their writing to the next level. It’s not about teaching rules; it’s about solving problems they’ve encountered themselves.

Productive failure involves designing struggles that help students grow. Experts see deeper problem structures, while novices focus on surface-level aspects. Students design experiments, struggle with variables, and learn. Benefits include deeper understanding and resilience. The approach uses the Four A’s: Activation, Awareness, Affect, and Assembly. Teachers report impactful results, fostering growth and problem-solving skills. Struggles turn into real-life skills.

Assignment – 2

Three Mistakes in Traditional Learning and the Strategic Designs of Productive Failure

Three major failures of traditional learning approaches hinder deep, lasting knowledge acquisition.

The first failure is Failing to Remember (Retention). Learning focused on short-term memorization, like cramming for an exam, results in rapid forgetting over time, illustrating the Forgetting Curve. This knowledge is shallow and lacks the deep encoding required for long-term storage.

The second failure, Failing to Understand (Conceptual Grasp), occurs when learners master procedures without grasping the core concepts. For example, a student can calculate a value like standard deviation using a formula but cannot explain its meaning or real-world significance.

Finally, the most critical issue is Failing to Transfer (Application). Learners struggle to apply skills learned in one specific context (e.g., textbook physics problems) to new, non-routine scenarios (e.g., designing a device). The knowledge becomes “encapsulated” or trapped within its original domain, preventing its flexible application to novel problems.

Here comes the powerful strategic intervention of Productive Failure.

Productive Failure (PF): Reversing the Learning Sequence for Deep Understanding

Productive Failure is a strategic educational intervention that reverses the traditional learning sequence to foster deeper conceptual learning and knowledge transfer.

It operates in two phases:

Problem Solving (Struggle): Learners first tackle a complex, novel problem, generating various suboptimal solutions and failing to find the canonical answer.

Instruction (Consolidation): Explicit instruction follows, assembling the generated attempts into the correct, canonical conceptual knowledge.

This initial struggle is strategic, priming the mind through the Four A’s: Activation of prior knowledge, Awareness of knowledge gaps, positive Affect (curiosity), and the Assembly of fragmented ideas into a coherent model. Productive Failure ensures learning is robust by making failure a prerequisite for effective instruction.

Assignment – 3

Tapping into the Learning Potential of Situational Interest

An excellent example of situational interest can be presented with the matchstick puzzle.

The challenge is to move exactly one matchstick from an arrangement of “1 2 3 4” to reverse the order to “4 3 2 1.” Many people find this problem difficult to solve immediately. The video explains that even if you can’t find the solution, the very act of trying multiple moves and failing to find the correct one piques your interest and curiosity.

In this scenario, the uncertainty of not knowing the solution, combined with the challenge of the puzzle, triggers a temporary but strong desire to discover the answer. This immediate, context-bound arousal of interest is what the video refers to as situational interest.

Another example is a science class where the teacher wants to introduce the concept of density. Instead of starting with a lecture or definition, the teacher places several objects (a large wooden block, a small metal ball, a plastic toy, etc.) and a tub of water on a table. The teacher then simply asks the students, “Predict which of these objects will float and which will sink when placed in the water, and why?”

Students, having no prior instruction on density, will likely make predictions based on size or weight, which might not always be accurate. When they test their predictions and see some unexpected results—a small metal object sinking quickly, while a larger wooden object floats—their curiosity is immediately piqued due to the uncertainty and the defiance of their initial expectations. This “aha!” moment of disconfirmation creates a strong situational interest, making them highly motivated and curious to learn the actual scientific principles behind why objects float or sink.

Assignment – 4

A Multi-layered Approach to Maximize Learning and Embrace Productive Failure

A fundamental principle is minimizing computational load by simplifying tasks and calculations. This allows learners to concentrate on core concepts rather than complexity.

The second core area is designing your participation. This involves strategically choosing when to work alone and when to collaborate. Forming study groups, joining online forums, and attending workshops are suggested for building a strong support network. Preparation is key before any group activity to maximize benefits and activate prior knowledge.

Two powerful strategies for self-facilitation are introduced. Explaining a concept as if teaching it to someone else forces mental organization, identifies knowledge gaps, and strengthens memory. Hacking involves deliberately trying to find flaws or “break” an idea to understand its boundaries and improve its robustness. However, the video cautions that Productive Failure itself fails when badly designed.

Finally, the importance of designing your safe space for learning is emphasized. This environment treats mistakes as learning opportunities, fostering a growth mindset. Key elements include setting achievable goals, valuing effort over outcome, seeking feedback, and building support networks. While preparation is vital, the video acknowledges the role of luck through unexpected opportunities.

The main takeaway is a three-layered framework for Productive Failure: Task, Participation, and Social Surround/Safe Space.

Assignment – 5

“Embracing the Mess: Unlocking Learning through Productive Failure”

Productive Failure is an approach where students struggle and fail before receiving direct instruction, leading to deeper conceptual understanding and better learning transfer. It requires a mindset shift for teachers, moving from a “teach-first” to a “try-first” model. The approach involves designing problems that activate students’ prior knowledge and intuitions, even if it leads to failure, helping them recognize knowledge gaps and driving motivation.

The process is structured around the Four A’s: Activation, Awareness, Affect, and Assembly. Teachers play a crucial role in designing effective activation protocols and guiding students through the assembly phase. By embracing Productive Failure, teachers can foster growth, resilience, and problem-solving skills in students. This approach turns struggles into real-life skills, making learning more effective and meaningful. It’s about being curious, brave, and willing to get messy. By doing so, students develop a deeper understanding and become better equipped to tackle complex problems.

Siddhartha Bachhar

Sunbeam Suncity School

Learning Through Productive Failure: Classroom and Digital Perspectives - Amit Mittal

Education: A Source of Overcoming Productive Failure

Education is not only confined to the syllabus and rote learning; it is an effective platform for betterment in thought processes and the development of a positive mindset. Failure in learning is often perceived negatively. However, recent educational theories suggest that barriers and mistakes can lead to productive failures when learners are encouraged to reflect, re-strategise, and construct new knowledge. This study explores the barriers experienced by 40 students in a classroom setting and how these barriers contributed positively to their academic growth.

Objectives

1. To identify the barriers students face during learning.

2. To analyze how these barriers initially created setbacks.

3. To explore how overcoming these barriers fostered productive failure and enhanced learning outcomes.

Methodology

a. Participants: 40 students from Grade 9 (mixed-ability group).

b. Design: Action research approach over six weeks.

c. Data Collection: Classroom observations, reflective journals, focus group discussions, and teacher feedback.

d. Activity: Students were given open-ended problem-solving tasks in mathematics and science, where initial failure was anticipated due to complexity.

Findings

The study identified four major barriers that led to productive failure:

1. Misconceptions and Knowledge Gaps

Students often relied on rote methods, which failed in new problem contexts. Struggling through these gaps pushed them to construct deeper conceptual understanding.

2. Fear of Making Mistakes

Many students hesitated to attempt answers. Over time, teacher encouragement normalized mistakes, leading to increased risk-taking and creativity.

3. Peer Comparison and Pressure

Students initially avoided participation due to fear of judgment. Structured group tasks helped them realize that mistakes were common, fostering collaborative problem-solving.

4. Over-reliance on Teacher Guidance

Initial dependence on step-by-step instructions limited independent thinking. With less scaffolding, students explored multiple strategies, leading to self-discovery and autonomy.

Discussion

The findings highlight that failure is not inherently detrimental; rather, it is the framing and reflection process that transforms barriers into learning catalysts. The study aligns with Kapur’s (2008) concept of productive failure, where initial struggle deepens later understanding. The classroom environment—marked by teacher facilitation, peer support, and reflective practices—was crucial in this transformation.

Conclusion

The study concludes that barriers such as misconceptions, fear, peer pressure, and dependence, though initially challenging, can serve as stepping stones to higher-order thinking when framed as productive failures. Teachers play a pivotal role in creating safe spaces where students can fail, reflect, and grow.

References

Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.

Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

Productive Failure in Remote and Digital Learning Environments

1. Introduction

Productive Failure (PF) is an instructional approach where students are encouraged to struggle with complex problems before receiving formal instruction. The struggle is not considered a setback; instead, it promotes deep understanding, creativity, and long-term learning. In remote and digital learning environments, productive failure has gained importance because online platforms often demand greater self-regulation, independent thinking, and problem-solving.

2. What Is Productive Failure?

Productive Failure, introduced by Manu Kapur, is based on the idea that learning is strengthened when students attempt solutions, make mistakes, and reflect on errors. The initial failure is not wasted; it becomes a productive foundation for building conceptual clarity during the subsequent instruction phase.

Key principles:

1. Complex, ill-structured problems first

2. Learner attempts independently or collaboratively

3. Failure or incomplete solutions are expected

4. The teacher provides conceptual instruction afterwards

5. Learners connect their prior attempt with the correct solution

6. Productive Failure in Digital/Remote Settings

With the rise of online classes, PF has become easier to implement because digital environments naturally support:

Flexible pacing

Collaborative tools (Google Docs, Zoom breakout rooms, Padlet, Miro)

Autonomous learning

Immediate access to resources

However, using PF online requires careful design to ensure students do not feel lost or unsupported.

4. Why Productive Failure Works Well Online

a. Encourages Active Engagement

Students in online classrooms often become passive. PF breaks this by requiring them to do something before the teacher gives the solution.

b. Supports Deep Learning

The struggle before instruction helps students identify knowledge gaps, build stronger cognitive connections, and retain concepts longer.

c. Promotes Collaboration

Digital platforms allow learners to brainstorm, attempt multiple strategies, and share partial solutions.

d. Enhances Digital Problem-Solving Skills

PF integrates naturally with tasks like simulations, coding challenges, virtual labs, and interactive activities.

5. Key Components of Productive Failure in Remote Learning

A. Problem Design

The task should be challenging but solvable. It must allow multiple approaches, not a single fixed method.

Examples include case studies, data sets, design problems, and simulations.

B. Collaboration Tools

Platforms such as Google Classroom, MS Teams, Zoom breakout rooms, discussion forums, and collaborative whiteboards allow students to share attempts and justify reasoning.

C. Teacher’s Role

Teachers guide without giving immediate solutions, encourage exploration, and reassure students that mistakes are part of the process.

D. Structured Reflection

After formal instruction, students compare:

1. What they tried

2. What worked or failed

3. How the correct concept applies

Reflection can be done through learning journals, discussion posts, and peer commentary.

6. Advantages of Productive Failure in Remote/Digital Environments

a. Improved Conceptual Understanding

Students derive meaning from their efforts and errors.

b. Higher Motivation and Engagement

The sense of discovery and challenge increases interest.

c. Better Problem-Solving Skills

Learners develop resilience and flexibility in thinking.

d. Personalised Learning

Digital tools allow students to work at their own pace.

e. Stronger Collaboration

Online group work helps students learn from diverse ideas.

7. Challenges of Implementing Productive Failure Online

a. Lack of Immediate Support

Students may feel stuck if the teacher is not available instantly.

b. Digital Divide

Different levels of access to devices and the internet affect participation.

c. Cognitive Overload

Poorly designed problems may overwhelm students.

d. Reduced Social Cues

Miscommunication is possible in virtual teamwork.

e. Motivation Issues

Some students may disengage when facing difficulty alone.

8. Strategies to Improve Productive Failure in Remote Settings

a. Scaffold the “Failure Phase”

Provide guiding prompts, not solutions, and break big problems into smaller steps.

b. Build a Safe Learning Environment

Normalise failure and encourage attempts without fear of judgment.

c. Use Collaborative Digital Tools Effectively

Shared documents for group ideation, breakout rooms for discussions, and virtual whiteboards for brainstorming.

d. Time-Structured Sessions

Allocate specific time for exploration, discussion, and reflection.

e. Provide Timely Feedback

Use automated quizzes, video feedback, and peer assessment.

f. Combine Synchronous and Asynchronous Learning

Live sessions for explanation and offline tasks for exploration.

9. Examples of Productive Failure Activities in Online Learning

a. Mathematics

Students try to derive a formula (e.g., area of a sector or mean/median problems) before the teacher explains the concept.

b. Science

Virtual lab simulations where students predict outcomes or design experiments.

c. Social Science

Case studies on historical events where students first propose explanations.

d. Computer Science

Students attempt to debug a code snippet before instruction on the correct logic.

e. Language Learning

Students try to interpret a complex paragraph before the grammar rule is taught.

10. Conclusion

Productive Failure is a powerful pedagogical strategy that aligns naturally with digital tools and remote learning environments. By letting students struggle productively before formal teaching, educators can promote deeper understanding, independent thinking, resilience, collaboration, and long-term retention. When combined with thoughtful design and supportive teacher guidance, Productive Failure transforms remote learning from passive consumption to active, meaningful learning.

References

1. Kapur, M. (2008). Productive failure. Cognition and Instruction, 26(3), 379–424.

2. Kapur, M. (2010). Productive failure in mathematical problem solving. Instructional Science, 38(6), 523–550.

3. Lemmetty, S., et al. (2024). Real-Time and Long-Term Challenges of Remote Learning and Innovation.

Reflection from the Master Class of 6th Dec 2025

It's important to maintain clear personal boundaries — whether at work, at home, or in any other space. Many confrontations and arguments, especially with children or students, can be avoided when elders refrain from imposing their own goals under the pretext of "it's for your good." Respecting individual choices and not intruding into their lives leads to healthier, more harmonious relationships.

We must also learn to untangle complicated situations with fresh thinking, just as the Gordian Knot was resolved with a new approach. And perhaps the most valuable lesson of all: don't fall into the trap of trying to please everyone — because in the end, the only person who ends up unhappy is YOU!!.

Shalini Gupta

Breaking Free from Others' Expectations

Often, when we think about making a choice for ourselves—something we genuinely want—we suddenly pause. A voice inside whispers: "What will others think?"

This hesitation is not because our choice is wrong, but because we unknowingly begin doing someone else's task.

According to Adlerian theory, task separation is crucial. Our responsibility is to make choices aligned with our values and growth; what others think is their task, not ours. When we stop mixing these, we free ourselves to choose authentically.

This idea also connects to the concept of the Gordian Knot—instead of getting tangled in unnecessary complications (like worrying about judgments), we must cut through the knot and move forward with clarity.

Another powerful insight is not attaching ourselves to outcomes. When we tie our happiness to rewards, results, or praise, the joy of the journey disappears. But when we focus on the work itself—the effort, learning, and growth—the experience becomes meaningful.

The Bhagavad Gita beautifully echoes the same wisdom:

“कर्मण्येवाधिकारस्ते मा फलेषु कदाचन”

Do your duty, without attachment to the fruits.

Shalu Sharma 

Sunbeam English School, Bhagwanpur 

Read And Lead book reading sessions are hosted on Saturday, the 6th of December 2025, at 5:30 PM, by the Learning Forward India Foundation on Zoom