“Attempt—Fail—Analyze—Adjust” these words have formed a mantra for me ever since I first heard and saw them during my training as a Read Right™ consultant. Dr. Dee Tadlock drew them as a cycle and explained that that is how brains learn a process.
I’d never heard it put that way before, and it struck a deeply resonate note within me.
Attempt—Fail—Analyze—Adjust—and attempt again. A continuing cycle of learning with FAILING and making mistakes taking center stage in the learning process.
That certainly wasn’t how I’d been conducting my learning life.
Mistakes were things to be embarrassed about and minimized.
Failure was definitely not good. Up to that point in my life, I was pretty adept at avoiding it—mostly by making sure that I stuck to my lane and did things that I was already pretty good at.
My history was filled with abandoned learning journeys. Things that I’d decided I just wasn’t very good at like singing, dancing, selling, writing, getting published, playing sports….. Oh, the list was long.
Then I read Carol Dweck’s book Mindset and “Attempt—Fail—Analyze—Adjust” sang even louder in my ears and in my heart.
This—this thing we were teaching our teachers and that they were teaching their students about how learning works—this WAS the growth mindset. If they could really grasp this idea about learning from their time in a Read Right program, they could use it in the rest of their lives to power their learning in other areas. This was powerful!
The thing is, we didn’t always do a good job of highlighting this valuable way of looking at learning. Attempt—Fail—Analyze—Adjust is the foundation upon which the Read Right™ methodology is based, but we only ever talked about it on the first day of training when we introduced teachers to the methodology and the theory that underpins it. Those words are never again mentioned in our manual or in my trainer’s manual.
I changed that.
I put it Center Stage during my trainings. I’d draw it on the board and talk to students about it. I called it “The Rocket Fuel of Learning” and would bring in stories of famous people who had shared how they had learned through their failures. I shared my own stories of failing and trying again. I encouraged my trainees and the students in their classes to share stories of learning through failure.
For ten years I have been traveling the country and working in classrooms to help people understand the power of a personalized competency-based approach to getting better at reading. I love this work. I love what I get to do. I love the difference I get to make in classrooms and in the lives of students who have an opportunity to get better at reading AND at understanding how learning works.
I fear we play too small a game.
I fear that too many of the students we reach do not take the idea of Attempt—Fail—Analyze—Adjust out into their other classrooms. I fear that they do not apply the Rocket Fuel of Learning to math and science and Literature. And I fear that lack of application is because the culture and the structures of their schools are not yet set up for that.
They are not set up for that.
They are set up for grading. For assignments. For tests. For one and done.
I know. I see it. In state after state. In school after school.
The change is coming! Glory, hallelujah, the change is coming!
I see it!
I see it in Monte Syrie and his Project 180 blog. In his tagline, “Do, Reflect, Do Better.”
In his words as he daily blogs about the lessons he and his students are learning as they attempt—fail—analyze—adjust—and attempt again:
“The 180 experience is a cycle of practice, feedback, and performance. The kids practice. I give them feedback. They perform. I assess their performances. Together, we adjust their aims and trajectories, and we enter the next cycle. When learning is a circle and not a line it obviates the constructs of anxiety and finality. When kids know they have practiced the performance (practice looks identical to performance), anxiety is greatly reduced, for they know what to expect. This is not always the case with “tests,” many of which are often the embodiment of the “gotcha game” that some teachers play under the guise of “rigor.” It is no wonder, then, that kids experience anxiety, especially in high school, where they arrive with their deeply conditioned responses and continue their “conditioning” throughout most of their educational experience, up to and including college. Further, when kids know they have another shot (multiple if necessary) to demonstrate proficiency, they come to learn that assessment can and should be “for” learning. And, too, they learn that the notion of finality is really more a teacher’s choice than a dictum of the system, but it has been their reality for so long they may never fully grasp the “untruth” of the nefarious notion of a test being an end rather than a bridge. And that is what I want performances to be: bridges, crossings to the next stage. I don’t want them to create anxiety. I don’t want them to connote finality. I want them to be natural steps along the learning journey. But that takes time, and that takes trust. I speak it. The kids hear it. But they do not yet believe it. After all, I am up against years of conditioning, so I will be patient and diligent. We will get there.”
I see it in other teacher bloggers who are making the same transition to classrooms and schools without grades and sharing the hashtag “#goinggradeless”. More and more teachers experimenting—attempting, failing, analyzing, adjusting, and attempting again—as they figure out how to empower students to own their own learning and push themselves up the learning curve.
I see it in the stories of schools, districts—and ENTIRE STATES—moving to mastery-based learning models. Stories that are posted regularly on www.competencyworks.org. Beautiful articulations of the learning journeys of educators that are transforming their learning environments through the process of attempt—fail—analyze—adjust as they learn what works and what doesn’t.
So, yes. So far, I and the company I work for, have been playing too small a game.
We make a difference for the teachers and the students we get to reach, but our message of mastery-based learning that starts with wherever a student is at and lets them progress at their own pace through cycling until mastery is achieved, is not yet reaching beyond the confines of our Read Right™ classrooms.
But our learning journey is not done.
I am adapting and adopting the mission statement of Education Reimagined as my own.
“Education Reimagined exists to accelerate the shift to learner-centered education in the U.S. such that it is inevitable and irreversible.
Growth Deliberate Consulting exists to accelerate the shift to learner-centered, mastery-based holistic education in the U.S. and beyond such that it is inevitable and irreversible.
And I am learning from others who are up to accelerating the shift as well. Others who are sharing their learning journeys and lighting the way.
So thank you Monte Syrie. Thank you Competency Works. Thank you Education Reimagined. Thank you Read Right and thank you Dr. Tadlock for helping me to see that F A I L simply stands for First Attempt In Learning.