The Power of Getting It Wrong
Learning Happens in the Messy Moments
Let's Talk About Being Wrong.
Being wrong has gotten a bad rep. Somewhere along the way, we turned schools into a factory of correct answers and perfect scores, as if that’s the essence of learning. Well it's not. Learning, real learning, is messy, uncomfortable, and sometimes utterly wrong. And that’s precisely where its power lies.
Imagine a classroom where getting it wrong wasn't the exception, but the expectation. Where mistakes weren't stamped with a red pen, but dissected, learned from, and transformed. Imagine a "wrong" session — an officially structured part of the syllabus. A dedicated time where students are encouraged to experiment, to be vulnerable, and to fail without consequence. The "wrong" session is not just a chaotic free-for-all; it’s guided exploration. Students tackle problems deliberately designed to have no obvious solution, with the goal of pushing boundaries and discovering insights through trial and error.
This differs from a standard session because the emphasis is not on arriving at the correct answer but on the journey itself — analyzing each misstep, discussing what went wrong, and why it went wrong. It’s about creating a space where thoughtful risks are taken, and rash, uninformed remarks are called out constructively. A "wrong" session is not an excuse for blabbering or making careless guesses; it’s a structured opportunity to make educated attempts, reflect, and refine. The aim is to cultivate a mindset where being wrong is simply part of the process of getting it right.
To make these "wrong" sessions mandatory and impactful, we need to embed them into the curriculum as graded but not traditionally graded activities — much like a dress rehearsal for a rock band or a theater group. Participation is what counts: showing up, engaging, trying, and reflecting are what determine the grade. This isn't about correctness; it's about contribution and commitment. Just like performers rehearse to make mistakes and refine their craft before the big show, students need this space to prepare without fear. The grading here is about presence, effort, and willingness to learn, not perfection.
Without the looming threat of a grade based solely on correctness, imagine the freedom to take a leap, the freedom to decide, to test, to pivot, and to fail spectacularly. Then, to get up and do it all again, a little wiser each time.
We talk about fostering decision-makers, leaders, innovators. But those titles don't grow from right answers; they grow from making choices, taking risks, and owning the outcomes — right or wrong. Let's give students the room to get it wrong. It just might be the most right thing we do.