Step 6: Finding Value in Wrong Answers

In many classrooms, there’s a strict hierarchy for student responses: right answers are valuable while wrong answers are not. But mistakes are a critical part of learning, and even “wrong” answers can contain nuggets of brilliance. By treating “wrong” answers with the same respect and curiosity they give “right” answers, Paola Arlotta creates an inclusive environment where students feel comfortable trying out new ideas and students with less disciplinary experience can see that they bring value to the classroom conversation. Arlotta’s teaching assistant explains the value of this approach: “We’ve cultivated a culture in which students don’t feel like there is any wrong answer.”

Profiled: Paola Arlotta, Professor of Stem Cell and Regenerative Biology, teaches "Got (New) Brain? The Evolution of Brain Regeneration" to 22 students at Harvard College.

Takeaway Tips

Find rightness in wrong answers instead of entirely dismissing them. Even imprecise answers are likely to have some validity.

Give positive reinforcement for participation. Especially at the undergraduate level, some students will have very little experience with course material, so it is important to cultivate a space where students feel welcome participating, even if they are unsure.

Name specific positive behaviors when delivering feedback. Keen observers, students may see right through empty, undeserved feedback. By identifying specific things students do well, however, you will affirm those who participate while spotlighting particularly valuable skills.

Related Resources

This chapter on “Misconceptions as Barriers” from Science Teaching Reconsidered highlights the ways the “wrong” answers surface misconceptions and explains how instructors can turn misconceptions into learning opportunities. 

The Science Education Resource Center at Carleton College offers a guide on how to support students in “Making and Testing Conjectures” in science classrooms.   

This related Instructional Move provides insight in creating a classroom culture that encourages a willingness to get it wrong.

Reflection Questions

How do you currently respond to “wrong” answers? How can you find the smart thinking in those answers and pull it out for students?

How can you ask more questions that allow for a variety of responses? 

By valuing "wrong" answers and treating them as important learning opportunities, you can create an inclusive classroom where students of all backgrounds and experience levels feel comfortable taking risks. In the next video, we’ll learn more about ways to disrupt another epistemological hierarchy.

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