This episode explores how classrooms can unintentionally train students to prioritize being right over learning that lasts. It invites educators to rethink what their environment is actually rewarding, and how small shifts in task design can help.

This episode draws in part on research in:

• Achievement Goal Theory : Mastery vs Performance Goals (Ames, 1992; Dweck, 1986)
• Error climate and classroom risk-taking (Steuer & Dresel, 2015)
• Formative assessment and feedback (Black & Wiliam, 1998)
• Productive failure and learning through struggle (Kapur, 2008)
• Desirable difficulties and durable learning (Bjork & Bjork, 2011)