Activity Overview
Part of being a student is making mistakes. At times, students will be challenged or face obstacles. It is easy to turn obstacles into excuses, but overcoming them will be an important skill for life. Recognizing mistakes is only the first part; learning from them is more important. Students may dwell on their mistakes even if they seem insignificant to others, and this may cause them to not want to take positive risks or try something new. Practicing and realizing that mistakes are a part of life is important.
In this activity, students will flip mistakes into a learning experience. Individually, students can use their own mistakes since their storyboard will be viewed by only them and the teacher, but if this is used as a group or partner activity, students may want to create examples outside of their own experience. In this case, it may even be helpful for the teacher to provide several mistakes that students can select from and discuss how to change each one into a positive learning experience.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing lessons learned when making everyday mistakes or obstacles.
- Click "Start Assignment".
- Label each column Obstacle/Mistakes and Lessons.
- In each mistake/obstacle cell, depict a common mistake or problem experienced by you or by teens in general.
- In each lesson cell, depict the character learning from this mistake or obstacle.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing common mistakes, and three cells showing lessons learned. The cells where in a T-Chart formation with a title clearly differentiating the lessons from the mistake/obstacle. | Six cells were used with three cells showing common mistakes and three cells showing lessons learned. The cells where in a T-Chart formation with, but it was sometimes unclear to the reader whether or not the cell was a lesson or a mistake/obstacle. | There was fewer than six cells or the storyboard was unfinished. The cells where unclear in differentiating the lessons from the mistakes/obstacles. |
| Mistakes/Obstacle | Three or more cells were created to show common mistakes students could make. Each cell used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | Only two cells used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. |
| Lesson | Three or more cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | Only two cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a lesson teens learn throughout their experience. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
Part of being a student is making mistakes. At times, students will be challenged or face obstacles. It is easy to turn obstacles into excuses, but overcoming them will be an important skill for life. Recognizing mistakes is only the first part; learning from them is more important. Students may dwell on their mistakes even if they seem insignificant to others, and this may cause them to not want to take positive risks or try something new. Practicing and realizing that mistakes are a part of life is important.
In this activity, students will flip mistakes into a learning experience. Individually, students can use their own mistakes since their storyboard will be viewed by only them and the teacher, but if this is used as a group or partner activity, students may want to create examples outside of their own experience. In this case, it may even be helpful for the teacher to provide several mistakes that students can select from and discuss how to change each one into a positive learning experience.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing lessons learned when making everyday mistakes or obstacles.
- Click "Start Assignment".
- Label each column Obstacle/Mistakes and Lessons.
- In each mistake/obstacle cell, depict a common mistake or problem experienced by you or by teens in general.
- In each lesson cell, depict the character learning from this mistake or obstacle.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Six cells were used with three cells showing common mistakes, and three cells showing lessons learned. The cells where in a T-Chart formation with a title clearly differentiating the lessons from the mistake/obstacle. | Six cells were used with three cells showing common mistakes and three cells showing lessons learned. The cells where in a T-Chart formation with, but it was sometimes unclear to the reader whether or not the cell was a lesson or a mistake/obstacle. | There was fewer than six cells or the storyboard was unfinished. The cells where unclear in differentiating the lessons from the mistakes/obstacles. |
| Mistakes/Obstacle | Three or more cells were created to show common mistakes students could make. Each cell used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | Only two cells used exemplary scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a common mistake/obstacle teens regular face throughout their educational experience. |
| Lesson | Three or more cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | Only two cells were created to show an important lessons students learn through making mistakes/overcoming obstacles. Each cell used exemplary scenes, characters, and text to convey the lesson. | The submitted storyboard was unfinished or only one cell used adequate scenes, characters, and text to convey a lesson teens learn throughout their experience. |
| Use of Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about FLIP It! Learn From Your Mistakes
Incorporate growth mindset language into student reflections
Encourage students to use positive self-talk and growth mindset phrases when reflecting on their mistakes. For example, guide them to say, "I haven't mastered this yet," instead of "I can't do this." This reinforces resilience and a willingness to learn from errors.
Model learning from mistakes with a real-life classroom example
Share a time when you made a classroom mistake and how you learned from it. Be honest and specific, showing your process of reflection and adjustment. This builds trust and shows students that everyone, even teachers, can grow from setbacks.
Create a safe environment for sharing mistakes
Set clear expectations that mistakes are welcome and part of the learning process. Use activities like "Mistake Monday" or an anonymous mistake box to let students share experiences without fear of judgment. Celebrate effort and learning rather than perfection.
Guide students to set actionable goals after reflecting
After students identify a mistake and its lesson, have them set a small, specific goal to apply what they've learned. For example, "Next time I’ll double-check my work before submitting." Follow up regularly to encourage progress and accountability.
Provide feedback that focuses on effort and strategy
When reviewing students’ storyboards or reflections, give feedback that highlights their effort and the strategies they used to learn from mistakes. Avoid focusing solely on the outcome. Reinforce the idea that growth comes from trying new approaches.
Frequently Asked Questions about FLIP It! Learn From Your Mistakes
What is the FLIP It! Learn From Your Mistakes activity?
FLIP It! Learn From Your Mistakes is a social-emotional learning activity where students create storyboards to turn their mistakes or obstacles into valuable learning experiences, helping them build resilience and self-esteem.
How can teachers use the FLIP It! activity to help students learn from mistakes?
Teachers can guide students to reflect on personal or provided examples of mistakes, encouraging them to illustrate both the obstacle and the lesson learned. This helps students see mistakes as growth opportunities, not setbacks.
What are some examples of common student mistakes to use in this lesson?
Examples include missing homework deadlines, misunderstanding instructions, struggling with group work, or making social errors. These scenarios allow students to explore real-life lessons and positive change.
Why is it important for students to reflect on their mistakes?
Reflecting on mistakes helps students build resilience, develop problem-solving skills, and gain confidence. It teaches them that errors are a normal part of growth and learning.
What is the best way to structure the FLIP It! storyboard assignment?
Have students create columns labeled "Obstacle/Mistakes" and "Lessons." In each row, they depict a mistake in one cell and the lesson learned in the adjacent cell, using visuals and brief explanations.
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