Mistakes are a key part of learning.

They give access to information we can use to change future efforts.

Trial and error is built on the premise that we learn from the mistakes we make – and then act on this learning in subsequent trials.

When learners make mistakes, we can give them useful feedback.

This feedback usually focuses on why the mistake was made and how to avoid repeating it.

We are helping learners understand the cause of their mistake and the learning they can derive from this.

Mistake crib sheets are a different way through which to give feedback of this type.

Instead of waiting for learners to make mistakes, we share with them in advance the mistakes they are likely to make – or the mistakes that regularly crop up.

A mistake crib sheet brings together the common errors and misconceptions learners make when learning a topic.

We use our prior experience to construct the crib sheet.

Unlike our learners, we have this experience on which to call.

While they are encountering the topic for the first time, we are teaching it for perhaps the fifth or sixth time.

Over the course of our previous efforts, we have seen learners making certain mistakes and labouring under certain misconceptions.

We collate this information into a crib sheet and share it with our current learners.

This is a form of pre-emptive feedback.

We are saying to our learners:

• Everyone makes mistakes, they are nothing to worry about.
• Mistakes are a standard part of learning.
• Here are some of the mistakes I’ve seen learners make in the past, and why they’ve made them.
• Use the crib sheet to help you. If you make a mistake, consult the sheet and see what you can learn.
• Look out for possible mistakes on the horizon. Familiarise yourself with the crib sheet and be ready to spot mistakes or misconceptions in your own work.

When handing out the crib sheets for the first time, talk learners through them.

Use your explanation to highlight the nature of the mistakes you have collated – why they are mistakes, where they arise from, what can be learned from them.

You should also explain the different ways learners can use the crib sheets – as a tool for analysing their own work, as an aide memoire, and as a primer for better understanding the topic.

Finally, encourage learners to refer to the crib sheets through the course of the topic.

Promote this by having your own mistake crib sheet on hand.

You can then model using this during activities and at the start and end of lessons. This will encourage learners to follow your lead.

Here are two examples of mistake crib sheets in action.

Example 1: PE

The teacher is delivering a unit of work focussing on throwing in athletics.

Learners are trying out discus, javelin and shot.

The teacher has made a mistake crib sheet for each one.

They have blown this up onto A3 paper, laminated it and placed three copies next to each of the throwing areas.

As the teacher takes learners through each discipline, they encourage them to look at the mistake crib sheets and to note some of the errors they are likely to make as they try to master the respective techniques.

The teacher explains why these errors occur, what impact they are likely to have, and how to avoid them.

The crib sheets are left out so that learners can refer to them while they are practising.

A nice development sees peer-assessment brought in.

One learner picks up a mistake crib sheet and refers to this as they watch their peer attempt a throw.

They then give that peer feedback, using the crib sheet as a reference.

This increases the quality of the feedback and means the peer who is being assessed can feel confident that the advice they are getting is connected to the initial analysis conducted by the teacher (which was formalised in the crib sheet).

Example 2: Biology

The teacher creates a crib sheet covering common mistakes and misconceptions learners make when studying genetics at Key Stage 3.

They use a mixture of text and images and divide the sheet in half so that each mistake or misconception is mirrored by a correct answer, approach, or way of thinking.

This results in a crib sheet with mistakes and misconceptions down the left-hand side and the corresponding correct approaches down the right-hand side.

The teacher hands this out at the start of the unit and gives learners time to discuss it in pairs.

They pose a few questions to facilitate this, including: ‘Are any of the mistakes or misconceptions ones you think you are already making?’

Next, they lead a whole class discussion.

First learners share their thoughts.

Then, the teacher talks through some or all the items on the crib sheet.

As they do, they draw learners’ attention to the key differences between the left- and right-hand sides.

This process is all about helping learners to understand in advance how key areas of the topic work and why mistakes or misconceptions around these are likely to occur.

It works by giving learners direct access to the teacher’s expertise.

Finally, the teacher asks learners to keep the crib sheets to hand, ready for use through the rest of the topic.