Learning opportunities are what we call an unexpected event that happens in class where a student isn’t already able to solve a problem or isn’t expecting a challenge. It’s an opportunity for learning because (if you recognize it when it happens), the student can learn something new.

One common way to improve self-efficacy is through mastery experiences. The best kind of mastery experience is one where a student is intrinsically motivated to overcome a big challenge.

The problem is, you normally can’t create that kind of experience. It just happens or it doesn’t. So, what can you do? When a mastery experience presents itself, embrace it! They are rare and very valuable.

First, when a student is intrinsically motivated to achieve something, move obstacles out of their way that aren’t part of their mission. Prioritize their mission over other routine things.

Second, when a student is stuck in the middle of that kind of mission, do not move the obstacle out of their way.

For example: if a student wants to move a mountain, but you are using their hiking gear. Don’t try to move the mountain for them. Give them the hiking gear. Help them get to the mountain, but don’t try to move it yourself.

Ask yourself: what kind of obstacle is a learning opportunity? How can we know what kind of challenge is a learning opportunity and what kind is not?

More important than usual:

• Can this student overcome this challenge on their own, or with a little help? Is it within or near their circle of competency?
• What would they learn by overcoming this challenge? Would that lead to a valuable skill or learning outcome?

Less important than usual:

• Is the class moving at a reasonable pace?
• Is this student ahead or behind the other students?