Section 1: Learning Requires Taking Risks Section 2: Continuum of Academic Risk-Taking Section 3: Success in Learning and Risk-Taking Section 4: Learning and Academic Risk-Taking Section 5: Risk-ready Learning Classroom Section 6: From Individual to Collective Academic Risk-Taking Section 7: Measuring Academic Risk-Taking Section 8: Academic Risk-taking Readiness Tool
Learning inherently involves risk-but not the reckless kind. Every successful student understands that taking academic risks is key to mastering new ideas, asking bold questions, and exploring unfamiliar concepts. Without risk-taking, opportunities for growth, creativity, and achievement shrink. But how can educators inspire students to take these crucial risks when fear of failure often stands in the way? That's where The Courage to Learn comes in. This transformative book redefines academic risk-taking-not as blind leaps or recklessness, but as a process grounded in psychological safety. Rooted in educational research and enriched with actionable strategies, it's an essential guide for teachers aiming to normalize academic risk-taking. With a clear, practical framework for fostering student growth through supportive, challenge-oriented learning environments, the book features: Academic Risk-Taking Profiles: Identify and engage students across the risk spectrum, from cautious learners to bold adventurers. The Remembered Success Effect: Learn how to shift success-to-failure ratios to promote future growth and confidence. Chunked Learning Strategies: Build student confidence step by step with incremental, achievable milestones. Practical Solutions: Tackle resistance to learning with strategies for addressing obstacles, whether it's "I don't get it or I don't like it. The Courage to Learn equips educators with the tools to cultivate academic courage in their classrooms. By reframing challenges, normalizing failure, and fostering resilience, teachers can encourage students to embrace growth and aim for new heights. When students feel safe to take risks, they don't just learn-they flourish.
Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others. Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day. James Marshall is a professor of educational leadership at San Diego State University, where he also leads the Doctorate in Educational Leadership program. A credentialed teacher, he began his career as an informal science educator at the San Diego Zoo. Jim's passion centers on the design of learning programs that yield predictable results. He has written broadly on needs assessment, learning initiative design, implementation, and program evaluation. His published books include Right From the Start: The Essential Guide to Implementing School Initiatives, Fixing Education Initiatives in Crisis: 24 Go-To Strategies, and RIGOR Unveiled: A Video-Enhanced Flipbook to Promote Teacher Expertise in Relationship Building, Instruction, Goals, Organization, and Relevance. Taryl Hansen, NBCT, Ed.D is a visual practitioner and the creator of Frame the Message Ink, LLC (framethemessageink.com). She is an associate trainer for Cognitive CoachingSM and holds a doctorate in Teacher Leadership and Innovation from Arizona State University. Taryl has been trained by Thinking Collaborative and Grove Consultants International, leaders in the fields of learning and cognition. As a live graphic recorder and illustrator, Taryl works internationally to create vibrant and engaging visuals that bring essential elements to the forefront for learners, enhancing retention, driving engagement, and inspiring learners to collaborate in more meaningful ways.