Excellent video:

Garr Reynolds writes thought-provokingly on Presentation Zen about the concept of beginner’s mind and how we learn.
Reynolds writes:

The meaning of the beginner’s mind does not mean to retreat to the naiveté of a child. It is not about being simplistic or ignorant, it is about approaching life and its challenges with curiosity and enthusiasm. . . . The point is that we adults should maintain our curiosity and that sense that anything can be done, that sense that anything is possible. A sense that we all had as children but eventually all but lost as people mocked our enthusiasm and optimism. Those who succeed and change things are the ones who do not let the world change their mind. . . .
A child or a beginner says “why not?” An “expert” says “it can’t be done.” Shunryu Suzuki put it best in Zen Mind, Beginner’s Mind:

‘In the beginner’s mind there are many possibilities,
in the expert’s mind there are few.’
—Shunryu Suzuki”

In The wisdom of crowds, James Surowiecki states that a large and diverse group working collectively makes better decisions and recognizes whats best better than a single individual can.

I looked through an old set of books and found "Science for all Americans". Here are thoughts from the book.
Science for All Americans notes are important for me.

How can you write about the big ideas if you are not familiar/comfortable about writing? How many students do not say anything/take risks because the focus is on always having the one right answer? Maybe thinking a different way to do it will have me slow down a bit and not pack it all in. Will the process allow more students to understand? At what point do we say it is not too time consuming to try? This could be an argument use too often. When we share we learn, why not allow the same for our students?

What do the students know and why not ask them? Students may try to cheat no matter what the assignment. Why would this be any different - our assessments constantly evolve and need to change. I have students who do well no matter what - I am not looking at them. I am looking at the student who can benefit from the discussion and putting it into perspective.