Welcome to our blog. You will need to be sure to post your blog entries on your page, so take a few minutes before the semester begins getting acquainted with Blogger. There are plenty of resources for your reference, and I will post a few of them on LEO as well. 

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Using the Ladder of Feedback to Support Self-Direction

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  In Chapter 6 of Rigor By Design, Not Chance, Karin Hess explores the critical need for engaging students in metacognition and self-reflection. Keenly aware that these two skills are often used interchangeable, Hess argues that both are necessary and closely related, metacognition asks students to make “in the moment” considerations while reflection allows students to think about their past learning and draw  connections that support transfer.  I found Hess’ use of the continuum of engagement (from actively engaged to actively disengaged), important.  Equally important was her argument that even incremental movement from passive to active engagement, or from disengagement to passive participation, is critical. “As students become engaged, they learn more,” (Hess, 2023, p. 129). However, as with most skills, students will need explicit instruction and guidance in building their metacognition and self-reflection skills. Often, teachers invite metacognition or self-reflection as a perso
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Chapter 1

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The book that we are reading called Rigor by Design Not Chance is broken down into 7 chapters. Chapter 1 starts off by telling us about the foundation of Rigor by Design and helping us better understand the meaning. In the first chapter you will find answers about what deeper learning is, why every student needs access to learning that is deep and rigorous and how mental schemas, productive struggle and neuroscience are related.  In the book Rigor by Design Not Chance they talk about the 4 different brain lobes and what their functions are. The book gives an example of a “Handy” model, of using your hand to illustrate how the brain looks. To do this you will make two fists and put them together so that your fingernails are touching, your arms are representing the spinal cord that connects your nervous system to the brain. Your fingernails are representing your corpus callosum and they separate the two hemispheres of your brain. When looking at your closed fist and looking at your pinki
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Chapter 1

The first chapter of Karin Hess' book "Rigor by Design, Not Chance" lays the groundwork for understanding the idea of rigor in education and its crucial part in preparing students for success in college and the workforce. It presents the notion that rigor is the process of pushing students to think deeply and critically about the material they are learning rather than the act of making learning more difficult. This in-depth contemplation is considered essential to acquiring the critical thinking abilities required for success not just in the academic but also in the professional spheres. The chapter also highlights the value of creating an environment in the classroom that encourages critical thinking and learning. It emphasizes that students are more likely to participate in demanding learning when they feel secure taking chances, asking questions, and working with others. The chapter identifies six key qualities for deeper learning: mastery of foundational academic mate
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