EDM 517 Effective Teaching and Planning

       In the book Rigor by Design Not Chance chapter 2 is about asking probing questions. “Coming up with the right question involves vigorously thinking through the problem, investigating it from vicarious angles, turning closed questions into open-ended ones, and prioritizing which are the most important questions to get at the heart of the matter.” (Dan Rothstein and Luz Santana. The thing that I found to be the most important were Tips for effective questioning.      The chapter gives 4 tips on effective questioning, those tips are, practice using wait and think time, brainstorm without judgment, ask all students to simultaneously respond, rather than just calling on a few and model curiosity by making your thinking visible. The resource that I found on questioning also gives 4 different strategies to try which are to design higher thinking questions, develop a sequence of strategies, increase wait time and respond to answers using redirecting, probing and reinforcing.       In bo

  Chapter 2 of Karin Hess’ Rigor by Design, Not Chance discusses the critical importance of asking probing questions to support deeper learning. These questions matter in part because “cognitive science research reminds us that long-term storage of information in the brain depends on the learner making connections and seeing the usefulness of constructing their own meaning (Hess, pg. 32). Hess goes on to share that questioning must be done with purpose and intention and to invite honest and individual engagement with the materials. I found her figure on pg. 39 very interesting as it helped to demonstrate the ways that questions can align with Depth of Knowledge. Questions should be used across the assessment cycle, both to drive learning and to help assess student learning. I appreciated the different strategies she offered, but I think the most important idea was that questions can be used to both guide student learning and help teachers respond to student needs by identifying what in

CHAPTER 2 The importance of probing questions in promoting deeper learning in the classroom is highlighted in Chapter 2 of Karin Hess' book "Rigor by Design, Not Chance." Hess described probing questions as ones that force students to think critically and profoundly about the material they are studying, and they are crucial in fostering an engaged and exciting learning environment. These inquiries encourage students to learn more about the topic, challenging them to think critically and beyond rote memory. The chapter's examples of challenging questions, such as "What evidence can you provide to support your claim?" and "How does this concept relate to other things you have learned?" highlight their usefulness in eliciting more in-depth analysis. The chapter also underlines the significance of encouraging learners' distinctive viewpoints so they may go beyond passively receiving knowledge and instead actively interact with it and share their ow

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

  Week 1 Rigor by Design: Laying the foundation for Deeper Learning After reading Chapter 1 in Rigor by Design: Laying the Foundation for Deeper Learning; I felt that it was in my best interest to discuss more about CCR skill set 2. CCR skill set 2 is labeled as “demonstrating independence as a learner”. I believe that it is crucial for young learners to push themselves when it comes to learning academic material. As we continue to improve technology, many learners have been taking advantage of online, remote, or virtual learning processes. Even with artificial intelligence coming onto the scene, many students have chosen to go the “home school” route or participate in online learning-based programs. Especially since the global pandemic in 2020; more students have become less reliant on their teachers to help them learn their material. CCR SKILL SET #2: · Study and organizational skills: applied to complete more complex tasks · Metacognition and reflection: self-awareness, self-monit

Kenneth Miller  Dr. Walsh-Moorman EDM 517 10/22/2023 Rigor by Design, Not Chances is a book by Karin Hess that addresses old and new educational teaching methods and how they are applied in the classroom. Skills students develop in school will not only help them prosper academically but will help them become contributing members of society. Hess believes these skills can be obtained if teachers practice these six “essential teacher moves.”  Mastering core academic content  Thinking critically and solving complex problems Working collaboratively on complex tasks Communicating effectively Learning how to learn Developing an academic mindset Once the students have established a foundation, holding them to these high standards is critical to prepare them for the next step in their academic journey. All six of these bullet points serve a purpose in helping a student process, retain, and build off of new information.  “For students to successfully engage with complex, multistep tasks, the

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

 I learned about Karin Hess's work during a professional learning a few months back. The person who shared had attended a workshop led by Hess, and she spoke at length about our misconceptions about rigor. My colleague was so passionate that I needed to learn more about Hess, and so when I was invited to teach this course, it seemed like an obvious fit for the course and an opportunity for me to go deeply into Hess' work with other educators.  Chapter 1 really offers the reader an opportunity to consider what is meant by the term "deep learning." I think this matters because so often, educators use pretty terms with little understanding of what it actually means, and even less consideration of teaching implications. The competencies Hess outlines seemed to address not just the CONTENT but the THINKING each content might compel. This matters to me because I often see teachers discussing the content as if that is their end goal, when in reality it truly is more a way to