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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-re...
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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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Chapter 2

       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, pr...
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