Hello All


Please send me the link to your own Blogger address and  I will post the links here. This will make it easier for each of you to manage your own blog. 

Comments

Post a Comment

Popular posts from this blog

Using the Ladder of Feedback to Support Self-Direction

Image
  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...
Read more

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...
Read more

Questions for Clarity of Purpose and to Assess

  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 wha...
Read more