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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. 

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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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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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Maybe Teachers need to Struggle First

  In Chapter 5 of Rigor by Design, Not Choice , Karin Hess discusses the importance of rigorous performance-based assessments (PBAs). The chapter is filled with powerful and practical advice for teachers who want to integrate authentic assessments into their classroom.   Talking about the need to “push students out of their comfort zone,” (Hess 2023, p. 96), Hess indicates that these assessments include: 1.        Open-ended contexts 2.        Productive challenge (or productive struggle). 3.        An opportunity for students to uncover thinking 4.        Authentic opportunities for students to authentically   perform and share the tasks 5.        Asking students to “stretch” their thinking. 6.        Using that “stretch thinking” to develop transfer. 7.     ...
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