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-monitoring, and self-control

· Academic perseverance: intrinsic motivation to reach learning goals

 “However, Hockings et al. (2018) found that some students still relied heavily on teachers’ guidance during online learning, which limited the full potential of independent learning. On one hand, independent learning abilities during online learning increased students’ motivation and self-confidence, leading to higher academic achievements (Davies et al., 2013; Heckman and Annabi, 2005)”.”On the other hand, students with higher independent learning abilities were better equipped to utilize intelligent learning tools effectively, and the use of these tools also promoted the development of students’ independent learning abilities”.

In the article I found “Exploring the impact of intelligent learning tools on students’ independent learning abilities” they discussed how mobile devices, computers, and online discussions have made a positive impact for learners. “Intelligent learning tools provide students with an online interactive and collaborative learning space. The primary interaction methods for intelligent learning tools include synchronous interactions (video, audio, live chat rooms) and asynchronous interactions (email, discussion boards)” (Pan, R., Qin, Z., Zhang, L. et al, 2023). Evidence suggests that when classrooms foster precision of thought, critical thinking, and the application of abstract reasoning and challenge students to solve new or nonroutine problems, students begin to build expertise in the discipline-specific knowledge and dispositions they will need in college and future careers (Hess et al., 2014).

Furthermore, the article touches on how intelligent tools have developed young learners. Being that educational software’s and platforms have been able to tailor personalized workstations for learners. Learning technologies display features such as knowing what students like, dislike, strengths and weaknesses that can help give them a more personalized experience. This allows learners to become more engaged and motivated to continue to learn. As in the figure below; Interaction quality, Satisfaction with tools, and information quality will determine if learners will want to engage (intention to use). If learners are motivated and engaged they will continue to build on their independent abilities to learn.

 

Hess, K. (2023). Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD.

Pan, R., Qin, Z., Zhang, L. et al. Exploring the impact of intelligent learning tools on students’ independent learning abilities: a PLS-SEM analysis of grade 6 students in China. Humanit Soc Sci Commun 10, 558 (2023). https://doi.org/10.1057/s41599-023-02065-3

Hockings C, Thomas L, Ottaway J, Jones R (2018) Independent learning–what we do when you’re not there. Teach High Educ 23(2):145–161. https://doi.org/10.1080/13562517.2017.1332031

Davies RS, Dean DL, Ball N (2013) Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Etr&d-Educ Tech Res 61(4):563–580.

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