#ALedchat is a weekly chat on Twitter about education topics. It is held each Monday from 9-10pmCST. While the discussion on #ALedchat continues on Twitter well beyond our weekly one-hour chat session, this platform affords us the opportunity to extend, expand and share the conversation with an even greater audience. Educators from across the state of Alabama, and the world, can come here to find encouragement, support, resources, professional growth opportunities and advice, while providing the same to their colleagues.
We are always excited to learn from & with our #ALEdChat PLN! Tonight’s chat is focused on #PowerfulTaskDesign: Rigorous and Engaging Tasks to Level Up Instruction by @JohnAntonetti & @TStice. The authors will be joining us tonight & will take us deeper into #PowerfulTaskDesign!
Holly Sutherland, Superintendent of Haleyville City, AL. #ALedchat team member. Everyone is invited to chat with us tonight! We love to learn with you!
Hi #ALEdChat(tters)! Beth, Pike Road Schools, Instructional Technology + Professional Learning. Loving #PowerfulTaskDesign and diving deep into it through @al_bpc Powerful Conversations Network!
The format of the chat is Q1, Q2, Q3,...FQ with corresponding answers A1, A2, A3,...FA. Be SURE to add the hashtag #ALEdChat.
You will need this #PowerfulTaskDesign Rubric during tonight's chat: https://t.co/Ynza6oarY6
My name is Jackie Flowers, Florence City Schools, Director of Instruction & Professional Learning @Florencek12#FCSLearn. I am one of the co-moderators of #ALEdChat. Our guest co-moderators authors are @JohnAntonetti & @TStice. Thank you all for joining us tonight!
Hi #ALEdChat(tters)! Beth, Pike Road Schools, Instructional Technology + Professional Learning. Loving #PowerfulTaskDesign and diving deep into it through @al_bpc Powerful Conversations Network!
Holly Sutherland, Superintendent of Haleyville City, AL. #ALedchat team member. Everyone is invited to chat with us tonight! We love to learn with you!
Hi Jackie! I am Denise Gonzales from Chelsea Middle where I teach 7th grade Science also working on a new certification from the University of Montevallo. #aledchat#UMedTech
Hi #ALEdChat(tters)! Beth, Pike Road Schools, Instructional Technology + Professional Learning. Loving #PowerfulTaskDesign and diving deep into it through @al_bpc Powerful Conversations Network!
My name is Jackie Flowers, Florence City Schools, Director of Instruction & Professional Learning @Florencek12#FCSLearn. I am one of the co-moderators of #ALEdChat. Our guest co-moderators authors are @JohnAntonetti & @TStice. Thank you all for joining us tonight!
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A1: Questioning is my strength; technology, my weakness. Trying to become more adept at using tech-supported response systems to provide opportunity for all students to respond #ALEdChat#PowerfulTaskDesign
A1. I think my strength as a task designer lies in authentic engaging qualities (and transformative use of technology plays a big part in that too). They are all really interconnected if you're trying to have whole brain learning impact. #ALEdChat
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A1: Engaging qualities is my strength. I feel my weakest is academic strategies because I get lost sometimes in searching for something exciting. #PowerfulTaskDesign#aledchat
A1: strength- cognitive demand due to subject matter taught. Weakness-engaging qualities- I sometims don’t purposefully think about the engaging strategy that is used- the rubric is making me more mindful assisting in determining the best engagement strategy for my Ss #ALEdChat
Beth, I think this is exactly the connection that Terri and I made as colleagues and authors. The challenge is to make sure the qualities and the tech drag cognition across the divide! #ALedchat
A1: Questioning is my strength; engaging qualities is the most challenging. Finding tasks that engage all students is tough work. It requires careful and thoughtful planning through collaborative efforts with other teachers. #aledchat
A1 Strength: cognitive demand. The connection between this domain and others is that without purposeful integration of all of the domains included, the quality of the learning experience, whether for Ss or professionals, is weakened. #aledchat
Yes! It is a whole different level as an instructional partner working to ensure the teachers I work with not only feel safe to try new tech to enhance learning but are also away of when it adds to or hinders the learning experience. #ALEdChat
Beth, I think this is exactly the connection that Terri and I made as colleagues and authors. The challenge is to make sure the qualities and the tech drag cognition across the divide! #ALedchat
A1: I feel technology is one of my stronger suits but need to improve my academic strategies since I am only a 2nd year teacher. #ALEdchat#UMedTECH#PowerfulTaskDesign
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A1: I feel strongest in the area of technology. I feel I can design a task that uses tech but perhaps struggle engaging qualities and getting studies to move beyond just using the tech to working and engaging with it. #ALedchat#PowerfulTaskDesign
A2: Depends on quality of the current task; if it’s aligned w/standards and engaging to students, there’s efficiency in powering up. #ALedchat#PowerfulTaskDesign
A1 I would say technology would be a strong suit but working on using quality questioning with this to understand thinking from all Ss #ALEdChat#PowerfulTaskDesign
A1: I feel like my strength is questioning. I know my material well, and I feel like I already can detect what a lot of my students misconceptions will be. I struggle with the cognitive demand aspect. #ALedchat
A1: I feel as if my greatest strength as a task designer is engaging qualities - If I can engage students & stir up their personal interests first the rest falls into place. However, I can struggle implementing multiple strategies with a tight focus in engagement. #aledchat
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A2)Based on the rubric I am going to say it is easier by powering up but I'm dealing with a bunch of fellow educators here so I know I am going to be asked to provide supporting statements! #ALedchat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2. I am going to lean towards a both/and approach to this question. There is massive benefit to using the design thinking method to continue to improve + power up a pre-designed task, but there is also huge benefits to begin powered up with a fresh design totally. #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
Strength cognitive demand weakness might be technology but not because I don’t know how to use it I just think most of the time the lesson is better without it #aledchat
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
Holley, you may have hit the gold mark: Personal response that include my own unique answer, conclusion, support, hypothesis,theme, etc. may be the key to cognition and strategy crossing as well. #ALedchat
A1: I was such a teacher of Comprehension Toolkit, cognitive demand is my strength as a task designer. I always understood how to move the kids to more rigorous thinking. Connecting that to tech...I go blank! (My weakness) #aledchat
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A2: I think it depends on the task. Some can be redesigned to increase rigor and some have to be recreated. With some activities, no amount of redesign works. At times we just have to start over. #ALedchat
I'm also trying to strengthen connections between #qualityquesitoning and technology. Great to have #PowerfulTaskDesign to support this #ALedchat Looking forward to continuing work with you on this,Frances!
I am loving being a part of your quality questioning journey! Can't wait for the next visit from @Question2Think to @PikeRoadES to see your learners in action! I wonder how we can be more mindful of choosing the best tech tool after designing the task? #ALEdChat
A1 I would say technology would be a strong suit but working on using quality questioning with this to understand thinking from all Ss #ALEdChat#PowerfulTaskDesign
A2 I think it is more powerful to take an existing task and push it through the rigor divide than to exert energy reinventing the wheel. #UMedtech#aledchat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2: Powering up! In my experience, it has been easier to raise the bar on a current task that I feel comfortable with at its core than to recreate the wheel. #aledchat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2: We have been asking that in our PLCs as well. Based on planning sessions with teachers, many seem to be more comfortable with powering up a current task, especially if they are attempting to increase the cognitive rigor and integration of technology into a task. #aledchat
A1: My strength is definitely cognitive demands. Anticipating & engaging students in identifying patterns & connections. Technology is my weakness only because of needed access and not always knowing what outcome to anticipate. #ALEdChat#UMedTech
A2: It is easier for me to design rigor in a #PowerfulTaskDesign by taking something already in place and pushing the rigor. Nice to have a starting point and have the rubric to guide student learning in order to cross the divide. #ALEdChat
A2: While I would like to say that it is more accessible to power up a current task, I am finding that pushing engagement past rigor divide sometimes is causing me to have to rethink purpose of task and design from scratch. #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2: Seems like a trick question. If I have used the task before and don’t how to work out procedural kinks, increasing the rigor should be easy. But my familiarity with the task might make me struggle to evaluate its new rigor objectively. I’d advise creating a new one #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2 Strong question. It depends on the designer of the task. Those who have been practicing task design may be adept at increasing the rigor of existing tasks. Others may benefit from starting from scratch to create the full impact of the learning experience. #aledchat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
I love the description of tech as an equalizer. There are so many ways the right tools at the right times can create authenticity and equity at levels not possible without it! #ALEdChat
A2: I don’t see one as more accessible than the other per say. I enjoy building a task from the ground up but also feel satisfied when I can audit a previous task that was on the low end of the rubric and push it across the divide. #ALedchat
A2: I feel that starting from scratch is much easier most of the time, otherwise you may end up completely changing what you started with in the first place. Begin w/the end in mind. #ALedchat#UMEdTech
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A1: Engagement is a strength for me especially now that I work with adults more than students and questioning is an area I am continuing to improve upon. #ALedchat
A2: I agree! If it's a quality task it can be tweaked and made better; however if it is a poorly designed task it's best to throw it out and start from scratch! #ALEdChat
A2: I think it depends on the task. Some can be redesigned to increase rigor and some have to be recreated. With some activities, no amount of redesign works. At times we just have to start over. #ALedchat
I think tech has such potential to promote participation by ALL students #ALedchat So underused in classroom questioning--especially when questioning for deep learning
A2:I think using a current task can sometimes limit the rigor. Starting from scratch allows you to build on the standard.I also think having a group to collaborate to build the task really helps!Bringing in others to design the task can really make it rigorous.#ALedchat
Q2: Easier to edit existing task across rigor divide but possibly lose some engaging qualities without the initial inspiration through application. #ALEdChat
I think it really just depends on the individual task itself. Some tasks only require a little bit of tweaking to push past the rigor divide while others take more work. #ALEdchat
A2: For me, it's easier to take a task and think about ways to include extension activities that add rigor to that task. However,I also like the challenge that comes with creating a rigorous task from scratch. #aledchat
A2: While I would like to say that it is more accessible to power up a current task, I am finding that pushing engagement past rigor divide sometimes is causing me to have to rethink purpose of task and design from scratch. #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
...but also once you get to the end (from the original task design) it's also beneficial to reflect on the design and find areas to improve to power up the next ending point for the next group of learners! #ALEdChat
A2: I feel that starting from scratch is much easier most of the time, otherwise you may end up completely changing what you started with in the first place. Begin w/the end in mind. #ALedchat#UMEdTech
A1: Cognitive demand is a strength due to the inquiry-based nature of how I teach. Many times engaging qualities become a weakness as it is difficult to get students to want to engage in topics they do not like. #aledchat#UMedTech
A2: I find it easier to design for rigor by powering up a current task. Coming from a SPED background, I find that I can modify the rigor as needed if the standard being assessed stays the same. #ALEdChat
As a current post-secondary student, my perspective is that rigorous instructional design is very much in need of improvement in this arena. Lead the way! #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
I am wondering if the use of the design thinking method with specific emphasis on the iteration stage combined with some really intentional rigor reflection questions to only help us to improve and power up pre-designed tasks? #ALEDChat
A2:I think using a current task can sometimes limit the rigor. Starting from scratch allows you to build on the standard.I also think having a group to collaborate to build the task really helps!Bringing in others to design the task can really make it rigorous.#ALedchat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A2: I don’t see one as more accessible than the other per say. I enjoy building a task from the ground up but also feel satisfied when I can audit a previous task that was on the low end of the rubric and push it across the divide. #ALedchat
A2: I find it easier to design for rigor by powering up a current task. Coming from a SPED background, I find that I can modify the rigor as needed if the standard being assessed stays the same. #ALEdChat#UMedTech
As a current post-secondary student, my perspective is that rigorous instructional design is very much in need of improvement in this arena. Lead the way! #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A2: If the original task isn't rigorous enough, I feel it's better to start from scratch with the standard in mind. Sometimes you get too boxed in with the old task that it confines where you want to go. #ALedchat#PowerfulTaskDesign#CESLEAD#GoBigO
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A3: During classroom implementation, it is important for teachers to listen carefully and monitor student work; question to scaffold students who may not be responding at the level the cognitive demand
#ALedchat#PowerfulTaskDesign
A1: My strength is cognitive demand. My depth of knowledge of my content area pushes me to select harder levels of cognitive demand, but I struggle in providing matching levels of academic strategies that are both engaging & non-repetitive. #PowerfulTaskDesign#ALEdChat
I agree! Technology has given us the power to see what our kids are thinking immediately and then as the teacher we know the additional questions to ask that will lead to deeper learning experineces for our kids. #ALEdChat
I think tech has such potential to promote participation by ALL students #ALedchat So underused in classroom questioning--especially when questioning for deep learning
A2- creating a rigorous task from scratch is both challenging and rewarding.... however, I find that in our business we are always borrowing from one another. I like the idea of powering up a current task when it is relevant to ones final goal. #ALedchat
I'm curious how it might benefit a leaders of their own learning environment to have students understand and own the definition of what rigor is...I'm curious about their role in powering up a task... #ALEdChat
A2: It is easier to increase rigor with a current task with which I already feel comfortable although I have been able to create a new rigorous task stemming from one already used. #aledchat#UMedTech
Tech supports real-time feedback from students to teacher. We need to do more work in this area--especially in helping Ts make quick decisions about next steps #ALEDchat
A3: Reflective questioning- circulating room and listening to students, not accepting them giving up and trying to get off task and instead engaging them in dialogue to understand the obstacle and overcome #aledchat
A1: I think my strengths are Academic Strategies and questioning. I believe they tie in to Student Engagement due to the fact that it students aren’t meaningfully engaged they will not own these academic strategies #ALEdChat#powerfultaskdesign
A3: For me, I have to remember to let me students “productively struggle” through the task if they find it challenging. Too often I find myself wanting to rescue students when in reality that productive struggle is what helps them learn the most. #ALEdChat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
Love the rethinking purpose mindset -- dreaming of a world where more of us are doing this wayyyy more often in more ways than just powerful task design (such as powerful life design!) 😁👏 #ALEdChat
A2: While I would like to say that it is more accessible to power up a current task, I am finding that pushing engagement past rigor divide sometimes is causing me to have to rethink purpose of task and design from scratch. #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
Agree, Jackie. It's imperative that those who are designing rigorous and engaging tasks anticipate the need to support learners at various levels with navigating difficult components. Essential to the instructional process @Question2Think#aledchat
A3: I also think it's very important for teachers to not be afraid to go back and revise, even mid-stream. Clarification for Ss is the best route. They or the task may need scaffolding. #ALedchat#UMEdTech
YES. Google doc comments digital feedback combined with weekly Friday face to face feedback stations with my students was a game changer to say the least! The power of both/and (digital and f2f). #ALEdChat
Tech supports real-time feedback from students to teacher. We need to do more work in this area--especially in helping Ts make quick decisions about next steps #ALEDchat
I think there are times when you can absolutely amp up something that's already been designed. There are probably times when both types of designs can be valuable and very powerful. #ALedchat
A2: I think it is easier to alter a task slightly to raise its level, but I wonder does every task need to be @ a higher level(3-4)? Is there not value, particularly at the beginning of a unit, to have lower level tasks (1-2) #ALEdchat#PowerfulTaskDesign
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
Yes! I struggle with this too, I want to "save" them, but am I really doing anything for them if all I'm doing is making the task easier? Productive struggle is definitely needed to produce students comfortable with rigorous tasks. #ALedchat#UMedTech#EDL577UM
A2: I would love a real f2f dialogue about Q2. So interesting that there is such a diversity of opinion here--although, not surprising. We all have different thinking styles and preferences #ALedchat
Q3: Snowballing off @KingCourtney310 - I whole heartedly agree on trying to “save your babies” and not letting them sink. I’m learning to embrace seeing my students “Productively Struggle” because when that light bulb 💡 goes off - magic! 😱😍 #aledchat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A3: Anticipating possible responses, misconceptions/errors before giving the task allows for planning intentional questioning and prompting rather than trying to do these things on the fly. #ALedchat
A3: Ts must monitor/observe Ss in order to provide accurate feedback to Ss. Also, a classroom environment must be created where Ss feel comfortable with failure/mistakes- growth and rigor can be maintained if Ss feel comfortable getting out of comfort zone to learn #ALEdChat
A3: I believe maintaining high expectations of the learner is super important. Can’t let them slide back across the rigor divide to an easy way out. Engagement with how the kids are responding is so necessary. Know where the kids are. #ALEdChat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A3: Consistent, timely student feedback because it closes the gap where a student is and where a student needs to be. Combine that with a powerful task....student's learning #aledchat#powerfultaskdesign
A3. I think a lot of this has to do with both talking to and listening to student voice. What do they think about the engagement, strategies, cog demand, etc. If we word the questions the right way and provide the space they can help a lot with this part too. #ALEdChat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A3: Do you feel that we should strive to have most or all of our tasks to cross the rigor divide? exp: a target that includes a discrete skill that may be aligned to the standard #ALEDCHAT
A2: Since I'm new to #powerfultaskdesign I may change my answer in the not-so-distant future, but so far it has been easier for me to start from scratch, look at the 3-4 levels of the rubric, and make something new, dynamic, and exciting! #ALEdChat
As a task designer, I always look at the standard first, designed for the cognition required by the standard, then see how technology might make the task better for ALL learners.#ALedchat#PowerfulTaskDesign
A1: I feel strongest in the area of technology. I feel I can design a task that uses tech but perhaps struggle engaging qualities and getting studies to move beyond just using the tech to working and engaging with it. #ALedchat#PowerfulTaskDesign
A3 Productive struggle and S collaboration are essential conditions to maintaining rigorous implementation. Ts who are uncomfortable with Ss pressing through on their own may provide the "right answers" too early and dilute the complexity of the tasks #aledchat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A4: Ensuring that initial prompts or questions are cognitively challenging; monitoring student responses and providing feedback w/follow-up questions when needed #ALedchat#PowerfulTaskDesign
A3: Don't stop believing that they can reach the rigor you've set! If they're not there yet, push them & provide opportunities for them based on their learning styles. Plan for successes and failures & constantly think "next steps". #ALEdChat#ALEdChat
A3: Don't stop believing that they can reach the rigor you've set! If they're not there yet, push them & provide opportunities for them based on their learning styles. Plan for successes and failures & constantly think "next steps". #ALEdChat#UMedTech
A1: Gosh, I’m not a master at any of them, but strive to be better! Engaging qualities is something I try to be really intentional with bc it’s often overlooked. I always go back and check cognitive demand on my tasks to be sure they are up to par with my S needs. #ALEdChat
I think there are times when you can absolutely amp up something that's already been designed. There are probably times when both types of designs can be valuable and very powerful. #ALedchat
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
For me it is easier to take a prior task and expand, elaborate, redesign, and tweak it. I am not sure about others, but as a science teacher I am always finding ideas and modifying them to fit my students, my content, and now into powerful tasks. #ALEdChat#powerfultaskdesign
A3: for me it is making sure that my guiding questions and assistance does not steal the students from their own discovery through the task. Sometimes it can be too easy to give it away because I was trying “to help.” #ALEdChat#PowerfulTaskDesign
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
I like to use the term "response" in lieu of "answer" because this suggests that ALL students have a response--and T is not looking for a "right" answer #ALedchat
In reply to
@JohnAntonetti, @JackieAFlowers, @MeredithBarkley
Agreed! 🤣 Keep trying to think ab what that word/phrase might be for them? How can we help them understand why a task may be more difficult, intense, prolonged, etc I feel like we can still do so much with empowering learners to know the why behind what they are doing. #ALEdChat
A3: I agree with several other people's responses. The "productive struggle" is something I'm working on. I want to jump in with the right answer instead of letting the students work out the problem on their own. #ALedchat#ALedchat
I like to use the term "response" in lieu of "answer" because this suggests that ALL students have a response--and T is not looking for a "right" answer #ALedchat
In reply to
@JohnAntonetti, @JackieAFlowers, @MeredithBarkley
A3: Ts must monitor/observe Ss in order to provide accurate feedback to Ss. Also, a classroom environment must be created where Ss feel comfortable with failure/mistakes- growth and rigor can be maintained if Ss feel comfortable getting out of comfort zone to learn #ALEdChat
True point, Abbie. Within the process of designing rigorous tasks, we must be intentional with considering how our students learn, partnering with crafting conditions that increase their chance for success connected with their learning style @AkersAbbie#aledchat
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
A3: I’m thinking success criteria or a variety of examples of quality work are especially helpful to guide students through the (productive) struggle of a rigorous task, to help prompt them with ideas to build upon #ALEdChat
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
A3: I agree with several other people's responses. The "productive struggle" is something I'm working on. I want to jump in with the right answer instead of letting the students work out the problem on their own. #ALedchat#ALedchat
A3: As a teacher, we want to help students learn and grow. Often times, I struggle with wait time and continuing to ask probing questions to help them power through their struggle.#ALEdChat
A3: Maintaining rigor while differentiating can be a struggle for me. It's easy for me to rob some students of the productive struggle while differentiating.
#ALEdChat
A2: I kind of think this might be personal preference. For me, if I want to go out of the 📦 (or my current 🖼 of reference), I find it’s easier to start from scratch. #ALEdChat
A3: I agree, Courtney, that letting the kids struggle through the task is challenging. This is where I have to be "on my toes" with good, guiding questions to keep the kids moving forward instead of giving up. #aledchat#UMedTech
A4: Ensuring students know expectations before starting an activity with technology is imperative to a successful task. Students need to be reminded to push their thinking and use technology as a tool- not a distraction. #ALedchat#UMedTech#ED577UM
A4: That’s the $50B question, right? Cause all the way here in 2019, we struggle to make tech yield more learning.
So simple answer: use tasks in which tech was included from the design phase. Layering on tech won’t help raise conflictive demand or interaction #ALEdChat
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
I think it's impt for us to be transparent w/ Ss about cognitive demand--help them understand what rigor looks like and why it's important. Part of developing their mega-cognitive repertoire #ALedchat
A4: I ensure cognitive interactions asking a question related to the content by giving less information or simply starting a discussion. #ALEdChat#UMedTech
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
A4. A lot of tech integration needs to start with the teacher asking themselves why, then what, then how. If a teacher can stay focused on the end goal of a learning target then the task design + choice of tech integration can truly transform the learning experience. #ALEdChat
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
A3: Stein, Smith, Henningsen, and Silver (2000) and their research in maintaining the cognitive demand in tasks - caution with scaffolding to not lessen cognitive demand in task #ALEdChat
A3: An important implementation condition to consider is making sure the task is still differentiated to maintain the "right" amount of rigor. We always have to keep in mind the rigor for some will not match the rigor for others... #ALedchat#PowerfulTaskDesign#CESLEAD#GoBigO
Q3: When teachers feel confident that their task design crosses the rigor divide, what are the most important implementation conditions to maintain the rigor during the classroom implementation? #ALEdChat#PowerfulTaskDesign
Oooooh. I feel the same way. Should rigor look the same for each student? Honestly, in my classroom, what’s rigorous for one may not be rigorous for another. #ALEDchat
A3: Maintaining rigor while differentiating can be a struggle for me. It's easy for me to rob some students of the productive struggle while differentiating.
#ALEdChat
And retrieval practice, spaced practice, dual coding, elaboration, generation, concept mapping, etc. are excellent ways to provide students with opportunities for retrieving information. #ALedchat
A4: While tech is important teachers have to remember to make the personal connection and ask those questions that make sure the cognitive process and understanding is connecting. #UMedTECH#ALEdChat
A3: Do you feel that we should strive to have most or all of our tasks to cross the rigor divide? exp: a target that includes a discrete skill that may be aligned to the standard #ALEDCHAT
Love your point on the success criteria, Meredith. Gives our Ss a clear target to achieve. Also provides a foundation to build upon as Ss work to increase the quality of their learning product @MeredithBarkley#aledchat
...I'm going to keep bringing the learner's ownership of phrases like this to the table too. What could the benefits be of having students know, own, and define for themselves what productive struggle is and why it matters? #ALEdChat
A4- the stigma is that tech alone makes the activity more rigorous (which is dangerous thought), instead we must look at cognitive levels that we are asking students to complete #aledchat
A4: Feedback! Before, during, after the task. I want my Ss to engage w/me and each other about what they are learning and how they feel about what they are engaging in. Just bc there is tech involved, we still must facilitate. #UMEdTech#ALedchat
A4 Teachers can ensure cognitive interactions in the classroom by observing multimedia tech. Have students interact with touchscreens or video recording for example #UMedtech#aledchat
The TPACK model helps here. The intersection of technological, pedagogical and content knowledge is where the most effective learning can happen.
If tech is still a layer, we might be using it in conjunction with content only or pedagogy only. #aledchat
A3: Students have to know that quitting is not an option. What if we don't solve the task in a class period (or in my expected time limit) and have to think on it longer? That's ok! Perseverance is so important! Productive struggle is good. #ALedchat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A4: Ts need to remember to TALK to their students. Tech is engaging & powerful & EMpowering. But face to face interaction is too. I think one way we can do this in a "tech" way is through video, recordings, etc. Also, collaboration between Ts & Ss/Ss via tech. #ALEdChat#UMedTech
@ArmstrongDottye In our PD session it seems less intimidating to start with a familiar task and add components. I am confident that as we grow individually and professionally at OMS designing powerful tasks from scratch will seem less daunting. #ALEdChat#PowerfulTaskDesign
In reply to
@ArmstrongDottye, @JackieAFlowers, @ArmstrongDottye
Open questions related to the content nurture powerful conversations & ensure cognitive interactions. Most important engaging quality to design in such a task is personal response. It is the only way we can ensure every learner has a thought! #Aledchat#PowerfulTaskDesign
A4: I ensure cognitive interactions asking a question related to the content by giving less information or simply starting a discussion. #ALEdChat#UMedTech
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
A4: Students need to understand first, that the tech is not the objective, but a tool to reach the objective. Have students create something original. Produce rather than consume. Set clear cognitive expectations for the outcome.
#ALEdChat
A3: I also think it's very important for student problem solving skills to be improved by generating a struggle. A true problem will be a struggle to solve & nothing is better than seeing a student solve it in an unanticipated way. #ALedchat#UMEdTech
I like the "productive struggle" saying. Thats a great way to put it when we are are pushing our students through a difficult concept. #ALedchat UMedTech #EDL577UM
A4 Establishing the purpose of Ss tech use at the outset of task design is essential. If tech is incorporated as an after thought, most Ss will only engage with surface level engagement and work output #aledchat
Q4: Tech can bring engaging qualities to a task through ways students interact w/ the task & tech. With cognitive interaction most important, how do teachers ensure cognitive interactions are occurring when students are using tech in the classroom? #ALEdChat#PowerfulTaskDesign
A5. The end goal, regardless of the cognitive level, is for learners to be content creators, not just consumers. The power of tech lies in empowering learners to show what they know creatively, clearly, and share to a wider audience. #ALEdChat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
I like the "productive struggle" saying. Thats a great way to put it when we are are pushing our students through a difficult concept. #ALedchat UMedTech #EDL577UM
A4: Designing a task with the learning at the forefront is essential. Choosing and using an effective technology tool will enhance the task design that makes the learning more relevant and possibly more sincere for the student. #PowerfulTaskDesign#aledchat
A5: Contribute...Students have to get past click and have to reach the contributor portion. When they contribute it helps their understanding and shows how they are processing the info being given. #UMedTECH#ALEdChat
A3: Stein, Smith, Henningsen, and Silver (2000) and their research in maintaining the cognitive demand in tasks - caution with scaffolding to not lessen cognitive demand in task #ALEdChat
...this is definitely easier said than done. I encourage teachers to get really comfortable and really good at using and designing around a couple high-quality creation-based tech tools. Then branch out from there. Product success criteria is also critical for success. #ALEdChat
A5. The end goal, regardless of the cognitive level, is for learners to be content creators, not just consumers. The power of tech lies in empowering learners to show what they know creatively, clearly, and share to a wider audience. #ALEdChat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A4: Designing a task with the learning at the forefront is essential. Choosing and using an effective technology tool will enhance the task design that makes the learning more relevant and possibly more sincere for the student. #PowerfulTaskDesign#aledchat
...this is definitely easier said than done. I encourage teachers to get really comfortable and really good at using and designing around a couple high-quality creation-based tech tools. Then branch out from there. Product success criteria is also critical for success. #ALEdChat
A5. The end goal, regardless of the cognitive level, is for learners to be content creators, not just consumers. The power of tech lies in empowering learners to show what they know creatively, clearly, and share to a wider audience. #ALEdChat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A4: Rigor can be enhanced through technology use if the task is designed in a way that makes the technology meaningful. Successful technology integration is more than a word processor. #ALedchat
A5: It is producing or creating. When a student has to create or produce something new from their understanding of the content it requires them to increase their cognitive demand and deepen their own understanding of the content. #ALEdChat#PowerfulTaskDesign
A5: Sharing is important so students can learn the collaborative opportunities technology allows. However, producing is possibly the most important because after students can truly own what they know through creating.#ALedchat#UMedTech#EDL577UM
A5: Produce, create, experiment & design....because the student takes ownership of their learning. Also it provides a great opportunity for student choice. #ALedchat
I think it’s a very good way to put it because the word struggle typically has such a negative connotation. In the case of powerful tasks though, the struggle is almost necessary. #ALEdChat
A3: giving Ss clear expectations through success criteria. Showing the the expectations of high cognitive demand and helping them hold themselves accountable to the expectations #ALEDChat
A5: I feel like when students get to design, produce, and create using technology it is a powerful learning tool. I have found they also find it the most engaging, which keeps them interested in completing the challenging task. #ALedchat#PowerfulTaskDesign#CESLEAD#GoBigO
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A5. The end goal, regardless of the cognitive level, is for learners to be content creators, not just consumers. The power of tech lies in empowering learners to show what they know creatively, clearly, and share to a wider audience. #ALEdChat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A5: Interests, question, and contribute. If students are interested, they are more apt to have purposeful questioning. If all students contribute based on these factors, this will lead to produce, create, and design. #ALEdChat
A4: For me Tech is what allows students to better visualize, predict, and research needed information in which they can use to best complete the task. It’s an essential tool that allows and deepens cognitive conversations. #ALEdChat
I think this is what is most challenging me is finding a task that meets the rigor needs of all students. I’ve definitely just started my own professional learning in this area. #ALEdchat
Q5: I think the creation piece is so exciting for the Ss & can be such a great opportunity to expand learning opportunity in so many domains. #ALEdChat
A5: Anything across the Rigor divide. Students sharing their thinking and learning with an audience who may appreciate or one they can influence is very powerful. #PowerfulTaskDesign#aledchat
A5 Create a new presentation shows they have processed all of the information and produced a product. So hopefully information synthesis has happened! #UMedtech#aledchat
A4: We often speak of the need for productive struggle in our elementary grades, but it's just as critical, if not more so, in the upper grades. We have to give our big kids time to think things through and invest in self-discoveries. #aledchat
Q6: Which of the engaging qualities presented in The Cube do you believe to provide the strongest evidence of student thinking? Explain. #ALEdChat#PowerfulTaskDesign
A5 Regardless of the tools used, our ultimate lesson goals for our Ss are to produce, create, evaluate, and publish. Considering these, tech should be used by our Ss to craft their original products. With these goals and S outputs, the purpose of rigor is exemplified #aledchat
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A5: Produce/Create
I've seen students move from passive to active learners, increase their cognitive demand, and take ownership of, and pride in, their learning by producing something to demonstrate their understanding.
#ALEdChat
Why is it so tough for our Ss to learn new concepts, while connecting to old concepts or ideas? If we are not intentional, deep levels of learning are tough to get too. #ALEDchat
A5: Produce/create/design - must provide students with tasks that they are unable to do on their own so that meaningful collaboration is needed and authentic meaning is made. #powerfultaskdesign#aledchat
A4: Our system is so fortunate in our tech resources, but we find it important to ask whether it's enhancing a particular task or just being used bc it's there. We teach our Ss that tech is a great tool and have to live it thru our own task design #ALedchat
Agree 100%, @mjshields This requires task designers to understand that learning is a process. If our students are to invest in reaching rigorous expectations, we have to develop their capacity to do so #aledchat
A6: I think personal response is essential. All of the others contribute to the learning, but students who can personally respond can clearly demonstrate understanding. #ALedchat
A6: I definitely feel that Personal Response gives the students the opportunities to really justify and explain their reasoning for something. I have had students seemingly get something "wrong" until they justified the answer using personal response #Brilliant#ALedchat
Q6: Which of the engaging qualities presented in The Cube do you believe to provide the strongest evidence of student thinking? Explain. #ALEdChat#PowerfulTaskDesign
A6: Learning with others-this requires Ss to interact with opinions other than their own or new information and adjust their original perception. #ALEdChat
A5: Produce, create, experiment --Ts must create a risk free environment for this to occur and foster a culture of learning from our mistakes #aledchat#powerfultaskdesign
And I have a relationship with almost any person who will allow me to explain my logic, my reasoning and my support for my ideas. If you say you see my logic, but want to change my answer, I may not want that relationship...it may feel disingenuous.
#ALedchat
A6: Emotional/intellectual safety. When students feel they are safe then they let their walls down and are willing to absorb what we are teaching. #UMedTECH#ALEdChat
A6: In Science, Synthesis typically shows the strongest evidence. Students are having to take what they’ve learned and use it to completely come up with their own solution to a problem and then implement that solution usually by creating something. #ALEdChat
Q6: Which of the engaging qualities presented in The Cube do you believe to provide the strongest evidence of student thinking? Explain. #ALEdChat#PowerfulTaskDesign
And I have a relationship with almost any person who will allow me to explain my logic, my reasoning and my support for my ideas. If you say you see my logic, but want to change my answer, I may not want that relationship...it may feel disingenuous.
#ALedchat
Produce/create/design - must provide Ss with tasks they are unable to do on their own so that meaningful collaboration is needed and authentic meaning is made. #ALedchat#powerfultaskdesign
A6: That's a tough one. I was wondering just today. When designing a task, should there be a must have engaging quality? I initially would say clear/modeled expectations. A student needs to know what success looks like. #PowerfulTaskDesign#aledchat
A6: So far in our learning, Personal Response has been powerful in engaging students at a deeper level as they personalize and apply their learning. It has been very doable for our teachers and has been a quick win in getting students to think at a deeper level. #ALedchat
A5 Control interests....power learning...in my environment, it's important for Ss to control their learning to gain a better understanding to be able to apply in real life situations. #ALEdChat#umedtech#edl577um
Q5: The authors of #PowerfulTaskDesign identify indicators describing how tech might be used by the learner (See Rubric). Which of these indicators (See Connected Learning - Tech) do you think is most powerful to the learner, and why? #ALEdChat
A6: personal response. This reminds me of a laboratory conclusion. Students construct a claim, evidence, and reasoning for their personal response(conclusion) in order to express knowledge learned throughout process. #ALEdChat
A6: Learning with others. This requires owning what you truly know and being able to defend what you know. It also includes listening and synthesizing ideas with others which strengthens what you know. #ALedchat#UMedTech#EDL577UM
Hey! Kehaulani Bohannon (coming in a little late...got caught up reading!) I teach 4th grade ELA/SS at Coldwater Elementary with Oxford City Schools. #ALEdChat
And I have a relationship with almost any person who will allow me to explain my logic, my reasoning and my support for my ideas. If you say you see my logic, but want to change my answer, I may not want that relationship...it may feel disingenuous.
#ALedchat
A5: Producing, experiment, design since when students must create or design (especially if they choose the product) they can take ownership of presenting their learning. #aledchat#UMedTech
A6: Learning with others. It allows them opportunities to share their understanding while hearing and analyzing others understanding. (If I can keep them on topic 😉) #ALEdChat#PowerfulTaskDesign
I also think a lot about the physical design of the classroom and how that can establish/promote a safe conversation space? How does the design say “we are a learning team and a community of risk-takers?” Any ideas? #ALedchat
A6: Personal response. I think the others are needed to create an environment conducive to student thinking, but personal response is the evidence. #ALedchat
A6- Choice leads to greater engagement and is a powerful way that we can help students take ownership. This in turn leads to greater motivation for Ss. #ALEDCHAT
A6 Personal response....it allow me to see how the student will use the info & be able to apply it. Application shows me their understanding of the content #ALEdChat#umedtech#edl577um
Q6: Which of the engaging qualities presented in The Cube do you believe to provide the strongest evidence of student thinking? Explain. #ALEdChat#PowerfulTaskDesign
A6: Authenticity. By making connections with learning that has meaning to them, Ss can put learning in their own words, use the learning in their personal lives & add to their learning in original ways, ways that are most important to them #ALedchat#UMedTech
Both learning with others and personal response used in conjunction with one another #aledchat “they do” & “you do” teachers can use both pieces of evidence to feed leaning forward
A6: Learning with Others is a missing piece that I see daily and is one of the number one traits that our business world is looking for in workers. I think you must be able to work collaboratively in order for your personal response to be a strength. #ALedchat
A6: Emotional/ Intellectual Safety. It has been proven that students are more likely to openly discuss , learn from one another, and grow when they feel comfortable and safe in a learning environment. #ALEdChat
Hey! Kehaulani Bohannon (coming in a little late...got caught up reading!) I teach 4th grade ELA/SS at Coldwater Elementary with Oxford City Schools. #ALEdChat
So true. I'll never forget when I first shared a draft of a poem I was writing with a class. It was a scary thing to do, but they saw me struggling and gave me amazing feedback. From then on, I always wrote with my students! We were learning together! #ALedchat
A1: my strength is probably engaging qualities. I think my weakness is probably questioning. Once we get a lesson going I find myself “stuck” sometimes. Preparation and planning helps, but you can’t always predict the lesson! #ALEdChat
Q1: Which domain of the Powerful Task Rubric is your strength as a task designer: cognitive demand, academic strategies, engaging qualities, questioning or technology? What is the connection between that domain and your weakest of the domains?
#ALEdChat#PowerfulTaskDesign
A5: As both a learner and an educator, I think that creation is the most powerful. I feel that we deeply understand something when we can take it, process it, and then utilize it to create something from our own perspective in our own way. #ALEdChat
FA: Someone commented how do we determine the rigor is the same for all students. Haven’t thought about this. What do I do to address this regardless for the task? #UMedTECH#ALEdChat
A6: Learning with Others is a missing piece that I see daily and is one of the number one traits that our business world is looking for in workers. I think you must be able to work collaboratively in order for your personal response to be a strength. #ALedchat
It's also important to create opportunities in small, collaborative groups, Ss are more comfortable and have greater opps for participation in structured small groups #ALedchat
FA: I want to reflect back on how it all fits together. Creating an engaging and rigorous learning environment that pushes students, gives them choice and ownership while also integrating tech that can take lessons to the next level. No biggy. 😳 #ALedchat
Q6: I agree with @ArmstrongDottye this is a tough one.... Choice provides opportunity to gain insight into a Ss thinking....based on their experiences and what connections they are making with the task #aledchat
FA: The importance of guiding our team to push through the rigor divide, coupled with working to ensure that our Ss are supported to reach the expectations of rigor successfully #aledchat
FA: Just reflecting on what I am asking students to do tomorrow and how hard I want them to think. Also still trying to find the magic "pill" or motivation that makes them more than consumers #aledchat
FA: In the midst of all the good questions, find the GREAT one. Allow time for the students to struggle. Have the students personally respond to things AND MAKE THE TIME to give them the feedback needed to take them to the next level. #ALedchat#PowerfulTaskDesign#CESLEAD
Not every single task that we implement with our students may be 100% perfect, but the productive struggle as educators with task building helps us provide our students with student centered instruction/learning. #ALEdChat
Learning with others is always a great route to take with students. Regardless of the task we can always learn something from someone else in a lesson. #ALedchat#UMedTech#EDL577UM
A2: I think it mostly depends on the task and topic. Sometimes I feel like great tasks are made, but they need just a little bump to cross the divide. BUT some topics and tasks require a CLEAN SLATE. #ALEdChat
Q2: Is it easier (or more accessible) to design for rigor by powering up a current task to push it across the rigor divide or to design a rigorous task from scratch with the standard to guide the design? #ALEdChat#PowerfulTaskDesign
A6: Learning with others. This is a great tool that Ss can use all of their life. They learn how to work with others as well as listening to others. #umedtech#ALedchat
A6: Emotional/ Intellectual Safety. It has been proven that students are more likely to openly discuss , learn from one another, and grow when they feel comfortable and safe in a learning environment. #ALEdChat
FA: Defintely thinking more about the Rigor Divide. Why am I asking them to do this? What can I do to push them to the next level and be creators and not just consumers of information. #ALedchat#UMEdTech
FA: Sharing this resource with colleagues and discussing these questions together. I think it will help us push in on one another - iron sharpens iron! #ALedchat
I think it’s important that this is transparent to our students. If they see has persevere through a “productive struggle” then they will be more likely to do the same. Modeling at its finest. #ALEdChat
Thank you for being part of the fastest hour on Twitter. Special thanks to @JohnAntonetti & @tstice for being our guest authors on #ALEdChat. We loved learning from and with you all tonight! #PowerfulTaskDesign
