How can educators use technology to increase students’ engagement in activities essential to rigorous learning? What are the most effective tools for analyzing, designing, and refining those tasks of learning? And finally, how can we increase the cognitive rigor and thoughtful integration of technology into learning tasks, in order to better prepare students for college and beyond? In Powerful Task Design, these questions and more will be answered, as you get to know the Powerful Task Rubric for Designing Student Work. Applicable for educators across all disciplines and grade levels, you’ll use the tool to analyze, design, and refine cognitively engaging tasks of learning. This guide will help you • Explore and use the Powerful Task Rubric piece-by-piece in an easily digestible format to help you delve into the tool’s design components. • Use technology to complete interactive tasks, and understand first-hand how technology is a critical design component in student task design that brings about more profound and relevant learning. • Identify opportunities for creating powerful tasks in the areas of engagement, academic strategies, questions, and cognition. • Supplement your task design arsenal with tools like the Diagnostic Instrument to Analyze Learning (DIAL). This must-have resource brings together the research and strategies educators need to design engaging, powerful learning tasks. Student performance has a direct correlation to the power of the learning task - this book will help you positively impact both.

The Work of School

The Work of School

Kerry, a first grader in southern California, once shared with us his definition of school: “It’s a place where you come and they make you do stuff so you’ll learn.”

We like this definition of school. It is simple, yet profound. Most important, the definition comes from a student perspective, rather than the teacher’s perspective. And yet, our first grader recognizes that the basic structure of first grade consists of three parts that we, as teachers, must also distinguish.

  • “A place where you come and they . . . ” Teachers
  • “. . . make you . . . ” Students
  • “. . . do stuff so you will learn.” Content

While Kerry was figuring out school in California, another group on the East Coast ...

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