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.
Putting It All Together
Putting It All Together
In Leaders of Their Own Learning (2014), Ron Berger, Leah Rugen, and Libby Woodfin write about “building a mindset of continuous improvement.” When we first began working together, we made it a priority to always seek descriptive feedback from colleagues as well as our learners. We know a mindset of continuous improvement is critical to our work. Today, we continue to revise our work—sometimes making significant changes, sometimes only minor tweaks, but always with improvement in mind.
Without reservation, our favorite part of the work we do is when we get to be in classrooms with teachers and students. This chapter is about what happens there, the tasks teachers design, and the students who are doing the work.