Raena Willett

CH. 6: ENGAGE STUDENTS IN METACOGNITION AND REFLECTION   If I had to choose 1 standout takeaway from Chapter 6 of  Rigor by Design,  it would be simple: ENGAGEMENT IS KEY.    Though I am not yet an official teacher, I still have many field experiences. I have both seen plenty of instruction and given plenty of instruction. I have seen students absolutely unengaged, thinking in the back of their minds how they would rather be anywhere else in the world at that moment in time other than the classroom, but I have also seen the exact opposite effect where students are  upset  by the lesson closing because they were so unengaged. I have felt this exact way as well in the variety of educational settings I have been in throughout the years, and it’s very puzzling to think about.   Sometimes, we wake up on the wrong side of the bed. Sometimes, the holidays are just around the corner. Sometimes, our brains are so stressed that we can’t settle down for even...

CHAPTER 5: Designing Complex Tasks In Chapter 5, Hess dives into  complex tasks.  So far, she has gone through the steps involved in formulating schemas, thinking through strategic scaffolding, and asking a series of probing questions. These are all wonderful pieces of a tiered approach to designing complex tasks. Hess continues her talk about the value of creating complex tasks by introducing the concept of  PBAs  (performance-based assessments),  near transfer , and  far transfer - and how they all relate to each other. First of all, what are PBAs, and what is the big deal? According to Hess, PBAs “demonstrate evidence of proficiency by creating authentic products of learning, such as designing a website, participating in a debate, or producing art” (p. 43). These aren’t your stereotypical  tests  that you might have grown up stressing about as a kid;   These are chances for students to engage in practical interactions with classmates, the ...

In chapter 4 of   Rigor by Design, Not Chance,  Karin Hess dives into scaffolding. She first and foremost breaks down the misconception that scaffolding and differentiation are the same thing- spoiler alert- they certainly are not! Differentiation is varying class content and assignments, typically offering choice and incorporating different aspects of UDL (Universal Design for Learning) in your instruction. Don’t get me wrong- differentiation is   important  for developing well-rounded learners. It keeps them engaged and typically utilizes multi-sensory approaches to deliver the same content in various means. However,   scaffolding  is just as important, if not more so! Here is why:   As a rising special educator, scaffolding is my bread and butter! Above is an image that you’ve probably seen before. It illustrates three people trying to watch a baseball game. In the first image, they are all given the exact same resources, but you will notice that th...