Effective Teaching and Planning

     Chapter 2 of Rigor by Design, Not Chance by Karin Hess focused on the importance of effective questioning. Teachers must abide by a few tips for effectively questioning, including waiting and thinking time, brainstorming without judgment, collective student response, and model thinking (Hess, 2023). With these tips, teachers can incorporate closed and open-ended questions in their actionable assessment cycle (Hess, 2023). Teachers must plan their questions according to the depth of knowledge (DOK) levels (Hess, 2023). Closed questioning usually develops foundational understanding, while open-ended questioning develops a deeper understanding (Hess, 2023). Each stage of the actionable assessment cycle incorporates different questioning techniques (Hess, 2023). The first stage’s goal is clarifying learning targets using open-ended questioning techniques to acquire interest and more questions (Hess, 2023). The second stage’s goal is activating background knowledge while...

     T he central theme throughout Chapter 1 of Rigor by Design, Not Chance by Karin Hess was how to develop a classroom framework where deeper learning is at the forefront. Deeper learning is achieved when students are engaged in their own learning. For students to take charge of their own learning, teachers must help students develop college-career-readiness (CCR) skills. These skills include communication, critical thinking, study and organizational skills, metacognition and reflection, academic perseverance, transfer, disciplined inquiry, elaborated communication, and creative-productive thinking (Hess, 2023). Additionally, teachers must help students build mental schemas to build off of their prior connections (Hess, 2023). Another roadblock in education is the many misconceptions about rigor and deeper learning. Thus, teachers must understand the need for more clarity about the depth of knowledge levels and rigor. Crucially, all levels of depth of knowledge are equa...