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Week 1 Research Blog Post

In Chapter One of "Rigor by Design, Not Chance" by Karin Hess, the focus is on introducing the concept of deeper learning to the reader. This includes defining what deeper learning entails, how it functions, the actions that teachers should take to facilitate it, and addressing common misconceptions that educators often hold. As an educator, I found this chapter engaging and enlightening, as it shed light on the roles and responsibilities, I need to undertake to nurture deeper learning among my students. Hess emphasizes that deeper learning occurs when students actively engage with challenging tasks, prompting them to seek and acquire new knowledge, apply what they've learned, and use that knowledge as a foundation to construct new understanding. This perspective transforms the idea of students simply utilizing higher-level thinking into a more intricate process involving multiple steps to attain the objective of deeper learning. One particularly impactful point made by Hess while debunking misconceptions is centered around Lev Vygotsky's concept of the "zone of proximal development" (1978). According to this concept, when a challenge slightly surpasses a student's current level of independent mastery, collaborative efforts and discourse can bridge gaps in understanding, propelling the learning forward. I resonate with this notion and already apply it in my classroom by pairing students who naturally think deeply with those who may struggle in this aspect. This chapter has provided me with valuable insights on how to establish the foundational elements necessary for fostering deeper learning in my students.

    In my research, I sought an academic article that delves into the concept of establishing the groundwork for deeper learning in early elementary education. This article extensively explores the vital roles that caregivers and educators play in a child's growth and development. It offers insights into various aspects of a child's development, including the biological factors, ways to nurture cognitive growth, support for subject-area learning, strategies to bolster social and emotional development, and the cultivation of competencies among caregivers and educators. One noteworthy point that resonated with me in this article is the idea that "Educators can leverage children's expanding cognitive abilities to employ teaching methods reliant on children's independent discoveries, utilization of alternative inquiry strategies, and enhanced problem-solving persistence" (National Academies). By nurturing a child's innate curiosity and providing them with opportunities for self-discovery, we can initiate the process of deeper learning. This article effectively outlines the interconnected elements of a child's development that must be active to facilitate deeper learning.     Overall, both texts share a common theme regarding the pivotal role that educators play in fostering deeper learning among students. Rigor extends beyond students merely exceeding standard expectations or displaying diligence. It hinges on the expertise of a teacher who can guide students towards deeper comprehension while empowering them to take ownership of their individual learning journey.

References

Child development and early learning: A foundation for professional ... (n.d.). https://nap.nationalacademies.org/resource/19401/ProfKnowCompFINAL.pdf 

Hess, K. (2023). Rigor by design not change deeper thinking through actionable instruction and assessment. ARLINGTON VA.


Comments

  1. Dr. Beth Walsh-MoormanOctober 23, 2023 at 1:47 PM

    I like the focus on teacher moves, not students, but I would love to see you tie this back to the components Hess shares out. How do these connect?

    ReplyDelete
  2. Abby PlassardOctober 27, 2023 at 6:11 PM

    Katie,
    I found your analysis of the text very thought-provoking. Specifically, I resonated with the concept of actively engaging students in their own learning so that they can apply what they have learned. This prompted me to reflect on my own teaching. For example, in my district, we utilize the Fundations program for phonics instruction and intervention. This made me think about how students learn many different spelling patterns during Fundations instruction, but it is extremely important that students apply what they learn from Fundations instruction, to their own reading.
    Expanding on this idea, take this for example. It's helpful for students to know that there are many ways to make the long a sound (ai, ay, a-e), but in order to show they truly understand this concept, they need to apply it to their own reading of books.

    I also appreciated your analysis of the academic article. One concept that stood out to me was the importance of independent discovery and inquiry. Project-based learning is a great way to encourage student inquiry while also ensuring that they engage in content that is academically rigorous. By giving students the opportunity to engage in project-based learning, they are able to make independent discoveries that promote their own learning.

    -Abby Plassard

    ReplyDelete

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