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Tasks need to be difficult enough to stimulate thinking and a productive struggle but not too difficult as to discourage students.

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Promote thinking and trying to solve a problems by asking open ended questions applies some stress that, when done right, can promote deeper thinking and transfer of knowledge.

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Promote thinking and trying to solve a problems by asking open ended questions applies some stress that, when done right, can promote deeper thinking and transfer of knowledge.

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Need to make activities difficult enough that students don't get bored but within skill so they don't get frustrated

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The value of productive struggle in developing the skills necessary to put in effort and not succeeding right away, makes it easier to persist with challenges and approach more difficult topics

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Zone of Proximal Devel
opment

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What stood out to me was the idea of caring for students and not just caring about them especially when they are struggling with particular problems.

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What stood out to me was the idea of caring for students and not just caring about them especially when they are struggling with particular problems.

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I liked reading about the productive struggle and learning how the zone of proximal development can be re-named as the "zone of productive struggle."

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Build student confidence with increasingly difficult problems and appraisal of effort

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That when students are challenged by the questions they are asked, it promotes learning.

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That when students are challenged by the questions they are asked, it promotes learning.

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Having rich tasks that consider the student's interests and backgrounds is important. It is not enough to have one rich task that works for everyone. Students are more likely to engage in the productive struggle, if they are motivated by something relevant (I'm reminded of that aspiring mechanic being engaged in the car purchasing problem).

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When a group of students are in the zone of productive struggle, they feel better knowing other students don't quite understand the concept either. This allows the students to complete work more efficiently with a deeper understanding.

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I find it interesting that one of the 9 elements for building a thinking classroom is  "grouping needs to be frequent and visibly random" because I find that I work well in groups that I am comfortable with.

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The idea that students who did not struggle with the material may not have learned very much. Struggling to understand the material can lead to greater depth of understanding, as well as connection to other topics.