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I like to provide a range of tasks and let students choose a task that feels like a good fit for them.
This way a student can feel unique and talented.

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Teachers need to be comfortable with the learning process getting messy. It's not a tidy process.

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Teaching the students how to think is a challenge for some. 

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Teaching the students how to think is a challenge for some. 

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Finding the "just right" engagement level to meet the needs of all students is a challenging undertaking for teachers.

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Finding the "just right" engagement level to meet the needs of all students is a challenging undertaking for teachers.

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A task might be hands on, but in order to qualify as intellectual engagement, it must be minds on. 

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A task might be hands on, but in order to qualify as intellectual engagement, it must be minds on. 

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Discussion or student activity are not always "engaging" (although we are often taught to look for or provide that as "proof") Mental activity and the planning behind it also count for student engagement.

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Discussion or student activity are not always "engaging" (although we are often taught to look for or provide that as "proof") Mental activity and the planning behind it also count for student engagement.

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There's value in putting stock in what is tried, true, and effective for engagement even if it may not look as flashy as other activities in the building.

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Discussions should be animated. Recitation is not as effective as convergent and divergent discussion questions.

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Discussions should be animated. Recitation is not as effective as convergent and divergent discussion questions.

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This has been at the heart of the lessons I plan: "A task in and of itself is not rigorous or routine; what makes it rigorous or routine is the interplay between the demands of the task, complexity of the text, and the current abilities of the student." (Rich Learning Tasks, par. 1)

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This has been at the heart of the lessons I plan: "A task in and of itself is not rigorous or routine; what makes it rigorous or routine is the interplay between the demands of the task, complexity of the text, and the current abilities of the student." (Rich Learning Tasks, par. 1)

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So, the challenge is to design lessons with a "low bar and a high ceiling".

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we are thinking and working to hard as teachers and need to turn the thinking and working into the hands of our students.

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we are thinking and working to hard as teachers and need to turn the thinking and working into the hands of our students.

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"Intellectual engagement is not the same as being busy" (P1, p2). 

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"Intellectual engagement is not the same as being busy" (P1, p2). 

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Tasks must not be hands-on but ""minds-on" (P1, p2).
"Who's doing the thinking?" (P1, p3).

We're looking at thinking and reaching deeper levels that make the students have to expand their comfort levels.

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It states in the article that lessons in which students are engaged have a clear beginning, middle, and end.  In my classroom, I found this to be true.  My well-planned lessons that have connections to previous lessons encourages greater engagement.

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It can feel risky to allow "messy" learning...to let go for students to struggle. But, I've noticed deeper learning when I get out of their way.

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I think I am deceived into believing movement and being on task is the same thing as engagement. Intellectual engagement can look so different depending on the task.

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Students will show true intellectual engagement when they take control of their own learning.

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Students will show true intellectual engagement when they take control of their own learning.

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I think it is important to know that an engaging lesson in literacy continues to return to the same text again and again for numerous reasons.

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I think it is important to know that an engaging lesson in literacy continues to return to the same text again and again for numerous reasons.

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Human beings desire control and want to understand their environment. 

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Human beings desire control and want to understand their environment. 

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Hello!

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Reading this selection definitely validated the importance of using social studies as a springboard to engage students in a variety of text reading.  I k

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Reading this selection definitely validated the importance of using social studies as a springboard to engage students in a variety of text reading.  I k

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I liked the idea of students doing the work and more importantly, doing the thinking.

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I liked the idea of students doing the work and more importantly, doing the thinking.

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Getting the students to the "minds-on" and get them to the point of "who's doing the thinking" is a key component to student engagement. I want to keep getting students to this point.

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Student engagement is at its height when students "do the work" and are performing challenging cognitive tasks while being metacognitive in their discussions.

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Student engagement is at its height when students "do the work" and are performing challenging cognitive tasks while being metacognitive in their discussions.

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The "Who's ding the thinking?" and "Who's doing the work?" piece is something I want to bring with me into the rest of the year and next year.