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How can I promote risk taking, questioning, and student engagement with many of my lower learners?

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When planning rich, small group tasks for the students, I often struggle with engaging my lowest learners in collaboration. They often take the backseat and follow the lead of the stronger students. They are generally not risk takers and will quietly participate in the activities with out bringing their own ideas to the table.

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Students should be intellectually active and have the ability to explore the nuances of various concepts. Tasks should not only be "hands-on", but "minds-on". Strategic engagement is not always tidy and often allows teachers to assess students and the individual level.

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How can I incorporate rich learning tasks and intellectual engagement in pre-written systematic interventions?

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I feel I am very strong at productive struggle.  My area of weakness is how to  ask divergent/convergent questions and facilitate discussions that are used to deepen student.

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Because I am an interventionist and usually follow specific scripted systematic interventions, there is not always a lot of opportunity for student "thinking." There's a lot of teacher modeling and repetitive "drill" work for the students. I'm looking for ways to promote active thinking and intellectual engagement.

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As an educator, I strive to presume competence in order to allow for productive struggle.  I feel as an educator this allows the students to feel responsible for their work and allows them the opportunity to demonstrate their learning at their level.

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It should also be noted that student engagement in learning does not always appear tidy; when students are wrestling with a new concept or making connections between new content and previously learned material, they may make a few false starts or pursue what turns out to be a dead end before making a course correction. It’s challenging for some teachers to allow their students to engage in this productive struggle, but the resulting understanding is satisfying to students, empowering them as learners and solidifying their comprehension.

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degree of student intellectual engagement is the answer to the question “Who’s doing the work?”

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Productive struggle results in student understanding and empowerment