How can educators use technology to increase students’ engagement in activities essential to rigorous learning? What are the most effective tools for analyzing, designing, and refining those tasks of learning? And finally, how can we increase the cognitive rigor and thoughtful integration of technology into learning tasks, in order to better prepare students for college and beyond?
In Powerful Task Design, these questions and more will be answered, as you get to know the Powerful Task Rubric for Designing Student Work. Applicable for educators across all disciplines and grade levels, you’ll use the tool to analyze, design, and refine cognitively engaging tasks of learning. This guide will help you
- Explore and use the Powerful Task Rubric piece-by-piece in an easily digestible format to help you delve into the tool’s design components.
- Use technology to complete interactive tasks, and understand first-hand how technology is a critical design component in student task design that brings about more profound and relevant learning.
- Identify opportunities for creating powerful tasks in the areas of engagement, academic strategies, questions, and cognition.
- Supplement your task design arsenal with tools like the Diagnostic Instrument to Analyze Learning (DIAL).
This must-have resource brings together the research and strategies educators need to design engaging, powerful learning tasks. Student performance has a direct correlation to the power of the learning task - this book will help you positively impact both.
|A Task Is a Task|
|Task Predicts Performance|
|The Design Components of a Task|
|Technology in a Working Model, or When Terri Met Sally (Ahem, John)|
|The Powerful Task Rubric for Designing Student Work|
|One Content, Five Tasks|
|Where Was the Power?|
|The Qualities of Engagement|
|Interaction as Engagement|
|A Task Is Powered Up|
|It Starts on the Playground|
|Strategies of Personal Response|
|Identifying Similarities and Differences|
|Summarizing and Note-Making|
|Note-Taking Becomes Note-Making|
|Reflection in Note-Making|
|Generating and Testing Hypotheses|
|Reflection and Closure|
|Where Does a Question Come From?|
|Where Do Teacher Questions Come From?|
|How to Open a Question|
|Technology and Questions|
|Learning Through Accepting Meaning|
|Thinking and Making Meaning|
|Making Meaning on Top of Meaning|
|Sliding Across the Cognitive Continua: A Hierarchy, Not a Sequence|
|Math Cognition and the Task Rubric|
|Encoding and Memory|
|The Diagnostic Instrument to Analyze Learning|
|Premises and Research Behind the DIAL|
|Using the DIAL|
|Three DIAL Implementations|
|Tips for the Tool|