Often when planning instruction we are asked to state our goal, intention or outcome. This focuses our instructional and assessment efforts, and when properly conveyed to learners, it enables them to understand where things are heading and what might count in terms of a mark or grade. The growing popularity of authentic, real-world assessment tasks reflects our attempts to focus student effort on learning how to do the sorts of things they will need to do in their chosen careers. But as time goes on and we gain more experience teaching, we come to understand that the skills required to produce those real-world products are often hidden. Those skills may include critical or creative thinking, sense-making, cross-cultural competency, social intelligence, cognitive load management and virtual collaboration - to name just a few. So we begin to realize that not all learning can be captured by our often narrowly stated intentions.
Encouraging Students to Ask Questions
Innovative Ways to Prevent Conflict in Student Groups
Using Bloom’s Taxonomy as a Framework for Student-led Discussions
Five Guidelines for Teaching with Transfer in Mind
Progress Report Journal