Working the Problem: Rhetorical Thinking and the Design Process

By Jennifer Fletcher NOTE: This post first appeared on the Stenhouse Blog. What do you do when you don’t know what to do? This question has become a guiding line of inquiry in my work as a teacher these days. For both me and my students, the ability to respond effectively to novel challenges hasContinue reading “Working the Problem: Rhetorical Thinking and the Design Process”

Scaffolding for Independence (and Avoiding Acronym Overload)

Scaffolds are temporary structures intended to support and extend learning and move novices toward mastery. Effective scaffolds don’t substitute a simpler task for a more complex one; they support students in developing the procedural and conceptual knowledge that enables them to grapple with complexity. Over-scaffolding, on the other hand, undermines students’ autonomy by telling studentsContinue reading “Scaffolding for Independence (and Avoiding Acronym Overload)”