Grant Wiggins – Page 2

How Student Work Models Make Rubrics More Effective

Without models of student work to validate and ground them, rubrics are often too vague for students to be useful.

Where should there be obligation and where should there be freedom in choice of pedagogy, models, and curriculum?

Good questions to guide teacher lesson plans should help move the teacher from ‘What will students do?’ to ‘How can I help them understand?”

The point of school is not to get good at school but to effectively parlay what we learned in school in other learning and in life.

“Coverage” is ultimately an egocentric delusion, a form of teacher blindness that because we teach it, students will get it & appreciate it.

To achieve understanding as an educator, you have to help students ‘by design’ come to realizations that they own and appreciate as insightful.

These are simple prompts that a teacher who has really thought through the course should be able to answer.

Inquiry by design, not mere teacher rhetorical questioning, makes an essential question come to life and go into depth.