Learning from a Felt Need

Traditionally we have asked students to learn skills and concepts before they understand the reason or purpose to learn them. If we present students with a problem as a context for students to apply skills, we can create a felt need in them to learn the skills and concepts.

"It can be easier just to present content to students; however, it is unlikely that they will remember it past the test, if that far. When students experience a felt need to learn, and they are provided with just-in-time instruction, they retain that learning."

Dr. Nancy Sulla - Students Taking Charge

Reflection Questions:

Think of the skills that you are most proficient with - give an example of a skill and your felt need to learn it.

When have you created a felt need in your students? How did it change their engagement with learning?

High Academic Standards

"Students can accomplish amazing things when faced with high expectations and instructional supports - the two go hand-in-hand. Raising academic rigor will only result in more failure if students are not provided with the support to achieve at high levels. Teachers must overcome the tendency to teach to the level of the lowest-performing students and, instead, teach to a high level and help all students reach that level through differentiated opportunities to learn."

Dr. Nancy Sulla - Students Taking Charge

Watch this video to see one way that High Academic Standards can be achieved.

Edutopia Video - Teaching with High Academic Standards

Reflection Questions:

How do you set high expectations for all of your students?

What are your most effective strategies for helping students meet the high expectations you set for them?

Higher-Order, Open-Ended Thinking

"While it is true that one must master lower levels of Bloom's Taxonomy before achieving the higher, attempting to build higher-order skills creates a felt need for the lower order. Deciding where to build an airport requires skills of map reading, graph reading, research, and more. Devising a plan for a bio dome on the moon requires concepts and skills related to ecosystems and living things."

Dr. Nancy Sulla - Students Taking Charge

Reflection Questions:

When have students had opportunities to engage with higher-order thinking skills in your classroom?

What difference does an open-ended question make to student thinking?