![]() ![]() ![]() Dan Willingham (2009) has provided an excellent argument for not thinking in this way. Many times, teachers look for the interesting beginning to a lesson – for the hook, and the motivating question. The suggestion in this chapter is to start lessons with helping students to understand the intention of the lesson and showing them what success might look like at the end. ![]() The need is to engage students in this same challenging and demanding task. Van den Bergh, Ros, and Beijaard (2010: 3) describe the task thus: Fostering active learning seems a very challenging and demanding task for teachers, requiring knowledge of students’ learning processes, skills in providing guidance and feedback and classroom management. If students are to become active evaluators of their own progress, teachers must provide the students with appropriate feedback so that they can engage in this task. This includes evaluating their own progress, being more responsible for their learning, and being involved with peers in learning together about gains in learning. “The aim is to get the students actively involved in seeking this evidence: their role is not simply to do tasks as decided by teachers, but to actively manage and understand their learning gains. ![]()
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