Language Magazine – Douglas Fisher and Nancy Frey
“When students are encountering complex texts, they need to know what they are supposed to be learning. When students know what they are learning, they are more likely to learn it—and they are more likely to engage in the work required to learn. They set goals and monitor their own progress when they accept the challenge of learning. Reading complex texts is hard, and without clarity about why we are doing this, far too many students give up. They do not allocate cognitive resources to the task at hand because they do not know what they are supposed to learn or why they are learning it. Teachers have to invite students into the experience by providing clarity about the learning expectations. To our thinking, students should be able to answer three questions every day, for every lesson:” (more)