Part 1 of this post spoke about the importance of designing learning tasks that put the onus of the 'work of learning' on the student. This second and concluding part proposes 5 principles of designing powerful learning tasks and elaborates on them. Stimulating ‘Stimulating’ is a subjective word- what some find interesting, others may not. Yet, most students find developmentally appropriate challenges stimulating, when they have to produce something, solve a puzzle or engage

“Never work harder than your students”- Title of Book by Robyn Jackson Role of the teacher and the student It is obvious that learning involves work and unless children work at it, they will not learn. It often appears that students are indeed working- listening to the teacher speak, answering a question, conducting an experiment, taking down notes etc. If we look closely though, we find that a lot of the listening is passive, the questions being answered are ones they alread

Dr. Paula Olszewski-Kubilius is the director of the Center for Talent Development at Northwestern University and a Professor in the School of Education and Social Policy. Over the past 30 years, she has created programs for all kinds of gifted learners (from Pre-K to Grade 12!), and has researched and written extensively on issues related to talent development. She is the immediate past president of the National Association for Gifted Children (NAGC), from who she has receive