ABSTRACT
Up to now the author has been attempting to present the case for engaging our students in the highest levels of intellectual challenge, called 'authentic work', and 'problem-based learning'. Students thinking at highest intellectual levels. Setting our own goals for achievement. Imaginative thinking beyond the boundaries. Authentic work reflecting what adults do in the world. Students making choices about what and how to learn. Modeling of teacher behaviors as well as instructional practices. Rigorous assessments of students' growth over time from pre and summative assessments. Imaginative thinking beyond the boundaries. Authentic work reflecting what adults do in the world. Students making choices about what and how to learn. Peer tutoring and sharing. There is much for each of us to learn from visiting classrooms in science, math and social studies, a practice we know can enhance our own instructional confidence and expertise.
