- create a sense of awe and wonder
- have a strong emotional impact on our learners
- provide opportunities for deep discussion and debate
- inspire and motivate students to take action and want to know more
- draw out the big ideas/themes in a unit
- help teachers and students to co-construct learning from the start of a unit
Although I understand what a good provocation is, I recently challenged myself to better articulate what I truly believe makes up a rich and meaningful provocation. I spent a few hours really thinking my way through different considerations I have when designing provocations. In order to do this more effectively, I decided to create a 'provocations design' rubric that zeroes in on important criteria related to designing effective provocations.
I rarely like to take a stance on things as I like to remain open to new ideas. However, I found that taking a stance on what I believe to be the key building blocks to designing a rich and meaningful provocation helped me to clarify my own thinking. As I was giving a presentation to teachers on the power of provocations, I thought that including this rubric in the workshop would be a good way to stimulate discussion related to what they think makes up a good provocation.
I'd like to share this rubric with you. I hope that, at minimum, it challenges you to think about the provocations that you use and how these provocations can be refined in order to deepen student learning in your classes. Feel free to share any thoughts below in the comment box. You can agree, disagree or think it is complete nonsense. All that I ask is that you share your honest thoughts and feedback. I've included a PDF link for you to download this rubric if you'd like. Thanks!