Openly Take Intellectual Risks

Students share thoughts and ideas openly and appropriately through verbal, written, or other expressions, and are unafraid to make an informed guess based on past learning. To do this, teachers believe that all learners differ in the ways that they navigate a learning environment and express what they know. There is not one means of action and expression that will be optimal for all learners; therefore, providing options for action and expression is essential. (Adapted from CAST, 2022)

RANDA Connections: IIB, IIC, IIIA, IIIB

What the Research Says...

Creating Spaces for Risk: The case for redefining "failure" in order to promote student risk-taking.
Children Learn Best When They Feel Safe and Valued: This article shows how taking intellectual risks is an essential part of an inclusive, supportive, and healthy culture.

Coaching to Openly Take Intellectual Risks...

In order to develop a teacher's capacity to support students to Openly Take Intellectual Risks, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.

The following resources align with the continuum:

Creating Space for Students to Share Thoughts and Ideas
- Thinking Routines (Project Zero)
- Kagan Cooperative Learning: Quick Reference
Helping Students Take Informed Risks
- A Classroom Full of Risk-Takers (Edutopia)
- Ten Ways to Foster Academic Risk-Taking (Impactful PBL)

Related Teacher Practices, Student Actions, and Classroom Interactions...

Connection to District-Wide Professional Learning

The indicator "Openly Take Intellectual Risks" supports teachers' ability to create safe conditions for students to make mistakes. This practice is critical for student discourse where students are asked to given the opportunity to make meaning, clarify, justify, or revise their thinking. The teacher must provide structures and supports that cultivate this sense of safety for all students. Additionally a teacher must model and build the capacity for students to monitor their learning, through asking questions, naming misconceptions, or identifying next steps.