“Tough verbs demand considered actions, verbs that challenge a learner to stretch and grow. Design, edit, decide, select, write, distinguish x from y, illustrate, organize, solve, resolve, and realign are examples of tough verbs. The verbs put learning to action immediately as the material is presented. Productive verbs produce for the learners—verbs such as list, design, compose, write, prepare, reorganize, select, develop, diagram, illustrate etc. These verbs produce, and the products are indicators of the learning that is taking place. With productive words at work, assessment of learning is immediate (52). The verb “discuss” does not result in a “product” of learning and therefore is avoided. A discussion can go on for hours and result in no clear evidence learning took place. In conclusion, the verbs selected as the engines of a learning task must fit who, the particular group of learners for whom the task is being designed. The concern for the appropriate verb signals respect for the learners (55). Verbiage for learning tasks varying from say a design for seniors as opposed to High School Seniors. Going back to the beginning of this summary, this reading assignment takes me back to the word of God and the importance, power and impact words have. What a great reminder to teach and learn in a method that motivates, promotes and empowers effective
“Tough verbs demand considered actions, verbs that challenge a learner to stretch and grow. Design, edit, decide, select, write, distinguish x from y, illustrate, organize, solve, resolve, and realign are examples of tough verbs. The verbs put learning to action immediately as the material is presented. Productive verbs produce for the learners—verbs such as list, design, compose, write, prepare, reorganize, select, develop, diagram, illustrate etc. These verbs produce, and the products are indicators of the learning that is taking place. With productive words at work, assessment of learning is immediate (52). The verb “discuss” does not result in a “product” of learning and therefore is avoided. A discussion can go on for hours and result in no clear evidence learning took place. In conclusion, the verbs selected as the engines of a learning task must fit who, the particular group of learners for whom the task is being designed. The concern for the appropriate verb signals respect for the learners (55). Verbiage for learning tasks varying from say a design for seniors as opposed to High School Seniors. Going back to the beginning of this summary, this reading assignment takes me back to the word of God and the importance, power and impact words have. What a great reminder to teach and learn in a method that motivates, promotes and empowers effective