[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642229-105":59,"doc-detail-642229-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","04-activating-hard-thinking-summary-of-dimension-4-elements-of-dimension-4","04 Activating hard thinking - Summary of Dimension 4 - Elements of Dimension 4","","The text outlines Dimension 4 of great teaching, focusing on how to activate students’ hard thinking about material they must learn. It explains why this is also one of the most difficult parts of the job to judge, given learning is invisible, slow, and non-linear. Six elements are summarized: structuring, explaining, questioning, interacting, embedding, and activating, detailing practical strategies for planning tasks, communicating ideas, eliciting thinking, responding with feedback, and building independent regulation.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/04-activating-hard-thinking-summary-of-dimension-4-elements-of-dimension-4/642229/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/04-activating-hard-thinking-summary-of-dimension-4-elements-of-dimension-4/642229.png","ImageObject",300,407,{"name":92,"@type":93},"Lucas Martin","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why is Dimension 4 described as the heart of great teaching?","Question",{"text":111,"@type":112},"It emphasizes getting students to think hard about the material they need to learn, making learning goals concrete through instruction that drives active thinking.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What are the six elements of Dimension 4?",{"text":116,"@type":112},"They are structuring, explaining, questioning, interacting, embedding, and activating.",{"name":118,"@type":109,"acceptedAnswer":119},"How does structuring help ensure students succeed at the required level?",{"text":120,"@type":112},"It uses an appropriate sequence of tasks, signals objectives and progress, scaffolds to make tasks accessible, and gradually removes support so learners can succeed independently.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},642229,1792768718,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},8796095360427,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","04 Activating hard thinking  \nGreat teachers present content,  \nactivities and interactions  \nthat activate their students’ thinking  \nIn many ways, Dimension 4 represents the heart of great teaching: getting students to think hard about the material you want them to learn. It may also be the hardest part of the job to learn, partly because it is rare to get reliable feedback about whether it is working: student learning is invisible, slow and non-linear, so how can we tell if it is happening?  \nGreat Teaching Toolkit Evidence Review | 30  \nSummary of Dimension 4  \nElements of Dimension 4  \n4.1 Structuring: giving students an appropriate sequence of learning tasks; signalling learning objectives, rationale, overview, key ideas and stages of progress; matching tasks to learners’ needs and readiness; scaffolding and supporting to make tasks accessible to all, but gradually removing them so that all students succeed at the required level  \n4.2 Explaining: presenting and communicating new ideas clearly, with concise, appropriate, engaging explanations; connecting new ideas to what has previously been learnt (and re-activating/checking prior knowledge); using examples (and non-examples) appropriately to help learners understand and build connections; modelling/ demonstrating new skills or procedures with appropriate scaffolding and challenge; using worked/part-worked examples  \n4.3 Questioning: using questions and dialogue to promote elaboration and connected, flexible thinking among learners (e.g., ‘Why?’,‘Compare’, etc. ); using questions to elicit student thinking; getting responses from all students; using high-quality assessment to evidence learning; interpreting, communicating and responding to assessment evidence appropriately  \n4.4 Interacting: responding appropriately to feedback from students about their thinking/knowledge/understanding; giving students actionable feedback to guide their learning  \n4.5 Embedding: giving students tasks that embed and reinforce learning; requiring them to practise until learning is fluent and secure; ensuring that once-learnt material is reviewed/revisited to prevent forgetting  \n4.6 Activating: helping students to plan, regulate and monitor their own learning; progressing appropriately from structured to more independent learning as students develop knowledge and expertise  \nPartly because this fourth dimension is so complex, there seems to be a wide range of different ways to present it in different existing frameworks. We have split it into six elements here, though the total weight of content in this dimension means they are each quite broad and inevitably overlapping. It seems likely that when we start to develop instruments to give teachers feedback about their development, some further splitting may be required. Our six elements are: structuring, explaining, questioning, interacting, embedding and activating.  \nGreat Teaching Toolkit Evidence Review | 31  \n1  \n2  \nStructuring refers to the choice, matching and sequencing of learning tasks and signalling how they contribute to learning goals. Great teachers share learning aims with their students in ways that help students to understand what success looks like. This does not mean simply writing out lesson objectives or (worse still) getting students to copy them down. Abstract statements of learning aims may be useful but are certainly not enough. To specify learning aims properly, teachers also need to have examples of the kinds of problems, tasks and questions learners will be able to do, as well as examples of work that demonstrates them, with a clear story about how and why each piece of work meets each aim. Great teachers also help students to understand why a particular activity is taking place and how current learning fits into a wider structure. They draw attention to key ideas and signal transitions between activities that focus on different parts of the journey.  \nA component of structuring is the selection of learning tasks","cbCaipOH6evh2fVv","https://ap.wps.com/l/cbCaipOH6evh2fVv","pdf",286011,11,"English","# Summary of Dimension 4\n## Elements of Dimension 4\n## Structuring\n## Explaining","[{\"question\":\"Why is Dimension 4 described as the heart of great teaching?\",\"answer\":\"It emphasizes getting students to think hard about the material they need to learn, making learning goals concrete through instruction that drives active thinking.\"},{\"question\":\"What are the six elements of Dimension 4?\",\"answer\":\"They are structuring, explaining, questioning, interacting, embedding, and activating.\"},{\"question\":\"How does structuring help ensure students succeed at the required level?\",\"answer\":\"It uses an appropriate sequence of tasks, signals objectives and progress, scaffolds to make tasks accessible, and gradually removes support so learners can succeed independently.\"}]","04 Activating hard thinking - Summary of Dimension 4 - Elements of Dimension 4 | PDF",1792721657,28]