Into the Classroom

Pupils Working with Rich Tasks – The Teacher’s Role

One key feature of working with Rich Tasks is that pupils should be encouraged to make decisions for themselves as to how they go about solving a problem. The class teacher needs to establish ground rules whereby pupils understand what to do when faced with a problem and particularly when stuck.

Ground rules (pupils working with Rich Tasks)

Group Work

Here are some suggestions for ‘ground rules’ for pupils to use as they work in groups. (They are taken from the Bowland Maths CPD material.)

Maybe you could involve your class in drawing up a similar list.

These could be displayed and will need to be reinforced over time.

Ground rules for pupil-pupil discussion

Ground Rules for pupils- display

Pupils can be involved in monitoring how well they have applied the ground rules, and this could be used as a metacognitive plenary

this is how we worked in groups (card set)

Working together (pupil checklist)

To facilitate group work, it may be helpful to consider the arrangement of furniture.

classroom layout

1 Response to Into the Classroom

  • Graham Macphail

    Sun 31st, 2010 @ 10:17am

    I have just stumbled across you site. I like the into the classroom section.

    Currently I am researching a pedagogical approach called Hooked on Thinking that uses the SOLO Taxonomy (Biggs and Collis 1982), as a model of learning. I think that ‘rich tasks’ could be discussed within mathematics departments using the SOLO Taxonomy as a tool to unpack the learning that takes place and identify where pupils made connections and the level of complexity of those connections. An example of SOLO can be found on youtube. I am looking to network with other teachers who are interested in using this or similar models to connect the science of learning with the art of teaching.

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