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„Task Culture: Are my students engaging in the right things at the right time?“

„Task Culture: Are my students engaging in the right things at the right time?“. Tanja Westfall-Greiter Center for Learning Schools, University of Innsbruck Schlierbach 11-13 June 2014. Aus den Teilen kann ich erst dann ein Ganzes bauen, wenn ich das Ganze begreife.

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„Task Culture: Are my students engaging in the right things at the right time?“

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  1. „Task Culture: Are mystudentsengaging in therightthings at theright time?“ Tanja Westfall-Greiter Center for Learning Schools, University of Innsbruck Schlierbach 11-13 June 2014

  2. Aus den Teilen kann ich erst dann ein Ganzes bauen, wenn ich das Ganze begreife.

  3. The „TwinSins“ in Instruction • activity-focusedteaching • coverage-focusedteaching withnoclearintellectualgoals.

  4. „activity-focused“ „Apple Project“

  5. „Neithercaseprovides an adequateanswertothekeyquestions at theheartofeffectivelearning: Whatisimportanthere? Whatisthepoint?“ (Wiggins & McTighe, Understanding by Design, 2006, p. 3)

  6. Von Laura Bergmann(Forumeintrag von 11.6.14) „Ich glaube, wir dürfen auch nicht übersehen, dass die meisten von uns Lehrern noch Neulinge im Bereich der Kompetenzmessung - wie sie jetzt stattfinden sollte - sind. Unsere Aufgabenstellungen sind nicht getestet und manchmal auch einfach nicht gut geeignet oder zu unklar in der Aufgabenstellung. In diesem Fall haben die Schüler gar nicht die Chance ihre Kompetenz zu zeigen.“

  7. Think – Pair • List thetasksyouhaveset in therecentpastforyourstudents in a particularclass. Think about in-classworkaswellashomework. • Exchange with a colleague. How do thetaskssupportstudents in achievingthebiggoals?

  8. Paradigmenwechsel in der Aufgabenkultur von Stofforientierung zu Kompetenzorientierung von richtig/falsch zu mehr oder weniger gut von Schwierigkeit zu Komplexität von Bescheid wissen zu Verstehen/Begreifen Ziel: Sog durch hohen Anspruch + Halt durch Förderung

  9. Praxiseinblicke von Veronika Weiskopf-Pranter • Aufgaben machen etwas…. • Was ist der Punkt? Wozu? • Anstatt!

  10. Belegstück InnovativEnglisch, 5. SchulstufeVeronika Weiskopf-Prantner, NMS-Landeck

  11. Eine Aufgabe macht etwas mit einer Schülerin/einem Schüler und mit mir als Lehrperson • BeforeyoureadHowhaslifechangedsincethe 1930s? List yourideas. Think aboutfamily, travel, school. • After youreadChoosethestoryyou like bestandwrite a responseto it.

  12. Johannas response The storymademeangry. I thinkit was not fair oftheteachertosaysomethingthatshecouldn’tprove. That was mean. Today itisbetterthan in the „goodolddays“, becausechildrenareallowedtotalk back, iftheteacheriswrong.Someteacherstreatchildren like theyarenothing. Theygivethemthefeelingthattheyare not important. Ifthechildrendon’tshowgrown-upsrespect, theyget a punishment. But ifthegrown-upsdon’tshowchildrenrespect, nothinghappens.

  13. Johannas response In my opinion some adults think they are better, just because they are taller and older.I think the world would be better, if everyone would have the same rights. No one is more important than the other one. I understand that the boy in the story didn’t want to do anything special for school again. He must felt really bad. But he should try to do his best in every subject. Mrs. Vernon, he should give her a piece of his mind.

  14. Johannas response I thinklife in the „goodolddays“ was oftenhard. But nowadaysitissometimes not easy, too.Weshouldalwaysthink positive, becausethatisthebestwayto all problemswemeet in life. • Welcher Bereich (Webb)? • Welche response löst Johannas responseaus? • Was steht zwischen den Zeilen? • Welche (Schul-)Beziehungskultur?

  15. Arbeitsphase: zur Zweit in einem Fach (60 Min) • Themamöglichstpraxisrelevantauswählen. • Lernzieledefinieren. • Anspruch der Aufgaben von den Lernzielenableiten. • Leistungsaufgabe + Kriterienskizzieren. • Aufgaben in benachbartenBereichennach Webb erstellen. • Falls Zeit: Lernprozess (Zeit, Inhalte, Aufgaben) skizzieren.

  16. Without a doubt… • School effectivenessresearchisunequivocal: High expectationsleadto high results. • The artof task-setting iskey: Performance tasksthatmakecompetencevisibleare open, authenticand/orcomplex. • Characteristicsofperformancetasks:action-oriented, situated, alignedtoassessmentgoals. • Characteristicsofengagingtasks:respectful, rigorousand relevant.

  17. The roleofteacherbeliefs in practice

  18. TeacherBeliefs: AgreeorDisagree? • Intelligence is dynamic rather than static, plural rather than singular. • Human capacity is malleable; the sky is the limit. • We probably underestimate the capacity of every child as a learner. • Each student should be actively involved in making sense of the world around them through the lenses we call “the disciplines.” • All students require respectful, powerful and engaging schoolwork to develop their individual capacities. • A central goal of school is to foster students’ development so that they become fulfilled and productive members of society. • Learning and development involves competing against oneself to grow and make progress. • Teachers and other adults need to help children and youth accept responsibility for their own growth and progress.

  19. Involvement vs. Engagement • Involvementincludes participation, interest and connecting with the work/task. • Engagement includes a deeper level of involvement, a sense of ownership of the work/task, understanding of relevance and more sustained learning. • Core Ideas: • Students can be involved but not engaged. • Students cannot be be engaged without involvement.

  20. John Hattie on thetaskofteachers It‘s not aboutfulfilling potential, it‘saboutexceedingpotential!

  21. What‘sthepoint? Teachers need to examine if their required student work and activities are keeping students engaged in activity or engaged in learning. Not all activities help students  learn.  Understanding Webb's Depth of Knowledge (DOK) provides teachers with another tool as they plan instruction and assessments with a focus on rigor and relevance.https://sites.google.com/a/bay.k12.fl.us/power-curriculum-test/webb-dok-resources

  22. Whatiscomplexity? Complexity refers to the cognitive demand of a task: • The type of thinking required of students to successfully solve the task. • The way students deal with content.

  23. Webbs Modell „DepthsofKnowledge“

  24. Complexity ≠ Difficulty! Difficultyreferstothefrequencyofcorrectanswers. Example: • Whendid WWI begin?Ifmanystudentscananswerthisquestionquicklyandcorrectly, thenit‘s easy. • On whatday?Iffewstudentscananswerthisquestionquicklyandcorrectly, thenit‘sdifficult. BOTH questionssetthe same cognitivedemand!

  25. Denkpause Analyzethetasks in yourlist. What Webb areasarethey?

  26. Hilfsmittel für Aufgabenstellung von Wiggins & McTighe • Situiert • Handlungsorientiert • Authentisch

  27. Beispiel

  28. Sind komplexe Aufgaben für alle? JA! Komplexe Aufgaben fördern und fördern das Denken. Sie eignen sich als Einstieg zum neuen Thema, weil sie ein Problem darstellen, dessen Lösung angestrebt werden kann. Komplexe Aufgabe fungieren als Zielbild für Lern- und Lehrprozesse und sind nötig, um das gesamte Leistungsspektrum bei der Leistungsfeststellung sichtbar zu machen.

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