1 / 12

Increasing the cognitive demand in the classroom Rachel Linney Aoife Kelly

Increasing the cognitive demand in the classroom Rachel Linney Aoife Kelly . What to reflect on?. Classroom management? Questioning? Student participation? Pitch of the lesson? Understanding of concepts?. Focus on tasks.

courtney-fischer
Download Presentation

Increasing the cognitive demand in the classroom Rachel Linney Aoife Kelly

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Increasing the cognitive demand in the classroom Rachel Linney Aoife Kelly

  2. What to reflect on? • Classroom management? • Questioning? • Student participation? • Pitch of the lesson? • Understanding of concepts?

  3. Focus on tasks • Opportunities for student learning are not created simply by putting students into groups, by placing manipulatives in front of them, or by handing them a calculator. Rather, it is the level and kind of thinking in which students engage that determines what they will learn. • The point is not that one type of task is better than another; rather, it is important to know the potential of a task so that it can be appropriately mapped on to the goals for students' learning. (Smith and Stein 2001)

  4. Does it matter? • Research into the impact of Project Maths 2013 • Students need to be regularly given high quality tasks that require them to engage with the processes promoted by the revised syllabuses, including: problem solving; drawing out connections between mathematics topics; communicating more effectively in written form; and justifying and providing evidence for their answers. • Review of Textbooks 2011 • No one textbook deals with problem-solving satisfactorily.

  5. Task Sorting Activity • TASK A – M • High Level/Low level • Adapted from Stein and Smyth 2001

  6. Task-analysis framework

  7. Difficulties Smith, M. (2001) Implementing High Cognitive Demand Tasks in Mathematics Classrooms. NCTN Seminar Series

  8. A few tips … Smith, M. (2001) Implementing High Cognitive Demand Tasks in Mathematics Classrooms. NCTN Seminar Series

  9. Further exploration… • Analyse the tasks you use in a week • Analyse text-book tasks and exam questions • Modify low level tasks

  10. Thank you! • For a copy of presentation- email • Aoife.Kelly@ncca.ie • Rachel.linney@ncca.ie

More Related