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Rich Tasks – Rich CPD

Rich Tasks – Rich CPD

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Rich Tasks – Rich CPD

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  1. Rich Tasks – Rich CPD Jennifer Piggott jsp38@cam.ac.uk

  2. 7 8 12 14 8 8 8

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  4. Great dodecahedron

  5. A rich task • is set in contexts which draw the learner in • is accessible to a wide range of learners, offering different levels of challenge • is enjoyable and contains the potential for surprise • can reveal patterns or lead to generalisations or unexpected results • can reveal underlying principles or make connections between areas of mathematics • can broaden learners’ skills and/or deepen and broaden mathematical content knowledge

  6. A rich task: • challenges learners to think for themselves and make decisions • allows for learners to pose their own questions • allows for different methods and different responses (different starting points, different middles and different ends) • encourages originality, invention and imaginative application of knowledge • involves learners in testing, proving, explaining, reflecting and interpreting • offers opportunities to identify elegant or efficient solutions • encourages collaboration, communication and discussion • develops critical thinkers • develops confidence • creates learners who can apply their knowledge beyond the original context

  7. What you have • Cards • Posters • Glue • Pens • Time • Blue Tak

  8. What to do • Sort/order/arrange the cards according to their significance as indicators of rich CPD – rephrase them if you wish. • Stick them on the posters. • Annotate with commentary about what this might mean in terms of CPD experiences you might offer. • Put your poster up for others to see.

  9. Five stages of adoption • Familiarisation - inset research - learning by doing' getting to know more about the issue /area you are interested in • Utilisation trying things out in practice (once or twice) sometimes the change goes no further. You see then you do (recipe approach to teaching and learning) • Integration - at this stage you find that what you have been doing is making you think more deeply about the classroom learning environment in fairly limited contexts but you might find yourself adapting the experiences and they become part of a bigger picture and not just bolt on. • Reorientation the experience is considered in terms of enriching the learning experience more generally and makes you shift in the way you operate (schemes of work are adapted and new ideas are introduced). • Evolution you begin to grow and change as the needs of your learners and the learning context changes. • It is not until you have "evolved" that you have truly developed. Based on: Hooper, S., and Reiber, L. P. (1995). Teaching with Technology. Teaching: Theory into Practice. A Ornstein (ed.). Boston, Mass: Allyn and Bacon.