We learn best when we are "doing"; therefore, tasking refers to a teacher's strategy of asking with direction of an activity. Through tasking, students responses are directed by purposeful, thought provoking activities. Tasking requires careful planning and preparation, but yields greater student engagement and ownership of material.
A common problem with a simple ask is that it's not engaging and it usually focuses around the lower levels of thinking. Students get bored because the answer is so basic that it feels like a waste of time.
Alternatively, a task elevates the response by giving students specific direction towards higher order thinking. When students are thinking at a higher level, they are more engaged in the material. Students who are more engaged in the material will have higher level of understanding.
1) What is your desired output (level of thinking) that you would like students to achieve by answering a particular question?
2) How can you best frame your question to ensure all students are accountable to respond?
Teachers to student tasking:
- Promote basic levels of thinking
REMEMBER
UNDERSTAND
APPLY
- Framed with whole group or all student response in mind, for accountability
Choral Response
Write in air
White boards
Select a number
Movement to the correct answer
Student to student tasking:
- Promotes higher order thinking
APPLY
ANALYZE
EVALUATE
CREATE
- Framed with responses that hold students accountable to each other
Think, Pair, Shares
Collaborative group problem solving
Say and Switch/Turn and Talk
The following "Fixer Uppers", begin with an ask and offer way to turns those into higher level thinking tasks. Read through and reflect! These are very basic examples, but consider how this tasking strategy could apply to your classroom with your grade level content.
When designing your next lessons, challenge yourself to turn at least one basic ASK into a higher level thinking TASK! This template can help guide you through the process.
