Reflect:
After reading Chapter 3, please reflect on the questions below and post your response by Monday. Feel free to respond to any of the questions provided or share something else that you intentionally did differently in regards to implementing high-level tasks.
Please note: the prompts below are to help you reflect. There is not an expectation for you to respond to all {or even any} of the provided questions!
Respond:
Option 1:
Use the Task Analysis Guide to Examine Learning Opportunities
Use the Task Analysis Guide {see fig 3.1} to analyze the mathematics tasks you used with your student over the past few weeks.
After reading Chapter 3, please reflect on the questions below and post your response by Monday. Feel free to respond to any of the questions provided or share something else that you intentionally did differently in regards to implementing high-level tasks.
Please note: the prompts below are to help you reflect. There is not an expectation for you to respond to all {or even any} of the provided questions!
Respond:
Option 1:
Use the Task Analysis Guide to Examine Learning Opportunities
Use the Task Analysis Guide {see fig 3.1} to analyze the mathematics tasks you used with your student over the past few weeks.
- Approximately what percent of the tasks were at each of the four levels of cognitive demand?
- What are some implications for your mathematics program on providing your students with the opportunity to engage in high-level tasks that promote reasoning and problem solving?
Use the Factors of Maintenance and Decline to Explain Learning Outcomes
Teach a math lesson based on a high-level task. Then consider the factors {see fig 3.2 on pgs. 49-50} that influenced task implementation and student learning outcomes.
Teach a math lesson based on a high-level task. Then consider the factors {see fig 3.2 on pgs. 49-50} that influenced task implementation and student learning outcomes.
- In what ways was the implementation of your lesson more similar to that of Mr. Harris or Mr. Stevenson?
- Which factors influenced your decisions that might have led to a decline of cognitive demand during task implementation and limited student learning?
- Which factors influenced your decisions that supported a high-level of cognitive demand during task implementation and deepened student learning?
Interact:
On Tuesday, read your colleagues' reflections and respond to at least one other post by sharing a comment, insight, or interesting possibility by Friday.
On Tuesday, read your colleagues' reflections and respond to at least one other post by sharing a comment, insight, or interesting possibility by Friday.
