Classroom Interactionsin Science and Math

# 02: Tasks in Interaction

Why look at tasks?

• Out of all factors influencing student learning, biggest was how tasks were set up and implemented

• Selecting and setting up task as high level does not guarantee it will be implemented as high level– Interactions influence level of task– Teacher’s role? Students’ role?

Tasks as They Appear in Curriculum Materials

Task Analysis - Levels

Lower-level demands Higher-level demands

(1) Memorization (3) Procedures with connections

(2) Procedures without connections

(4) Doing math/science

Activity

• In groups, discuss your rating level for each science task. Aim for consensus.– 3a (microscope):– 3b (taxonomy):– 3c (frog):– 3d (dinosaurs):

• Choose 3 tasks (math or science) and discuss 2 ways each could decline in level. Be specific.

Science Tasks• 3a-By looking through a micro-scope, how might you decide if a

given cell was from a plant or animal?• 3b-You and a partner bring in the names, pictures and some

information about 10 animals you find distinctive and interesting. Then, using the information you have, create your own taxonomy system for the animals, explain how the taxonomy system works and place the animals in classes. Make a poster of your results.

• 3c-From what genus is a toad?• 3d-You are to be sent back in time to the period when dinosaurs

were alive to settle the debate about whether or not T-Rex was warm blooded or not. Short of taking a T-Rex's temperature with a thermometer, what are five things you might observe, measure, or test to determine whether or not T-Rex was warm or cold blooded?

• Math Tasks

Task Set Up and Implementation

Task Implementation

• Imagine a task such as this one…

• … and generate a list of things that could affect how students engage with a task set up as high level. Draw on your knowledge and experiences. – think about a time when you solved an

especially challenging task. What happened?

– think about a teacher implementing a task like the Fences problem for the first time with his/her students. What might happen?

Factors in task level decline, according to research

• Students press for explicit procedures• Teacher takes over challenging parts

– In response to struggle and frustration

• Focus shifts to correct answer from solutions process, meaning, justification

• Pace too quick for exploring/developing thinking

Decline during implementation is common: 45% of all tasks set up as “doing math” or “procedures with connections” declined in implementation. Why?

Most common factors in maintaining tasks at high level• Builds on prior knowledge

• Appropriate amount of time for thinking

• High level performance modeled by another student or the teacher– E.g., student presents solution to class

• Sustained press for explanation and meaning

Parting thoughts

• Rather than finish with complex tasks, the authors suggest "starting with high-level cognitively complex tasks." – Why? – Won’t students just get confused?

• And what about the “teacher-proof” curriculum?

Coming Up

• Syllabus

• Scavenger Hunt

• Course packet at IT Copy (will email when available)