6. Tasks that require pupils to think hard about the content. This includes the removal of tasks that do not require pupils to think hard about the content such as copying down text or simple questions/tasks only.
5. Tasks that ensure the required depth of thinking. E.g. If the aim is for pupils to compare and contrast two concepts, they are specifically asked to explain similarities and differences. If the learning objective requires pupils to explain a concept, tasks/qs that require elaboration are set.
4. Conversely, when the aim is to develop a skill, the task should use content pupils are already familiar with in order to prevent cognitive overload and ensure pupils are able to focus on the skill they are developing.
3. Tasks that require pupils to think about the content as opposed to other skills, ensuring they are only thinking about the new content. This is opposed to tasks that require pupils to use new knowledge to produce an outcome that also requires new skills (e.g. a diary entry or newspaper report).
1. Tasks that are closely linked to the learning objectives/planned backwards from these, so they really focus on what we want pupils to think about, learn and retain. 2. Tasks that focus on learning not engagement or entertainment.
🧶🧶 Effective task design 🧶🧶 I have found that task design is something that isn’t focused on as much in T&L frameworks or discussions, despite its importance for encoding and long-term learning. A small thread on effective task design below:
Thanks, Elliot.
You’re welcome, Richard 👍🏻👍🏻
Nothing new but some tips to ensure our modelling is effective as possible ☺️ End