http://nrich.maths.org rich tasks – rich cpd jennifer piggott [email protected]

http://nrich.maths.org

Rich Tasks – Rich CPD

Jennifer [email protected]


714 12

8

8 8 8


32 32 32

22

2 0

2 1

Great dodecahedron


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


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


What you have

Cards Posters Glue Pens Time Blue Tak


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.


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.

http://nrich.maths.org rich tasks – rich cpd jennifer piggott [email protected]

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