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Home > Reflective Teaching in Secondary Schools >  3. Teaching for learning > 10. Planning > Reflective Activities > To examine tasks in terms of their learning demands


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Observing [supplementary chapter]
  5.    Enquiry [supplementary chapter]
  6.    Mentoring [supplementary chapter]
  7.    Techniques of enquiry
       [supplementary chapter]

  8. 2. Creating conditions for learning
  9.    5. Contexts
  10.    6. Relationships
  11.    7. Engagement
  12.    8. Spaces

  13. 3. Teaching for learning
  14.    9. Curriculum
  15.    10. Planning
  16.    11. Pedagogy
  17.    12. Communication
  18.    13. Assessment

  19. 4. Reflecting on consequences
  20.    14. Outcomes
  21.    15. Social justice
  22.    Judgement
       [supplementary chapter]

  23. 5. Deepening understanding
  24.    16. Teacher expertise
  25.    17. Professional learning
  26.    18. Professionalism
  27.    Starting out [supplementary
       chapter]
  28.    Improvement [supplementary
       chapter]

To examine tasks in terms of their learning demands

Aim

To examine tasks in terms of their learning demands.

Evidence and Reflection

Analyse the demands of each task set during the day by using the grid below: 

TASK TYPE

                                                                                                                                           

Incremental       Restructuring     Enrichment         Practice                 Revision

(new skills           (known skills      (known skills      (known                 (known

acquired in          advanced in        applied in            assumed        reactivated

task)                      task)                      task)                       in task)              in task)

                                                                                                                                           

TASK NO.

 1

 2

 3

 4

 5

                                                                                                                                           

Having analysed the tasks, then ask the students for their views (using terms which they would recognise) as to which kind of tasks they thought they were doing.

Extension:

From this evidence, what can you deduce about the match or mis-match in the classroom? Can you identify the reasons for it? What can you do about it?


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