Setting challenging tasks
This chapter looks at effective ways to set tasks for students to apply and develop their new knowledge. It provides five ways to make the tasks to set more effective for learning: Modelling and Worked Examples; Graphical and other Non-linguistic tasks; Metacognition; Cooperative or Collaborative methods; Thinking tasks. Students then compare their draft with a partner and each makes suggestions for improvement, giving their reasoning. The student is given repeated opportunities to think about the knowledge that they need to use. This means they are less likely to practice a mistaken technique. Graphical Organisers (GOs) consist of words in boxes, connected or arranged in different ways. There are three main types of GO: those which describe or define something; those which compare; and those which show a sequence of cause. A common experience of having students working collaboratively is that only some of the group members participate.