„Task Culture: Are my students engaging in the right things at the right time?“ Tanja Westfall-Greiter Center for Learning Schools, University of Innsbruck.

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 Präsentation transkript:

„Task Culture: Are my students engaging in the right things at the right time?“ Tanja Westfall-Greiter Center for Learning Schools, University of Innsbruck Schlierbach June 2014

Aus den Teilen kann ich erst dann ein Ganzes bauen, wenn ich das Ganze begreife.

The „Twin Sins“ in Instruction  activity-focused teaching  coverage-focused teaching with no clear intellectual goals.

„activity-focused“ „Apple Project“

„Neither case provides an adequate answer to the key questions at the heart of effective learning: What is important here? What is the point?“ (Wiggins & McTighe, Understanding by Design, 2006, p. 3)

Von Laura Bergmann (Forumeintrag von ) „Ich glaube, wir dürfen auch nicht übersehen, dass die meisten von uns Lehrern noch Neulinge im Bereich der Kompetenzmessung - wie sie jetzt stattfinden sollte - sind. Unsere Aufgabenstellungen sind nicht getestet und manchmal auch einfach nicht gut geeignet oder zu unklar in der Aufgabenstellung. In diesem Fall haben die Schüler gar nicht die Chance ihre Kompetenz zu zeigen.“

Think – Pair 1.List the tasks you have set in the recent past for your students in a particular class. Think about in-class work as well as homework. 2.Exchange with a colleague. How do the tasks support students in achieving the big goals?

Paradigmenwechsel in der Aufgabenkultur  von Stofforientierung zu Kompetenzorientierung  von richtig/falsch zu mehr oder weniger gut  von Schwierigkeit zu Komplexität  von Bescheid wissen zu Verstehen/Begreifen Ziel: Sog durch hohen Anspruch + Halt durch Förderung

Praxiseinblicke von Veronika Weiskopf-Pranter  Aufgaben machen etwas….  Was ist der Punkt? Wozu?  Anstatt!

Belegstück Innovativ Englisch, 5. Schulstufe Veronika Weiskopf-Prantner, NMS-Landeck Wie zeigt sich das? Schüler/innen bestimmen die Qualitäts – bzw. Beurteilungskriterien einer Leistung mit und erarbeiten gemeinsam mit der Lehrperson Beschreibungen der Qualitätsstufen, die in der Schulstufe zu erwarten sind; diese Beschreibungen werden im Rahmen von Lehr- und Lernprozessen sowie bei der Leistungsfeststellung konsequent als Beurteilungsraster verwendet.

Eine Aufgabe macht etwas mit einer Schülerin/einem Schüler und mit mir als Lehrperson  Before you read How has life changed since the 1930s? List your ideas. Think about family, travel, school.  After you read Choose the story you like best and write a response to it.

Johannas response The story made me angry. I think it was not fair of the teacher to say something that she couldn’t prove. That was mean. Today it is better than in the „good old days“, because children are allowed to talk back, if the teacher is wrong. Some teachers treat children like they are nothing. They give them the feeling that they are not important. If the children don’t show grown-ups respect, they get a punishment. But if the grown-ups don’t show children respect, nothing happens.

Johannas response In my opinion some adults think they are better, just because they are taller and older. I think the world would be better, if everyone would have the same rights. No one is more important than the other one. I understand that the boy in the story didn’t want to do anything special for school again. He must felt really bad. But he should try to do his best in every subject. Mrs. Vernon, he should give her a piece of his mind.

Johannas response I think life in the „good old days“ was often hard. But nowadays it is sometimes not easy, too. We should always think positive, because that is the best way to all problems we meet in life.  Welcher Bereich (Webb)?  Welche response löst Johannas response aus?  Was steht zwischen den Zeilen?  Welche (Schul-)Beziehungskultur?

Arbeitsphase: zur Zweit in einem Fach (60 Min) 1.Thema möglichst praxisrelevant auswählen. 2.Lernziele definieren. 3.Anspruch der Aufgaben von den Lernzielen ableiten. 4.Leistungsaufgabe + Kriterien skizzieren. 5.Aufgaben in benachbarten Bereichen nach Webb erstellen. 6.Falls Zeit: Lernprozess (Zeit, Inhalte, Aufgaben) skizzieren.

Without a doubt…  School effectiveness research is unequivocal: High expectations lead to high results.  The art of task-setting is key: Performance tasks that make competence visible are open, authentic and/or complex.  Characteristics of performance tasks: action-oriented, situated, aligned to assessment goals.  Characteristics of engaging tasks: respectful, rigorous and relevant.

The role of teacher beliefs in practice

Teacher Beliefs: Agree or Disagree? 1.Intelligence is dynamic rather than static, plural rather than singular. 2.Human capacity is malleable; the sky is the limit. 3.We probably underestimate the capacity of every child as a learner. 4.Each student should be actively involved in making sense of the world around them through the lenses we call “the disciplines.” 5.All students require respectful, powerful and engaging schoolwork to develop their individual capacities. 6.A central goal of school is to foster students’ development so that they become fulfilled and productive members of society. 7.Learning and development involves competing against oneself to grow and make progress. 8.Teachers and other adults need to help children and youth accept responsibility for their own growth and progress.

Involvement vs. Engagement  Involvement includes participation, interest and connecting with the work/task.  Engagement includes a deeper level of involvement, a sense of ownership of the work/task, understanding of relevance and more sustained learning.  Core Ideas: – Students can be involved but not engaged. – Students cannot be be engaged without involvement.

John Hattie on the task of teachers It‘s not about fulfilling potential, it‘s about exceeding potential!

What‘s the point? Teachers need to examine if their required student work and activities are keeping students engaged in activity or engaged in learning. Not all activities help students learn. Understanding Webb's Depth of Knowledge (DOK) provides teachers with another tool as they plan instruction and assessments with a focus on rigor and relevance.

What is complexity? Complexity refers to the cognitive demand of a task:  The type of thinking required of students to successfully solve the task.  The way students deal with content.

Webbs Modell „Depths of Knowledge“ Info bzw. Schlüsselkonzepte anwenden zwei oder mehrere Schritte durchführen Lösungswege überlegen Logisch denken Plan entwickeln Belege/Daten, begründen mehrere Lösungswege Abstraktion Fakten, Informationen, Begriffe, einfache Verfahren wiedergeben vertraute Prozesse oder Formeln verwenden Untersuchen, erkunden Nachdenken, mehrere Faktoren berücksichtigen Vernetzen, in Beziehung setzen eine Lösungsstrategie aus vielen entwickeln und anwenden Erweitertes Denken Erinnern Fertigkeit/ Konzept Strategisches Denken

Complexity ≠ Difficulty! Difficulty refers to the frequency of correct answers. Example:  When did WWI begin? If many students can answer this question quickly and correctly, then it‘s easy.  On what day? If few students can answer this question quickly and correctly, then it‘s difficult. BOTH questions set the same cognitive demand!

Denkpause Analyze the tasks in your list. What Webb areas are they?

Hilfsmittel für Aufgabenstellung von Wiggins & McTighe Situation/Kontext: Ziel der Handlung: Produkt/Leistung: Für wen? In welcher Rolle? Aufgabenstellung: Beurteilungs- kriterien Situiert Handlungsorientiert Authentisch

Beispiel Situation/Kontext: Students from a partner school have arrived at your school. You and your parents pick up the student who is going to stay at your place. Introduce yourself and your family and find out as much as you can to get to know him/her better. Ziel der Handlung: Mit Gleichaltrigen in Kontakt treten und austauschen Produkt/Leistung: Informatives Gespräch Für wen? Für mich und meine Gesprächspartnerin/meinen Gesprächspartnerin In welcher Rolle? Gastgeber/in Aufgabenstellung: Students from a partner school have arrived at your school. You and your parents pick up the student who is going to stay at your place. You don’t know anything about him/her. Introduce yourself and your family who don’t speak English and find out as much as you can to get to know him/her better. Beurteilungs- kriterien Task achievement (Gespräch ist Themen bezogen und mehrere Aspekte – hobbies, daily routines, likes, dislikes, school, friends,…. werden angesprochen), Sprechflüssigkeit (Pausen), Sprecherwechsel ( Schüler/in hält das Gespräch in Gang) Verständlichkeit (Aussprache), Intonation, Wortschatzspektrum, grammatische Korrektheit

Sind komplexe Aufgaben für alle? JA! Komplexe Aufgaben fördern und fördern das Denken. Sie eignen sich als Einstieg zum neuen Thema, weil sie ein Problem darstellen, dessen Lösung angestrebt werden kann. Komplexe Aufgabe fungieren als Zielbild für Lern- und Lehrprozesse und sind nötig, um das gesamte Leistungsspektrum bei der Leistungsfeststellung sichtbar zu machen.