Designing Open and Parallel Tasks
“Using open-ended and parallel learning tasks, allows all students to participate and recognize things at their level.” Dr. Marian Small, Open Ended and Parallel Learning Tasks for Instruction webcast.
Open-Ended Tasks
Van de Walle stated. “A question is open when it can be solved in a variety of ways or when it can have different answers.” (Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 48).
"Opening Up" a Question
Traditional textbook questions can be modified so they better reflect the problem-based learning model. For instance, the "remove a number" strategy works well to create an open-ended question (1).
Parallel Tasks
Parallel tasks differentiate instruction by providing “two or three tasks that focus on the same big idea but offer different levels of difficulty. The tasks should be created so that all students can meaningfully participate in a follow-up discussion with the whole class.” (Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 46, 48).
For examples of Open-Ended and Parallel Tasks, click on the button below to have a look at the Dr. Marian Small webcast.
Open-Ended Tasks
Van de Walle stated. “A question is open when it can be solved in a variety of ways or when it can have different answers.” (Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 48).
"Opening Up" a Question
Traditional textbook questions can be modified so they better reflect the problem-based learning model. For instance, the "remove a number" strategy works well to create an open-ended question (1).
Parallel Tasks
Parallel tasks differentiate instruction by providing “two or three tasks that focus on the same big idea but offer different levels of difficulty. The tasks should be created so that all students can meaningfully participate in a follow-up discussion with the whole class.” (Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 46, 48).
For examples of Open-Ended and Parallel Tasks, click on the button below to have a look at the Dr. Marian Small webcast.
Resources:
Slides (mod 2)
(Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 46, 48).
Slides (mod 2)
(Teaching Student- Centered Mathematics- Volume 2, Grades 3-5, 2014, p. 46, 48).