So, this means that a teacher must design tasks that are challenging for all students and then make judgments about when to prompt and how much prompting is needed for different students. Tasks need to be optimally challenging for all students, so a task might be challenging for one student and easy for another. They have to be prepared not to immediately cave in to students' expressions of, ‘this is too hard’, and simply tell the students the solutions or dumb down the task to make it less demanding. ![]() So, when introducing challenging tasks, teachers need to be prepared for a higher degree of student confusion and struggle that might have been, might not have been the case normally in their classrooms. When challenging tasks are relatively new for teachers and for their students, often teachers believe that challenging tasks are just for their more capable students, all students can benefit from challenging tasks. One of the first things that might come to mind concerns teachers who might be just starting out using challenging tasks in their classroom. Janette – That is a tricky question, Michelle, because the more I explore challenging tasks, the more I keep learning new things that are important. So, knowing what you know at the moment, what are two to three things that you wish all teachers knew about challenging tasks? But as you know, we're in the business of loving sweaty brains or crunchy eyebrows. So, I'm going to ask you to do something pretty tricky so you will get a bit of a sweaty brain, Janette. So in amongst all of the incredible things that you have investigated in your time in mathematics education, one of your most current areas of research is around challenging tasks.Īnd, I know this is both a really intriguing and complex area of research. Michelle – And, I'm going to start by asking you a bit of a curly question I think. Professor Janette Bobis – My pleasure Michelle, thank you. ![]() This has been a great dream of mine for a very long time to provide an opportunity for our teachers across NSW to get to hear some, it's like a little chip of the iceberg, really, in some of the amazing research that you're leading and working with your colleagues with across Australia at the moment, Janette, so thank you so much for joining us. So, Jeanette, in welcoming you and in welcoming all of our colleagues across NSW, I'd like to acknowledge that we meet on many different traditional lands and pay our respects to Elders past, present and emerging. Or, actually, joined a little bit sooner than today because of scheduling clashes. ![]() We are so thrilled to be joined today by Professor Janette Bobis of Sydney University. Michelle Tregoning – Alright, well good afternoon everybody and welcome to our latest In Conversation. In conversation with Janette Bobis – 24:15 min
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