Low Threshold High Ceiling
Over the past 3-4 years, I have been referring to Nrich Maths for ideas to include in my learning programme. Nrich offer rich tasks which develop deep understanding of mathematical concepts and this is why I like them so much. It's not just about knowledge of number, but it's about how to use our knowledge.
Nrich liken their LTHC tasks to entering a room. Everyone goes through the same door, but the activity that you do inside the room is not restricted to one. Some activities are "unproblematic, while others are more challenging". There's an opportunity for the less confident learners to move through the activity within their comfort zone, whereas the more confident are able to explore and challenge themselves. However, which ever way the learner wishes to go, we are all in the same 'room' so each learner has an opportunity to see and hear what others are doing.
Another reason for using LTHC activities is the element of surprise. No longer am I controlling the outcome with only one possible answer. Instead, the learners can go as high as they like because I am no longer putting them into a preconceived box of what I think they are able to do.
It's a 'room' where the learners can feel safe. Safe to be curious - to explore and be challenged.
Hi Megan,
ReplyDeleteNrich is a wonderful resource. I would love to see some examples of how the LCs and learners use it as part of iDevelop or iExperience? The idea of an 'unproblematic problem' is a delightful oxymoron! The element of surprise your refer to is very much in line with provocations and experiential learning. I am keen to learn more as we follow your 'Safe to Fail' probe as part of the Focussing phase in the Collaborative Spiral of Inquiry and beyond. Thanks for sharing.
Di