To develop higher order thinking skills in Year 5 mathematics lessons
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Authors
Smith, Karen
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to develop independent learning and higher order thinking in Year 5 Maths Lessons by trialling the TASC Model to increase opportunities for learner independence.
Aims: The main aim was to develop independent learning and higher order thinking in Year 5 Maths Lessons by using the TASC Model to encourage pupils to work in groups, discuss and make decisions in a social context.
Methods: The participants in this case study are a headteacher, middle leader, senior leadership team, subject leader, support staff, teacher, and pupils. They are all involved in developing problem solving, reasoning, and numeracy skills, and encouraging independent learning and higher order thinking. Methods used to impact pupil learning included providing regular opportunities to use thinking and problem-solving skills, encouraging pupils to work in groups, giving them freedom to choose their own theme to investigate, and coaching teachers to use the TASC Wheel.
Findings: The main findings of this case study are that the TASC Model was successful in developing independent learning and higher order thinking skills in Year 5 Maths Lessons. Pupils enjoyed taking on leadership roles, being given more choice in their learning, and using ICT effectively. Teacher acted as a facilitator and pupils developed life-skills such as working as part of a team, discussing ideas, making decisions and compromising.
Implications: The findings suggest that providing pupils with opportunities to work collaboratively, develop thinking skills, and solve their own problems can have a positive impact on their learning. It also highlights the importance of teachers acting as facilitators and providing pupils with more choice in their learning.
Aims: The main aim was to develop independent learning and higher order thinking in Year 5 Maths Lessons by using the TASC Model to encourage pupils to work in groups, discuss and make decisions in a social context.
Methods: The participants in this case study are a headteacher, middle leader, senior leadership team, subject leader, support staff, teacher, and pupils. They are all involved in developing problem solving, reasoning, and numeracy skills, and encouraging independent learning and higher order thinking. Methods used to impact pupil learning included providing regular opportunities to use thinking and problem-solving skills, encouraging pupils to work in groups, giving them freedom to choose their own theme to investigate, and coaching teachers to use the TASC Wheel.
Findings: The main findings of this case study are that the TASC Model was successful in developing independent learning and higher order thinking skills in Year 5 Maths Lessons. Pupils enjoyed taking on leadership roles, being given more choice in their learning, and using ICT effectively. Teacher acted as a facilitator and pupils developed life-skills such as working as part of a team, discussing ideas, making decisions and compromising.
Implications: The findings suggest that providing pupils with opportunities to work collaboratively, develop thinking skills, and solve their own problems can have a positive impact on their learning. It also highlights the importance of teachers acting as facilitators and providing pupils with more choice in their learning.
Description
Keywords (free text)
Primary education , Problem solving, reasoning and numeracy