One of the biggest hurdles in implementing BTC for Mathematics is figuring out how to engage students in differentiated practice, without falling into mimicry or procedural sequences. The value of practice is to help students note where they are so that they can do something about it; additionally, it is essential to have formative assessments to adapt pacing or identify specific needs. Proposal: present a “recipe” for constructing a practice thinking task for any grade level. Task name: Mild, Medium, Spicy.
In summarizing the task creation, connections to a myriad of BTC principles would be referenced. The presentation would emphasize the benefits of this organization for the teacher as well as the students while guiding attendees through an example of the preparation & action processes.
