ThoughTasks
This ThoughTask framework illustrates 5 possible ways to make a mundane skill or piece of content more thought-provoking. The following examples are just examples. They do not stand in isolation in a real situation and are completely out of context here. Each example is just meant to provide a possible task that uses the strategy. I am not promoting any of the below examples as relevant or necessary content; while I love to debate that question, I am really just arguing that these 5 strategies can be used to make almost anything that might traditionally be a lecture (or some other passive delivery of information), something more engaging and thought-provoking. Not every task can be used with every strategy but I bet one strategy could work for your most boring topic.
ThoughtTask Strategies
Step #1:
What is the traditional way of doing the “thing”?
Eliminate that as an option
Step #2:
Choose another option:
- Mystery Design
- Ask a “who is right?” question
- Make it a card sort/ matching activity
- Draw it
- Look for the pattern and find the rule
Mystery Design: Take away some important information and allow learners to figure out the missing pieces.
Examples:
1. Write a story that could describe this graph.
2. Below is the answer. What is the question?
A figure with three straight sides and three angles.
3. How do you get from here to there?
x2+18x+17→ (x+1)(x+17)
4. What is missing from the sentences below?
My uncle David is very good at answering trivia questions
What is your favorite color
5. Who is missing from this list?
Donald Trump Barack Obama George W. Bush William J. Clinton George Bush Jimmy Carter Richard M. Nixon Lyndon B. Johnson John F. Kennedy
Who Is Right?This strategy requires setting up two scenarios and having learners discuss “who is right?”. Like with several of these strategies, the answer is already given so it takes away the need to find a right and answer and puts the focus on the thinking behind the answer.
1. Who is right?
| Victoria | June |
| x2x3is really like saying x*x*x*x*x so when you multiply exponents, you are really adding them and the more simple answer would be x5. | x2x3is x6because you are multiplying the variables are being multiplied so the exponents are multiplied. |
2. Who is right?
| Jane | Joe |
| Jane says that this sentence only needs one comma.“My birthday is June 7, 2010.” | Joe says there should be two commas in the following sentence:“My birthday is June, 7, 2010.” |
I am not a science or history curriculum developer so my specific examples are lacking here but these general examples work. I’ll let the experts come up with specific examples.
3. Who is right?
| Spirit | Destiny |
| Amazing Claim Evidence Reasoning (CER) example here | Not so amazing Claim Evidence Reasoning (CER) example here |
4. Who is right?
| Sport | Spot |
| Cause of [some historical event] | Another view of causes of [some historical event] |
Card Sorts/ Matching activities: Card sorts and matching tasks require learners to think about the connections and patterns they see in the information. So, rather than just presenting information, students are looking for those connections and thinking about the information they are receiving.
Background information for a complex text that you might normally provide a summary for prior to reading (Shakespeare e.g.). The cards could be about the literary elements, vocabulary, devices etc. They could be sorted into common piles or matched depending on the information focus.
In math, equations can be matched with graphs. Graphs or equations could be sorted so learners are trying to find common features. Visual representations of any kind can be matched with algorithms or number representations. Stories can be matched with models. Models could be sorted together.
In history, anywhere there could be a pattern that you want learners to pick up on, a card sort could be used. A list of people could be sorted into some common theme. A list of events from various time periods could be sorted into common piles. Learners can research the card information themselves to find commonalities.
In science, a card sort could be used to teach Claim Evidence Reasoning. Providing learners with examples of the three elements, they could sort into those three piles and further sort into quality piles as well for discussion.
In art, match a visual representation with any sort of information. Sort visual representations into piles to discuss characteristics, techniques, or qualities.
Draw it: Drawing a visual representation of something very frequently allows the brain to see a concept in a new way and leads to understanding. This strategy is simple. Ask learners to draw the concept, skill, or piece of information.
1. Draw 3/2.
2. Draw the battle of…
3. Draw the [setting, character, plot, word]
4. Draw the formula for velocity
Find the rule: Ask students to work backward to find the rule. This requires them to explain their thinking and because you have given them the answer, those who frequently get the answer and finish quickly are challenged to think about something else.
1. Study the graph below. The Mean Absolute Deviation (MAD) is 3/2 or 1.5. Use the information in the graph to figure out how to calculate the MAD.
2. All of the addition examples below are correct. Identify the rule for adding decimals and justify why it works.
.3 +.7=1 .03 +.7=.73 .3 + .07=.37 .03 + .07=.1
3. Given four examples of labs written using the scientific method, omitting the headings, learners generate the scientific method or headings.
Once you have chosen a base to shift the original…
Add embellishments:
- Could it be a group task?
- Could it be a project?
- Could it be a game?
- Could it be physically active?