This world-famous thinking skills framework is used in thousands of schools to support the development of
independent, creative thinking and personalised learning, to raise standards and to embed inclusive practice.
One of the most motivating influences for pupils is having a real audience to present their learning to. The audience may be within the class, the school, or beyond. Using TASC, we can increase motivation and engagement.
more...'Decide' is a logical, rational, left-brained process quite different to 'generate'. Pupils could use a number of tools to make rational choices. At the decide stage, pupils are considering factors such as time constraints, available resources, health and safety, as well as whether the idea fulfils the brief.
more...It is important that pupils are encouraged to take ownership of their learning, not least by being realistic about their achievements and next steps for improvement. Self and peer evaluation are key elements of the TASC process.
more...This is the starting point of TASC. Pupils bring all relevant previous knowledge about a topic into their working memory. This is the point at which we find out what pupils already know and start to differentiate. There are a number of tools that can be used here, including mapping.
more...The 'generate' phase is creative and open-ended. All ideas about how to fulfil the task are valid. This is the time for right-brained, blue-skies thinking. Groups may also want to do a 'formal brainstorm' to gather ideas.
more...At the 'identify' stage, pupils ensure that they understand the task they have been given, or they set the parameters of their work. They think about success criteria and ask questions to expand their understanding of the subject.
more...At this stage, pupils make their product, enact their idea or prepare their presentation. Teamwork is a crucial element of this stage. Pupils may work to a structured plan.TASC activities should be 'Maximum Thinking, Minimum Recording'. Remember, the product is not the point - it's all about thinking.
more...The final stage of TASC focuses on metacognition - the 'thinking about thinking'. Encouraging pupils to reflect upon, and talk about, their learning (what they have learned and how they have learned) greatly enhances the impact of the learning experiences.
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'I found I was almost redundant! I had time to observe the children and saw a number of children in a new light.' (Teacher)
'The whole school was buzzing! The children were so engaged!' (Governor)
Thinking cannot be 'done to' anyone. Learners need to have experiences which provide them with opportunities to think for themselves.
Children are conditioned to sitting down and getting things right on paper, with little room for creativity or risk taking. TASC gives children a chance for the 'less academic' to demonstrate their understanding.
'My mind is usually disorganised and whizzing around! The TASC Wheel helps me to organise my thinking better.' (Pupil)
'I wish that I could have learned like this when I was in school!' (Governor)
'TASC days 'confidences us up' so we are not afraid to speak out in front of other people.' (Pupil)
'My class is a very challenging class and I was sceptical that working in the TASC way would make any difference. But I was amazed at what the children already knew and how excited they were because they could choose which questions they wanted to explore.' (Teacher)
My school has used TASC wheel over several years and found it to be an invaluable tool in developing a creative curriculum that has at its centre the empowerment of children as independent learners." (Kevin Harcombe - Teaching Awards NCSL Primary Headteacher of the Year 2007)
'The atmosphere in the whole school is that children enjoy their learning. You can see it in their faces!' (Governor)
'Some children who are the lowest in ability (language and mathematics) and who are usually very disruptive, really shone when they realised that they could solve the problem in any way they chose.' (Teacher)
'Some children who always struggle were so happy that they could just do 're-thinks'! They realised that TASC is error free because they can go backwards and forwards in the TASC Wheel and put their thinking right!' (Teacher)
'Children who are never engaged with learning and who generally need constant supervision just got on with the task --- I realised it was because they had ownership.' (Teacher)
The context of all learning needs to be made relevant - learners need to see where the learning leads, how they can use the learning in other situations and through life.
The quality of the work produced compared to the year before when the TASC approach was not used, was quite astonishing in terms of their thinking and creativity. (Kathryn Wright - Independent RE Consultant)
The brain needs to be actively and directly involved. Spoon-feeding erodes learners' self-esteem and self-confidence.
'I realised that TASC is already in my head but I didn't know it! I use the TASC Wheel to guide my thinking.' (Pupil)
TASC is transparent. It is gender, culture and subject neutral. It works for all as a scaffolding but not a straitjacket.
'I was amazed that he was so confident in front of everyone. He talked about his project without even having a note in front of him.' (Parent)
'TASC days are a chance to be creative and not have the teachers telling you all the time what to do.' (Pupil)
'A child who is normally the 'outsider' was an accepted member of the group. I realised that he is an excellent practical problem-solver and when the group praised his work, he just beamed!' (Teacher)
'I can see the children are motivated and full of energy! The school has the TASC Wheel in every classroom.' (Governor)
'TASC days are exciting because 'you can open up your creative side'. Teachers don't say 'that's wrong' and it takes a lot of pressure off you.'
'For once, he didn't have to be dragged out of bed to go to school! He has never been so keen!' (Parent)
'She has explained the TASC Wheel to us - and she really understands what she is doing!' (Parent)
We are social beings, and although we need to work alone sometimes, sharing, planning, explaining to and learning from others, is a key factor in clarifying learning.
'The celebration of their TASC work sent all children and parents home with smiling faces. We didn't rehearse their feedback to parents, the children explained the kinds of thinking they had been doing quite easily.'
'I have never experienced pupils so intent on their chosen project. They were totally engaged and I did not have to keep them on task.' (Teacher)
'TASC gives us a full packed education! We didn't realise until afterwards that we had done research, history, ICT, art, craft, DT, drama, speaking and listening. We even did some Literacy and we enjoyed it!' (Pupil)
