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.
Schrijf op wat je allemaal over het onderwerp weet. Je gebruikt hiervoor de denkcirkels. In het midden van de cirkel schrijf je de kernvraag. In de tweede cirkel schrijf je op wat je al weet over de vraag en waar je nog meer aan denkt. In de derde cirkel schrijf je woorden op waar je aan moet denken, bij de woorden die je in de tweede cirkel hebt ingevuld. Je maakt daarna verbindingen met elkaar. Welke woorden horen bij elkaar? Geef die woorden dezelfde kleur.
more...Je schrijft op wat je wilt bereiken. Wat zijn je leerdoelen? Wat wil je leren? Welke problemen denk je tegen te komen?
more...Bij deze stap bekijk je op welke manieren de opdracht uitgevoerd kan worden. Verzamel zoveel mogelijk ideeën en schrijf ze allemaal op. Denken voordat je begint, is belangrijk
more...Bij deze stap kies je de beste manier om de opdracht uit te voeren. Bespreek alle ideeën van stap 3 en bedenk voordelen en nadelen. Kies de manier die het beste bij de opdracht past
more...Je gaat nu aan het werk! Samen met je groepje of alleen ga je op zoek naar antwoorden op je leervragen. Dit doe je op de manier die je bij stap 4 gekozen hebt. In de klas bespreek je met je juffrouw of meester hoe het gaat.
more...Heb je antwoorden op je leervragen gevonden? Heb je gedaan wat je wilde doen? Als het nog niet gelukt is ga je met je juffrouw of meester kijken hoe het wel zal lukken of hoe je je werk nog beter kunt maken. Het is niet erg als het nog niet helemaal goed is!
more...Hoe is het gegaan? Bespreek met anderen hoe de samenwerking is verlopen. Heb je antwoord gekregen op je leervragen? En zo ja, hoe ben je aan die antwoorden gekomen? Vertel aan de andere kinderen uit je klas wat je geleerd hebt. Bijvoorbeeld met een presentatie, een muurkrant en nog andere dingen.
more...Wat heb je ervan geleerd en wat heb je deze keer anders gedaan dan de vorige keren? Wat zou je de volgende keer anders doen? Denk ook na over welke dingen je hebt geleerd die je bij andere vakken kan gebruiken. Denk bijvoorbeeld aan presenteren of het opzoeken van informatie of het samenvatten en goed lezen van informatie.
more...
'My mind is usually disorganised and whizzing around! The TASC Wheel helps me to organise my thinking better.' (Pupil)
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.
'The atmosphere in the whole school is that children enjoy their learning. You can see it in their faces!' (Governor)
'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)
'I wish that I could have learned like this when I was in school!' (Governor)
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.
'TASC days 'confidences us up' so we are not afraid to speak out in front of other people.' (Pupil)
'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.'
'TASC days are a chance to be creative and not have the teachers telling you all the time what to do.' (Pupil)
'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)
'I found I was almost redundant! I had time to observe the children and saw a number of children in a new light.' (Teacher)
'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)
'She has explained the TASC Wheel to us - and she really understands what she is doing!' (Parent)
'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)
'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.'
'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)
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.
'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)
'I can see the children are motivated and full of energy! The school has the TASC Wheel in every classroom.' (Governor)
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)
'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)
Thinking cannot be 'done to' anyone. Learners need to have experiences which provide them with opportunities to think for themselves.
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 brain needs to be actively and directly involved. Spoon-feeding erodes learners' self-esteem and self-confidence.
'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)
'The whole school was buzzing! The children were so engaged!' (Governor)
TASC is transparent. It is gender, culture and subject neutral. It works for all as a scaffolding but not a straitjacket.
'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)
'For once, he didn't have to be dragged out of bed to go to school! He has never been so keen!' (Parent)
