Creating the Task
Cohen describes multiple ability tasks which are designed to allow students to solve problems that may have multiple answers. The task "requires a variety of skills and behaviors" and "also requires reading and writing" (p.68). The multiple ability task must be designed to be challenging and interesting. This type of task works best using the equal exchange model "where no one person could do the task alone" (p.64). Participants charged with this type of task will hopefully be able to demonstrate their mastery of the concept by synthesizing what they have learned and creatively applying it in their final product.
The notion of allowing students the freedom to demonstrate ideas that don't necessarily have a finite solution lends itself quite well to the discipline of science. The prompt from me could be as simple as, "In your group demonstrate your mastery of the gas laws." The biggest obstacle for me as the teacher is to convince the groups that the task requires different kinds of intellectual ability. The obvious notion of the group would be to turn to the individual with the greatest academic status and let him/her lead the way. It is imperative that I ensure low academic status students participate and are recognized for their contributions. I think this would be an awesome tool to affirm diverse intellectual contributions from a heterogeneous classroom and create a sense of classroom democracy. However, I am still struggling a bit as to how this type of group work could best be implemented.
Lastly, one thought that was intriguing to me was Cohen pointing out that research shows that "the success of the group depends on the amount of talking and working together" (p. 65). Within minutes of entering a classroom, it is evident who the most talkative students are. In assembling groups it appears that distributing the high "expressive" status students will be important.
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The multiple ability quality of a task is terribly important. This will be a part of Monday's discussion focus. I agree with the personal challenge. I would say it speaks as much to your biases about knowing and about being smart in science, as anything else. A person can work on his/her biases, but they will always be there. I also believe a more careful scripted task, with the task card, makes a significant effect. You've got a great idea on the "show what you know" idea. But take the next step to making it a cooperative group task (rather than the individual task that it lives as now).
ReplyDeleteRegarding talk, this is the other (of the two I will focus on!) area that makes a very significant difference in the worthwhile-ness of doing groupwork. If some students are shut out, it is actually probably more harmful to be doing groupwork. Rather than trying to assemble groups on prupose, Cohen suggests strategies to bring out the quieted voices by "treating status".