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encouraging zone of confusion as a part of maths, rather than failure.
discussion of student answers increasing in sophistication.

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I have found using narrative based learning tasks in the past to be highly effective.

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I have found using narrative based learning tasks in the past to be highly effective.

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Limited knowledge of the sequences of learning of mathematical concepts can make enabling and extending challenging

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extending prompts = after main task to expose students to additional challenging tasks

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students need explicit support around how to most effectively use enabling prompts and when to use them

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The structure of the lesson (launch, explore, discuss) and the zone of confusion (productive struggle)

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Students are encouraged to access enabling prompts at their own initiative

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Where do we find great challenging tasks? They take time to develop so how can we be more efficient in doing this?

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explicit support around how to effectively use enabling prompts (rather than asking for help)

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Using the lesson conclusion by offering a brief summary, linking this back to the learning intention and presenting a sample of student work which supports this objective.  

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Using the lesson conclusion by offering a brief summary, linking this back to the learning intention and presenting a sample of student work which supports this objective.  

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how to help students work through the 'zone of confusion' and teach them persistence when they don't have that skill yet

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More student independence (voice and agency) and less reliant on teacher instruction

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When to choose to draw from later curriculum? Suggests a much deeper understanding is required to do so effectively.

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When to choose to draw from later curriculum? Suggests a much deeper understanding is required to do so effectively.

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enabling = to reduce level of the challenge (simplify, change the representation of the problem, help student, connect to prior learning)

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How do we create a culture where risk taking and vulnerability is celebrated?

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What is the balance between simplifying the task and giving away too much for enabling prompts?

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Connecting maths with known texts / stories where relevant. (The Hook)

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Connecting maths with known texts / stories where relevant. (The Hook)

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one students extending or enabling prompt might look different to another students extending or enabling prompt.

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delivery is so important to initial engagement

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delivery is so important to initial engagement

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Launch task - letting students struggle

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How a challenge is set out: teacher presents, students explore the task, teacher facilitates group discussion

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planning to the model of launch, explore, discuss. Instead of the mini lesson, student activity, reflection?

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launch, explore, discuss - to some degree

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Organising ideas / strategies based on levels of sophistication for discussion.

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Organising ideas / strategies based on levels of sophistication for discussion.

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challenging tasks are 1 task with multiple solutions and the whole class is working on the same thing.

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Challenges are inclusively differentiated

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What challenges or puzzles have come up in your mind from the ideas and information presented?

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What new ideas did you get that extended or broadened your thinking in new directions?

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How are the ideas and information presented connected to what you already knew?