• Let your students choose their task. Low achieving Gifted students will often choose the easiest option, but you can steer this decision through conferring with them and coming back to learning goals.

• Display the TCB throughout the entire lesson.

• Take the core expectation and build upon this idea. This ensures you aren't moving on these students to the next idea, but digging deeper into the now idea.

• If you have many students in your class who are low achievers, your Choice 1 might be a stripped back version of the core task, and then you just would need to offer Choice 3 as the extension option. This is highly dependant on your learners.

• I always have blank VDs graphic organizers on deck ready. Then you can easily write what you want your students to explore depending on the lesson.

• This can be a great collaborative exercise. It sparks conversation and also helps to sharpen reasoning.

• The more different the two things you are asking students to compare, the trickier it will be to find similarities which will encourage deeper thinking and connection forming.

• Use your curriculum to help you choose suitable provocations for your learners. If you are doing a farm to plate unit choose provocations that will lead students to get thinking about this concept, even in implicit and abstract ways.

• Use them as lesson hooks. Spark the curiosity from the get go.

• Get students to ask the provocation questions to get them thinking deeply about the concept. See below for posts for examples.

• What is the boat floating in?

• What different things can you see?

• What types of materials can you see?

• Does this look healthy?

• How did the plastic get there?

• How could we remove the plastic?

• Why should we remove the rubbish?

• What are the men doing?

• Where might they be?

• Why are they working here?

• What are they removing from the ground?

• What might they do next?

• What has happened to this landscape?

• How has this landscape been affected?

• I wonder what this kookaburra has seen?

• What happened a week before this photo was taken?

• What do you see?

• Why is the sky that colour?

• What would this photo smell like or sound like?

• Why is are they inside of a hand?

• Who is here?

• What different types of people do you see?

• What are they each holding?

• What words come to mind when you look at this image?

• Why are they looking upward?

• What do you think the conversation would be between the people?

• What do you see?

• Does this image have different parts? What are they?

• What sounds do you hear when looking at this photo?

• How did the buildings get there?

• Who lives here?

• Who works here?

Considerations:

• These should not replace curriculum concepts, but are an additional project. Students need to learn what is in the syllabus first and foremost.

• These can be positioned well as homework tasks, or it can be something students can do if they are consistently finishing tasks earlier that their cohort.

• Co-constructing the project together may yield more quality work and lead to a more comprehensive project, rather than just saying, 'go run!'. This is highly dependant on the learner though.

• Examples of passion projects I have seen: students creating an informative book series, historical figure inquiries, deep dive research in myths and legends.

• Let students group at a time come to interact with the table. Encourage them to come up with some questions for the table they would ask and are curious about.

• Accompany the table with quality literature

• For students who are highly capable, they perhaps could explore what they would add to the table, or draw a sketch of how they would recreate the table. If they are a strong writer, they could describe what they are seeing in the provocation.

• Build activities using the table as a base.

Examples of Create Tasks (basic, will ned fleshing out):

• Create a poster explaining a solution for water sustainability.

• Create and design a labelled drawing of a farm. Include animals and crops of your own choosing.

• Create a new parliament policy on an area that interests you (health, education, mental health, infrastructure).

• Create a possible solution to world poverty.

Examples for Evaluate Tasks:

• How effective is the use of symbolism within this story?

• Why would you recommend your bushfire plan to the RFS?

• Do you believe eradicating racism in Australia is attainable? Why or why not?

Tips:

• Keep it simple. If they are designed in convoluted ways, kids lose interest.

• To extend beyond, give students 'extra information' to push them further. For example, for the rich task of, '503 is the answer, what is the question?' you could give your HC learners additional information such as 'Without using the numbers 5 and 3, what could the question be?'

• Use them as warm-ups or in your last ten minutes to engage and review learning. They are really well used as an 'exit ticket' piece as it will give you good insight into how well a student understood and engaged with the content of the lesson.

• Can you fill in the shape?

• How many blocks did you use?

• Can you fill in the shape again with more/fewer blocks?

• Can you fill in the shape with just a single color of block?

• Which colors work and which don’t?

• What is the maximum number of different colors you can use?

• What is the maximum number of blocks you can use?

• What about the minimum number of blocks?

• The purple task was the easiest option

• green one was a bit more challenging

• the blue was the trickiest because there was more criteria for the task (worded problem, open-ended, specific amount of digits).