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Challenge

Page history last edited by Tara Scott 13 years, 8 months ago

 

 

Challenge

 

The extent to which open literacy tasks provide appropriate levels of difficulty to make learning experiences rewarding and successful.

 

 

 

  • “The most motivated students [are] those who [are] engaged in moderately challenging tasks that [lead] them to make new discoveries and to recognize their understandings.” (Turner & Paris, 1995, p. 666)

 

  • “Moderately challenging tasks lead to positive feelings because they provide feedback to students about what they are learning and how they are progressing. If a task is too easy, students become bored. If they are too difficult, students are likely to become frustrated.” (ibid.)

 

  • “…provide enough flexibility so that students can tackle a problem and use their competencies to solve it.” (ibid.)

 

  • “…allow all students to work at their fullest capacity by adjusting the goals and relative difficulty of the tasks.” (ibid.)

 

  • In Turner and Paris’s study, “the classrooms that successfully promoted challenge” had teachers who “designed tasks that required reflection and planning and that could not be accomplished in a rote or automatic fashion…they could be accomplished in a variety of ways.” (ibid.)

 

  • “Challenging tasks [tend] to pull learning in a variety of ways. They prompted children to use more organization and self-monitoring strategies, such as arranging the pieces of a game ahead of time; to use more and varied readings strategies, such as using title, picture, and sound-symbol cues simultaneously; and to persist longer at an activity.” (ibid.)

 

 

 

Reference:

Turner, J., & Paris, S. (1995). How literacy tasks influence children's motivation for literacy.The Reading Teacher,48(8), 662-673.

 

 

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