What is a rich task?
Duration: 60 minutes
Year levels: 1, 1, 1, 1, 10, 10, 10, 10, 10A, 10A, 10A, 10A, 2, 2, 2, 2, 3, 3, 3, 3, 4, 4, 4, 4, 5, 5, 5, 5, 6, 6, 6, 6, 7, 7, 7, 7, 8, 8, 8, 8, 9, 9, 9, 9, Foundation, Foundation, Foundation, Foundation
Proficiency standards: Fluency, Fluency, Fluency, Fluency, Problem Solving, Problem Solving, Problem Solving, Problem Solving, Reasoning, Reasoning, Reasoning, Reasoning, Understanding, Understanding, Understanding, Understanding
AITSL standards: 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 1.5 Differentiate teaching to meet the specific learning needs of students across the full, 1.5 Differentiate teaching to meet the specific learning needs of students across the full, 1.5 Differentiate teaching to meet the specific learning needs of students across the full, 1.5 Differentiate teaching to meet the specific learning needs of students across the full, 2.1 Content and teaching strategies of the teaching area, 2.1 Content and teaching strategies of the teaching area, 2.1 Content and teaching strategies of the teaching area, 2.1 Content and teaching strategies of the teaching area, 2.5 Literacy and numeracy strategies, 2.5 Literacy and numeracy strategies, 2.5 Literacy and numeracy strategies, 2.5 Literacy and numeracy strategies, 3.3 Use teaching strategies, 3.3 Use teaching strategies, 3.3 Use teaching strategies, 3.3 Use teaching strategies, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.3 Engage with colleagues and improve practice, 6.3 Engage with colleagues and improve practice, 6.3 Engage with colleagues and improve practice, 6.3 Engage with colleagues and improve practice, 6.4 Apply professional learning and improve student learning, 6.4 Apply professional learning and improve student learning, 6.4 Apply professional learning and improve student learning, 6.4 Apply professional learning and improve student learning
Use: Groups of Teachers, Groups of Teachers, Groups of Teachers, Groups of Teachers
Teaching practices: Attitudes, Attitudes, Attitudes, Attitudes, Differentiation, Differentiation, Differentiation, Differentiation, Engagement, Engagement, Engagement, Engagement, Gifted, Gifted, Gifted, Gifted, Group Work, Group Work, Group Work, Group Work, Indigenous, Indigenous, Indigenous, Indigenous, Student Learning, Student Learning, Student Learning, Student Learning
