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This chapter from the book "Building Thinking Classrooms in Mathematics" focuses on the powerful impact of "when, where, and how" a task is given in a thinking classroom. The authors argue that these seemingly insignificant factors can be more crucial than the task itself in encouraging meaningful learning. The text explores different ways of presenting a task, like verbally, textually, or visually and examines how they affect student engagement and thinking. By delving into the nuances of task delivery, the authors provide practical strategies and insights for educators to cultivate deeper thinking among students. The passage highlights the importance of strategic task delivery in fostering active learning and developing a thinking classroom environment.

🌟 When, Where, and How to Give Tasks in a Thinking Classroom 🌟
❌ 1. What is the worst way to give a task to students? ❌
The least effective way to give a task is to present it using a textbook or worksheet, or by writing it on the board and having students copy it. This approach typically results in the lowest levels of student thinking. Students have been conditioned to believe that questions in math are meant to be solved using methods presented in textbooks or demonstrated by teachers.

🕒 2. When is the best time to give a task? 🕒
Research shows that giving a thinking task at the beginning of a lesson leads to higher student engagement and better outcomes than presenting it in the middle or at the end. Starting with a thinking task sets a positive tone for the lesson and avoids the pitfalls of a passive learning environment that often results from lectures or note-taking.

📍 3. Where should students be situated when receiving a task? 📍
Students should be standing, preferably in a loose formation around the teacher, rather than sitting at their desks. Standing promotes active listening and blood flow, fostering a more engaged and receptive learning environment.

🗣️ 4. What is the most effective way to give instructions for a task? 🗣️
Giving instructions verbally, rather than in written form, promotes deeper student thinking. Verbal instructions allow for natural dialogue and interaction, helping students grasp the task's essence and minimizing confusion that often arises from deciphering written text.

✍️ 5. How can I give instructions verbally when students need specific details like quantities, measurements, or geometric shapes? ✍️
While verbal instructions are generally preferable, you can still write essential details like numbers, symbols, and labels on the board. Aim for concise presentation, focusing on clarity and minimizing the cognitive load associated with deciphering lengthy text.

🖥️ 6. Should I also project the task on the board if I am giving instructions verbally? 🖥️
While presenting the task both verbally and visually might seem beneficial, research indicates that giving it verbally alone is more effective. Students tend to fixate on the written text and engage in less productive thinking when presented with both modes simultaneously.

🕰️ 7. Is it a problem if some students are late to class and miss the verbal instructions? 🕰️
The goal is not for students to simply copy instructions from the board but to engage in active thinking from the outset. If a student arrives late, it is better to quickly summarize the task verbally or pair them with a classmate who can bring them up to speed.

📖 8. How important is storytelling when giving tasks verbally? 📖
Storytelling can significantly enhance the effectiveness of verbal instructions. By presenting tasks within a narrative framework, you make them more engaging and relatable, which helps students grasp the task's meaning and constraints more effectively.