Low Floor High Ceiling Boaler

Low floor high ceiling tasks are those that all students can access but that can be extended to high levels.

Low floor high ceiling boaler.

By definition a lfhc task is a mathematical activity where everyone in the group can begin and then work on at their own level of engagement. Low floor high ceiling tasks work for everyone. In other words everyone can get started and everyone can get stuck. Low threshold high ceiling tasks are activities that everyone in a group can begin and then work on at their own level of engagement but which has lots of.

Tasks present possibilities for the participants to do much more challenging mathematics. Tic tac toe is an example of a game with a low floor. I ve stumbled across it over the last few years in the math realm such as in articles by jo boaler or in tasks by dan meyer and i found it intriguing as a general framework for lesson and unit planning finding ways to include both lower and higher performing students in rigorous academic instruction is something i. In our article low threshold high ceiling an introduction we outline what we mean by low threshold high ceiling and why we like low threshold high ceiling tasks in this article we build on those ideas to discuss the key features of a low threshold high ceiling classroom.

I believe the high ceiling low floor phrase comes from jo boaler but i heard about it via dan meyer. At the end of 18 days when boaler gave them another test they had improved on average by 50 percent. A low floor means it s easy for everyone to get on board. The instructional program focused on mindset messages was full of inquiry based low floor high ceiling tasks was visual and used mixed achievement groups.

Have you ever heard of a low floor or threshold high ceiling task. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. These tasks are important because all classes are heterogeneous. Lfhc tasks allow students work at different paces and take work to different depths at different times.

The low floor high ceiling tasks preferred are those that are also. The floor tells us how easy it is to get going with the task. A low threshold high ceiling task is one which is designed to be mathematically accessible and to have built in extension opportunities.