2. Parallel Tasks
• Are sets of two or more related tasks designed
to meet the needs of pupils at different
developmental levels
• Address the same big idea and are close
enough in context for the concepts to be
discussed simultaneously in class.
• Work within each pupil's zone of proximal
development to supports pupils' engagement
with the mathematical concepts
Small, M. (2009). Good questions: Great ways to differentiate
mathematics instruction. New York: Teachers College
3. Meeting Pupils’ Needs
To meet each pupil’s needs, we need to
1) Provide tasks within each pupil’s zone of
proximal development
2) Ensure that each pupil in the class has the
opportunity to make a meaningful
contribution during whole class discussion
4. Zone of Proximal Development (ZPD)
ZPD is a term used to describe the “distance
between the actual development level as
determined by independent problem solving
and the level of potential development as
determined through problem solving under
adult guidance or in collaboration with more
capable peers” (Vygotsky, 1978, p. 86)
5. Instructions with Pupil’s ZPD
Through guidance from the teacher or working
with other students, ZPD allows pupils to access
new mathematical concepts that are close
enough to what they already know to make the
learning feasible.
6. To effectively differentiate instruction
1) Big Ideas
– Focus of instruction is on the big ideas being
taught to ensure that they all are addressed, no
matter at what level
2. Choice
– Some aspects of choice for the student in terms
of content, process or product
3. Preassessment
– Prior assessment is essential to determine what
needs different students have (Gregory &
Chapman, 2006; Murray & Jorgensen, 2007)
7. Big Ideas
Big ideas are mathematical statements of over-
aching concepts that are central to a
mathematical topic and link numerous smaller
mathematical ideas into a coherent whole.
8. Principles to design Parallel Tasks
• Tasks created have variations that allow low
progress learners to be successful and high
progress learners to be challenged
• Questions and tasks should be constructed in
such a way that will allow all pupils to
participate in the follow-up whole class
discussions
9. Reference
Small, M. (2009). Good questions: Great ways to differentiate
mathematics instruction. New York: Teachers College
Available in
Read@Academy
Teachers are not using the instructional time optimally if they are teaching either beyond a student’s ZPD or are providing instruction on material that the student already can handle independently. Student’s operating outside his or her ZPD is not benefitting from the instruction.
Thank you for your participation. You have provided insightful comments which we would bring back with us for further discussion.
