Low Floor High Ceiling Activities

Low floor high ceiling tasks.

Low floor high ceiling activities.

A low floor means it s easy for everyone to get on board. At the workshop curriculum team members made connections between. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed. Lfhc tasks allow students work at different paces and take work to different depths at different times.

Check out our new feature choose your own maths adventure for a week of inspirational math. 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. Cooperative problem solving activities for mixed groups. Tasks present possibilities for the participants to do much more challenging mathematics.

I believe the high ceiling low floor phrase comes from jo boaler but i heard about it via dan meyer. 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. The concept of low floor high ceiling was first formulated in the 1970s by seymour papert a professor at mit heavily influenced by piaget as a design principle for a programming language called logo. Start planning my week.

In other words everyone can get started and everyone can get stuck. Especially starting with low threshold high ceiling type problems. The floor tells us how easy it is to get going with the task. Tic tac toe is an example of a game with a low floor.

A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. 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 are those that all students can access but that can be extended to high levels. The idea was to make programming accessible to young children while simultaneously being usable at a more complex level by adults.

Low floor high ceiling tasks work for everyone. These tasks are important because all classes are heterogeneous. The low threshold high ceiling activities in this feature are ideal for supporting and challenging whole classes. An engaging way to manage mixed ability classes is to work together at the start by introducing a lot of cooperative problem solving.