Low Floor High Ceiling

The idea was to make programming accessible to young children while simultaneously being usable at a more complex level by adults. Low floor wide walls high ceiling low floor wide walls is the mantra that guides the design of mit s scratch language. 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.

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This is the easiest way to create a task that can work for everyone.

Low floor high ceiling.

Do not have a predetermined solution pathway in advance. When discussing technologies to support learning and education my mentor seymour papert often emphasized the importance of low floors and high ceilings. At the workshop curriculum team members made connections between. 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.

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. These tasks are important because all classes are heterogeneous. Low floor high ceiling math problems have multiple entry points so they are accessible to all students but they can also be solved at higher levels. These rich problems have the following characteristics.

Lfhc tasks allow students work at different paces and take work to different depths at different times. A low threshold high ceiling lthc task offers the opportunity for everyone to get started and everyone to get stuck. Low floor high ceiling tasks work for everyone. Tasks present possibilities for the participants to do much more challenging mathematics.

Low floor high ceiling tasks are those that all students can access but that can be extended to high levels. Low floor and high ceiling it should be our goal to develop tasks that all students can get started with but that also scale up for students who are ready for more. Require an inquiry approach when solving. Low floor high ceiling tasks are those that all students can access but can be extended to high levels taken from you cubed.

The low floor high ceiling tasks preferred are those that are also. Low floor high ceiling tasks. 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.

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