How do we prepare kids for a challenging task without making it too easy or doing the thinking for them?
It’s a tough balance to strike, but the research has some fascinating insights—especially from Building Thinking Classrooms in Mathematics—that challenge some of our usual approaches.
One of the most interesting findings is about how we present tasks to students. You might think that giving them a worksheet or clearly writing instructions on the board would be the best way to set them up for success, but the research suggests something different.
It turns out that one of the most powerful tools we have is our voice. Presenting a task verbally, almost like unfolding a story, leads to higher-level thinking and better discussions than simply writing a problem down.
Think about it this way: instead of writing the definition of a palindrome on the board, you could say something like, “What do we call a word that reads the same backward and forward?” Then you might give a couple of examples before finally revealing, “That’s called a palindrome.”
By presenting the task this way, students have to work a little to understand what we’re talking about. It’s like the difference between watching someone bake a cake and actually doing it yourself—when students have to make sense of the information, they’re more likely to understand it deeply.
Now, you might be wondering, what about students who learn visually? Or a kid who comes in late and misses the verbal introduction? That’s where the board can still play a role. You wouldn’t write the entire task, but you can jot down key points or a quick sketch if it’s relevant. This gives students something to refer to without turning it into a passive copying exercise.
Another fascinating insight from the research is about timing. I’ve often started challenging tasks after a warm-up to get everyone’s brains moving, but studies suggest that introducing the task right at the beginning of the lesson—when students are fresh and alert—can lead to higher levels of thinking.
The reasoning here is that as the lesson progresses, both teachers and students lose steam. There’s a tendency to over-explain or simplify tasks as we go along, which can take away opportunities for students to grapple with the problem on their own.
So, instead of pre-teaching every concept or breaking down the task into smaller steps, it’s about setting the stage thoughtfully and letting them wrestle with the problem from the start. Trust that they can think critically and problem-solve.
This approach might feel a little uncomfortable at first—after all, as teachers, we’re conditioned to pave the way and make things easier. But sometimes, holding back and allowing those moments of struggle is the best way to support students.
It’s also important to remember that mistakes are part of the process. As teachers, we need to model that making mistakes is not only okay—it’s valuable. When we embrace and normalize mistakes in our classrooms, we create a space where students feel safe to take risks and learn deeply.
One way to do this is by thinking aloud as we solve problems. Instead of presenting the correct solution right away, we can verbalize our questions, moments of confusion, and even mistakes as we work through it. For example, “I’m trying to figure out how much space this triangle takes up. What information do I need to know?” This models the nonlinear and sometimes messy process of problem-solving, showing students that learning is about exploration and discovery.
The physical environment also plays a role in how students engage with challenging tasks. Even if your classroom isn’t an ideal space, small shifts—like encouraging movement, flexible seating, or gathering in a circle—can change the energy and make the environment feel more dynamic and collaborative.
Ultimately, it all comes back to this: how do we prepare kids for challenging tasks without doing the work for them? The answer lies in shifting our role from knowledge transmitter to learning facilitator.
It’s not about making things easy—it’s about giving students the tools and space to figure things out themselves, and embracing the mistakes they’ll make along the way as valuable steps in their learning journey.