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Translating a task into a skills statement
How can a classroom task be translated into a clear skills statement? In this video, Wendy Palmer demonstrates a simple scaffold to make capability vi
In the previous step, you explored how a classroom task can be rewritten to make skills more visible. In this step, we take that idea one step further.
Rather than focusing on the task itself, we begin to translate it into a clear skills statement. This is a simple but powerful shift.
It helps move from what students are doing to what students can actually do.
In this video, you’ll see how a familiar classroom activity can be reframed using a short scaffold:
“Through this task, you demonstrated…”
This approach helps make capability:
- visible
- understandable
- and usable beyond the task
As you watch, consider:
- What actions are students taking in the task?
- How could these be described as capability?
- How might this change what students notice about their learning?
This article is from the online course:
Lifelong Learning: Recognise and Articulate School Skills
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This article is from the free online
Lifelong Learning: Recognise and Articulate School Skills
