tasc problem solving wheel

The 30-second briefing: What is the TASC approach?

What is the TASC approach to learning?

“TASC” stands for “thinking actively in a social context”. The approach was developed by Belle Wallace in the 1980s as a way to develop thinking and problem-solving skills in students.

How does it work?

Wallace presents her framework in the form of a wheel, where each section of the wheel represents a different opportunity to revise and develop thinking skills. 

Working in groups, students make their way clockwise around the wheel, moving through the stages, which range from “identifying” and “deciding” to “implementing” and “learning from experience”.

Wallace was clear that the focus is on the complexity of thinking and on guiding learners to develop their skills.

So, the children direct the learning themselves?  

Essentially, yes. Wallace has grouped the stages of the group-work process to give a more robust strategy that the learners lead themselves.

It’s the students’ responsibility to work through the stages after you’ve introduced the problem or learning context, but there is a strong framework for learners to follow.

What about the research? Is there much to back this up?

TASC is an eclectic approach that draws on many of the “big hitter” principles in education. It borrows from philosophy for children and certainly has a constructivist feel.

While there are case studies that support the method and a great deal of neuroscience has been included in developing the approach, its impact remains to be seen.

Should I be trying this?

If you feel that either you or your learners need support in critical thinking or problem-solving, then this approach will walk you through the process nicely. It is the equivalent of adding stabilisers to your problem-solving bike, before you’re ready to whip them off and try something more complex or less rigid.

Will it have an impact in my classroom?

That depends on you and your children. It provides a sound and well-thought-out structure to scaffold learning, particularly if problem solving is something that you feel you need to develop. However, many of us will do this naturally as part of our teaching.

Where can I find out more?

Check out the TASC website and have a look at the case and impact studies produced by schools, such as this one .

Sarah Wright is a senior lecturer at Edge Hill University. She tweets as  @Sarah__wright1

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• DOI: 10.1177/026142940902500312
• Corpus ID: 144658307

Thinking Actively in a Social Context

• Published 1 September 2009
• Gifted Education International

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21 Citations

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Evaluation of computer tools for idea generation and team formation in project-based learning, re-imagining the tapestry of teaching : an investigation into student teachers' outcomes-based education (obe) instructional practices, investigating attitudes towards financial literacy in schools: an impact study, using the tasc model to develop gifted students creativity: analytical review, the effect of the active thinking model on the achievement of the first grade students in science, gifted students’ knowledge and motivation towards learning chemistry: a case study at pusat genius@pintar negara, malaysia, 4 references, related papers.

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DISCOVER/TASC : An Approach to Teaching and Learning That Is Inclusive YetMaximises Opportunities for Differentiation According to Pupils’ Needs

• pp 1113–1141

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• B. Wallace 2 &
• C.J. Maker 3  

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June Maker has been developing DISCOVER (Discovering Strengths and Capabilities while Observing Varied Ethnic Responses); and Belle Wallace has been developing TASC (Thinking Actively in a Social Context). In their latest joint publication (Wallace and Maker, Thinking Skills and Problem-Solving: An Inclusive Approach, London: David Fulton Publishers, 2004), they have combined their work to make a powerful framework for curriculum development that accommodates the varying rates of pupil development. They maintain that although “intelligence” and “giftedness” may have a genetic base, these potentials are essentially developed and driven by the processes that are used in problem-solving; and that all learners are capable of improving their problem-solving processes across the ten human abilities: emotional, social, spiritual, somatic, visual/spatial, auditory, mathematical/symbolic, linguistic, mechanical/technical and scientific. In their joint work, they advocate an inclusive approach to the concept of giftedness.

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Wallace, B., Maker, C. (2009). DISCOVER/TASC : An Approach to Teaching and Learning That Is Inclusive YetMaximises Opportunities for Differentiation According to Pupils’ Needs. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_57

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