Transcript Stretching & Challenging High Achieving Pupils

Stretching & Challenging
High Achieving Pupils
For Rapid Progress
Main Points
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6.
High aspirations
Enrichment for Added Depth
Differentiation
Complexity
Questioning
Checklists for Planning Lessons & SoWs
Aspiring High
 Students should have
an aspiration grade as
well as a target grade
 The Target grade is
the MINUMUM they
should be aiming for
Enrichment for Added Depth
Acceleration
A strategy whereby pupils complete standard curriculum work
ahead of their peers
Disadvantages:
 Pupils’ learning is put permanently out of phase with that of their
peer group …is it good for young people to remove them from their
peers like this?
 Raises the inevitable question, ‘what next?’ when the standard work
is completed ahead of schedule
What other strategies are available for the most able pupils?
Enrichment
Any strategy which seeks to serve the needs of able pupils in
ways which avoid acceleration
1. Enrichment for added breadth
 Supplements the standard curriculum with additional unrelated work, ie.
After-school clubs, competitions, recreational subject-related activities,
etc.
2. Enrichment for added depth
 Expects a higher level of technique, a greater depth of understanding
of, and a willingness to reflect on, standard curriculum material
 Enhanced by supplementary topics which lay stronger foundations for
subsequent learning in a planned and systematic way, but do not preempt standard curriculum work from subsequent years
Depth
 Can be planned and incorporated as part of the scheme of
work, unlike enrichment for breadth, which takes place
parallel to curriculum learning
 Based on the provision of extensions which enrich the official
curriculum by requiring deeper understanding of the standard
material
 Encourages students to set themselves high standards and
insist on understanding what they are taught and strive to get
routine tasks completely correct (not usually possible when
work is accelerated)
 Enables pupils to adapt to the changing intensity and style of
teaching and learning from 16 to 18
Adding Depth to your Teaching
Depth of study is…
 To examine topics by
determining the facts,
concepts, generalisations,
principles and theories
related to them.
 To uncover more details and
new knowledge related to
the topic.
 To adopt perspectives and to
see pattern in connections.
It has the
following major
dimensions…
 Language
 Details
 Patterns
 Trends
 Unanswered
questions
 Rules
 Ethics
 The Big Idea
Adding Depth to your Lessons
Examples of Thinking Processes Associated with Depth:
Elaborate
Measure
Extrapolate
Replicate
Gather Evidence
Generalise
Define ambiguity
Judge
Paraphrase
Describe
Restate
Adding Depth to your Lessons
Examples of Activities related to Depth:
Participate in discussion
Graph a concept
Draw a diagram
Create an original product
Give a demonstration
Make a model
Translate into another form
Teach a lesson
Debate an issue
Differentiating Process & Content
Differentiation
Differentiating Process
Process
 The way new material is presented
 The activities in which students engage
 The questions that are asked
 Teaching methods
 Thinking processes developed in students
Differentiating Process
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Higher Levels of Thinking
Open-endedness
Discovery
Evidence of Reasoning
Freedom of Choice
Pacing & Variety
Differentiating Content
Content
 The ideas, concepts, descriptive information and facts
presented to the student in a variety of forms
 A number of general modifications can be made to curriculum
content to create differentiation
Differentiating Content
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Abstractness
Complexity
Variety
Study of Methods
Organisation & Economy
Study of People
Differentiated Plenaries
1. List 3 things you learnt today
2. Draw a spider diagram showing what you’ve learnt today
3. Students put questions on post-it notes at lesson start after
aims/objectives have been shared by teacher (good baseline exercise)
4. If lesson aim was set as a question, students answer
question on whiteboards
5. Write definitions for 3 new terms learnt today
Differentiated Plenaries
6. Show finished class work to a partner – judge against
criteria provided by teacher (colour-coding, +/-)
7. Show extract from anonymous student’s work – class
identify two strengths and two weaknesses
8. Prediction exercises – what will happen next
9. True or false? Relevant or irrelevant? Alike or different?
Fact/opinion?
10. Draw a timeline or chart showing cause and effect,
sequence, chronological order
Complexity
Complexity
A why/how interdisciplinary approach that connects and
bridges to other disciplines, always enhancing the meaning of
a unit of study.
Encourages the student to:
 Relate concepts and ideas at a more sophisticated level
 See associations among diverse subjects, topics or levels
 Find multiple solutions from multiple points of view
Includes:
 Making relationships
 Connecting other concepts
 Layering
Examples of Thinking Processes
Associated with Complexity
Prove/disprove
Negotiate
Note ambiguity
Show relationships
Define the problem
Check for authenticity
Categorise
Extrapolate
Provide evidence
Sequence chronologically
Collect data for the problem
Test hypothesis
Draw conclusions
Estimate
Compare and contrast
Determine relationships
Examples of Activities Related to
Complexity
Web a concept or ideas
Develop hierarchical
charts
Relate multiple ideas in a
single design
Classify to show cause
and effect relationships
Produce the same idea
Construct Venn diagrams
Design flow charts
Draw a matrix from a
different perspective
Questioning
Bloom’s Taxonomy
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Dalton’s Questions
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Quantity Questions
Change Questions
Prediction Questions
Points of View Questions
Personal Involvement Questions
Comparative Association Questions
Valuing Questions
Dalton’s Questions
Activity
I kept peering nervously over my shoulder trying to make out the people on the
ridge. My heart began to race and I kept sucking in deep nervous breaths. I
thought I might burst into tears. Then I spotted the tiny figures huddled around
the camera and tried to calm myself. The sense of menace increased when I
heard the rattle of rocks tumbling down the valley walls and spurts of dust drifted
away on the wind. They were uncomfortably close. I glanced back at the ridge.
Come on, come. I want to get out of here. Another volley of rocks spat down
towards me. I jerked away instinctively. Seconds later a feeling of all-consuming
panic overwhelmed me. I had to run from the place, had to escape. Just as I
began to remove the mat strapped to my leg, the radio squawked into life.
‘Joe, this is Kevin, do you copy?’ I stared at the radio aerial poking from my chest
pocket. ‘Joe, Joe, do you copy? Are you ready for the take?’
‘Kevin, this is Joe. I copy’. I released the transmit button and let out a long sigh of
relief.
‘Okay, Joe, begin to crawl towards the rocky narrows please. In your own time.’ I
began to laugh. It had a slightly manic edge. I was not enjoying my return to
Peru.
Dalton’s Questions
Activity
Quantity
Questions
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How long did he wait on the ledge?
What is the greatest length of time an individual can last on a mountain in these
circumstances?
Change
Questions
•
Assume Joe falls in this scene. What would the reaction of the film crew be?
Prediction
Questions
•
Consider the passage and highlight the clues that show you how the story might end
and justify your choice of phrases and key points
Points of
View
Questions
•
Why is Joe not enjoying his return to Peru?
Personal
Involvement
Questions
•
How would you cope with re-enacting a moment in your life for a film crew?
Comparative
Association
Questions
•
Compare Joe’s expedition with one over a hundred years ago
Valuing
Questions
•
Re-enacting scenes from the past can bring on delayed stress disorder if they haven’t
been dealt with appropriately at the time. What impact would it have had on Joe going
back to a mountain where he had nearly lost his life?
I kept peering nervously over my shoulder trying to make out the people on the ridge. My heart began to racing and I
kept sucking in deep nervous breaths. I thought I might burst into tears. Then I spotted the tiny figures huddled
around the camera and tried to calm myself. The sense of menace increased when I heard the rattle of rocks tumbling
down the valley walls and spurts of dust drifted away on the wind. They were uncomfortably close. I glanced back at
the ridge. Come on, come. I want to get out of here. Another volley of rocks spat down towards me. I jerked away
instinctively. Seconds later a feeling of all-consuming panic overwhelmed me. I had to run from the place, had to
escape. Just as I began to remove the mat strapped to my leg, the radio squawked into life.
‘Joe, this is Kevin, do you copy?’ I stared at the radio aerial poking from my chest pocket. ‘Joe, Joe, do you copy? Are
you ready for the take?’
‘Kevin, this is Joe. I copy’. I released the transmit button and let out a long sigh of relief.
‘Okay, Joe, begin to crawl towards the rocky narrows please. In your own time.’ I began to laugh. It had a slightly
manic edge. I was not enjoying my return to Peru.
Quantity
Questions
•
•
How long did he wait on the ledge?
What is the greatest length of time an individual can last on a mountain in these
circumstances?
Change
Questions
•
Assume Joe falls in this scene. What would the reaction of the film crew be?
Prediction
Questions
•
Consider the passage and highlight the clues that show you how the story might end and
justify your choice of phrases and key points
Points of View
Questions
•
Why is Joe not enjoying his return to Peru?
Personal
Involvement
Questions
•
How would you cope with re-enacting a moment in your life for a film crew?
Comparative
Association
Questions
•
Compare Joe’s expedition with one over a hundred years ago
Valuing
Questions
•
Re-enacting scenes from the past can bring on delayed stress disorder if they haven’t been
dealt with appropriately at the time. What impact would it have had on Joe going back to a
mountain where he had nearly lost his life?
Checklists for Planning Lessons
and SoWs
Adding Depth to Tasks
Subject or topic:
Task
Task
Design
Depth of
Task
Task
Setting
What students can Key areas for
already do
extension
Repertoire of
appropriate tasks
Question Planning Checklist
Knowing as a basis for your action:
 What basic knowledge does the learner need?
 What particular skills does the learner need?
 What are the relevant facts and theories?
 What skills does the learner need to find out for him/herself?
 How is the work to be communicated? Does the learner have
a variety of recording skills and techniques from which to
choose?
Question Planning Checklist
Demonstrating understanding:
 Can the learner identify main points? Similarities? Differences?
 Is it possible to ask any of these questions:
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Can you explain in another way?
Why did this happen?
What were/will be the consequences?
How does this affect you/other people? Why/how?
Would you make the same decision? Why/why not?
Question Planning Checklist
Looking for overall patterns & relationships:
 Can learners identify connections, sequences, patterns and
themes?
 Is it possible to ask any of these questions:
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What is the overall plan?
How do the components fit together?
What is happening now?
What happened before?
What is likely to happen?
How do you feel about it?
Is it logical? Why/why not?
Stretching & Challenging Lesson
Plan Checklist
Objectives
 Are LOs set for High students?
Activities
 Do activities relate to developing high order thinking & skills?
Use of Assessment
 Is assessment used to show pupils what they need to do to reach
the highest levels?
Resources
 Are resources challenging & inspiring?
Homework
 Is homework challenging, interesting & differentiated?