Transcript Slide 1

Using Challenge to keep them
motivated
Part One
By 5.30pm we will
Explore what is meant by “challenging”
lessons
See how challenge supports learning
Start to see how teachers can make
challenging tasks achievable
To consider how challenge can be built into
lessons
What is challenge and why is it
crucial to learning
 Can you think of a “challenging learning
experience” (5 minutes)
 What made it challenging?
 Identify the factors that supported
successful learning
What is challenge and why is it
crucial to learning
 Challenge is a prerequisite of learning
 Setting the right level of challenge is crucial
What is challenge and why is it
crucial to learning
 Challenge needs to be realistic
 Support should encourage
independence in the learner
(See Reflection)
Creating the right kind of
classroom
The land of the
NQT
When you have to
remind the pupils that
the lesson is over and
they have to move on.
Confident driver
trying to perform a
hill start with a
policeman watching
who suspects
you've been
drinking…and your
family is in the
back!
The land of the
wordsearch
High
Challenge
Low
OR Just think
OFSTED
High
Low
Stress
How do we create challenges in
classrooms?
 Less about adjusting the QUANTITY of work
and more about the QUALITY of their
learning
 So do you know what progression might
look like in your subject?
Going about increasing challenge.
What might it look like in your subject?
Subject
Areas for pupil development over their three
year Key Stage 3 course
1. Art and
Design
Exploring and
developing
ideas
Investigating
and making
art, craft and
design
Evaluating
and
developing
work
Knowledge and
understanding
2. Design
and
Technology
Understanding
materials
Designing
Using ICT
Using control
3. PE
Acquiring and
developing
skills
Selecting and
applying
skills, tactics
and
compositional
ideas
Evaluating
and
improving
performance
Knowledge and
understanding
of fitness and
health
Making
and
producing
in quantity
Outstanding performance.
What might it look like in your subject?
Subject
Areas for pupil development over their
three year Key Stage 3 course
4. History
Chronological
understanding
Knowledge and
understanding
of
events/people/
and changes in
the past
Historical
interpretation
5. Religious
Education
Learning about
religion
(beliefs/practic
es and forms of
religious
expression)
Learning from
religion
(responding,
evaluating,
applying own
experiences,
sense of
meaning and
purpose,
values,
commitments)
Investigation
Interpretation
Reflection
Empathy
Evaluation
Analysis
Synthesis
Application
Expression
Historical
enquiry
Organisation
and
communication
Outstanding performance.
What might it look like in your subject?
Subject
Areas for pupil development over their three
year Key Stage 3 course
6. Geography
Vocabulary
Knowledge of
places
Patterns and
processes
7. Modern
Foreign
Languages
Grammatical
progression
(i)
Nouns and
pronouns
(ii)
Adjectives
and verbs
(iii)
Structural
features
(iv)
Other
features
Skills progression
(i)
Application
of
knowledge
(ii)
Study skills
and
learning
strategies
(iii)
Dictionary
use
Geographical
thinking
Geographical
explanation
Investigation
Map skills
Fieldwork
Outstanding performance.
What might it look like in your subject?
Subject
Areas for pupil development over their
three year Key Stage 3 course
8.
Controlling
sounds
Music
Creating and
developing
Responding and
reviewing
Listening and
applying
knowledge
and
understanding
Handout 9.1
 Work in groups of three.
 Try and place these in order of difficulty,
justifying their order
 Then use Handout 9.2 (Bloom’s taxonomy)
and try and classify using this description of
cognitive skills
Some possible answers
Knowledge
Asking pupils to state,
recall, list
Copy notes
Comprehension
Activities involve
asking pupils to
explain, describe,
illustrate etc
Give meaning of words
Application
Activities involve
asking pupils to apply,
solve, predict etc
Twentieth century
population changes
Analysis
Activities involve
asking pupils to list
component parts,
identify cause and
effect, distinguish
between irrelevant and
relevant, compare and
contrast etc
South American
Indians
Some possible answers
Synthesis
Activities involve
asking pupils to
generalise, summarise,
design, hypothesise,
invent, create,
compose etc
Mousetrap game/water
clock
True or false
Predict results in
science experiments
Evaluation
Activities involve
asking pupils to give
arguments for and
against, support
opinions, rate,
recommend, criticise,
prioritise
Bicycle locks
“Glasgow Sonnet”
Reasons for poverty
So what makes something
challenging in my subject?
1. Recall..what can I
remember?
2. Selection..What
facts do I need?
Increasing challenge
when it comes to writing
5. What subject
specific language will I
need to use with
confidence and
accuracy?
3. Synthesis..Where
shall I put them?
4. Expression..How
shall I say it?
In other words, when writing
challenge can be increased when…
1. Work is increasingly
structured
2. Work is increasingly informed
(Knowledge base)
3. Work is increasingly substantiated
(supporting BIG points with little
points)
4. Work is increasingly purposeful
(remains focussed on the question
being asked)
Key aspects of challenge
Mistakes need to be accepted as an important
part of learning.
Effective learners take risks.
The higher the motivation, the higher the
tolerance of frustration during learning.
Success depends upon receiving support
when it is needed.
Support should encourage independence in
the learner.
Encourage metacognition and self-review.
Paired work
Pupils work in pairs
reading and making
suggestions about
each other’s work.
Pupils and teacher
propose three changes
then come together for
negotiated evaluation
is also very useful
Encourage metacognition and selfreview.
Pupils and teacher
generating criteria
All they need is the
teacher to invite them
to do this and then
enter into a process of
negotiation. (Let’s
decide how anyone
would know this piece
of work is good-what
would they see?)
Encourage metacognition and self-review.
More effective use of the last 10
minutes of the lesson
1. Revisit the learning intentions and pupils can
give individual responses and then work in
pairs, sharing thoughts on a set of questions
2. Pupils might make presentations to the class
whilst the other pupils are encouraged to ask
questions about the presenter’s thinking
3. Pupils, teachers and helpers asked questions
of each other and made comments. Questions
were of the type “Had you thought of…?” and
“If you were to do this all over again would you
tackle it differently? Why? How?”
Increase proportion of higher-order questions.
Application
Activities
Questions for learning
•Demonstrate
•Plan and deliver a presentation to…
•Based on what you know
•What is most significant for your
chosen audience?
•Model
•How can you best demonstrate your
understanding?
Increase proportion of higher-order
questions.
Analysis
Activities
Questions for learning
•Investigate
•What information is needed? Where
will you get it?
•Classify
•Categorise
•Facts and opinions
•Organise the data using a flow
chart/concept map
•List arguments for and against,
compare them
•Separate into fact and opinion using a
Venn diagram
Increase proportion of higher-order
questions.
Synthesis
Activities
Questions for learning
•Create
•Provide a portfolio for evidence
showing your case for…
•Compose
•Forecast
•Taking the theme of stillness produce
three pieces for piano
•Formulate
•Using all the evidence available…
•Argue the case for
•Based on the evidence and your own
feelings, what do you think is likely
to…?
•Predict
•Imagine
Increase proportion of higher-order
questions.
Evaluation
Activities
Questions for learning
•Prioritise
•Re-order with a justification
•Rate
•Design a mechanism to evaluate the
performance
•Grade
•Critique
•Judge
•Recommend
•Discuss the relative merits in relation
to…
•Following your critique, say which is
better and why
•What is the best option? Why? List
five reasons.
Expect greater independence…or
transforming those pupils who are
reluctant or unwilling to take
responsibility for their own learning
 Provide a Year 7 example of card sorting
and extended writing
 Then in Year 8 card sorting with various
criteria and extended writing (Burger)
 Then in Year 9 card sorting with their criteria
and clever starters
Video sequence
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(i)
(ii)
Geography lesson
Year 9 mixed ability class
Introductory lesson
Use handout 9.3
Note how the teacher makes the task sound achievable
Look at how interventions during the lesson help the
learner complete the task
(iii) Note the ways in which the teacher provides frameworks
to “scaffold” the learning
(iv) Note how the teacher creates an atmosphere in which
taking risks and making mistakes are a natural part of
learning
Some of the points worth mentioning
 Consistent use of positive “Can do” language
 Absence of criticism
 Questioning and responses which value pupils’
opinions and ideas
 In-depth conversations with pupils which challenge
and promote cognitive talk
 Explicit expectations about thinking being difficult
and mistakes being acceptable
 Challenge to pupils’ thinking, but reassurance that
this is not personal criticism
Provision of a range of frameworks
which structure the pupils’ enquiries
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Inference Charts
Scales
Venn Diagrams
Burger paragraphs
KWL Grids
Connectives (On the one hand..on the other hand)
Grand Prix, Rollercoaster and Star Trekking
essays
Ready for more?
Identify the key objectives that underpin
development in a unit of work that you teach.
Then analyse the demands of its tasks in relation
to Bloom’s taxonomy. Revise the unit, if
appropriate, to include a variety of more
demanding tasks.
Undertake paired peer observation of a lesson
from the unit. Use the checklist created at the
end of this session to explore the features of
practice that support challenge. Devise an action
plan to address any areas for development
identified.
Ready for more?
In subject teams take a scheme of work from Key
Stage 3 and collect three sample pupil outcomes
for the same task, representing different levels of
ability. Identify the key differences between the
pupil outcomes and discuss appropriate targets
for each pupil. Agree the incremental steps that
each learner needs to take to achieve those
targets and how they might be supported. Make
this a regular feature of team meetings.