Privacy Notice Prof Hattie identifies classroom discussion, where students are given the opportunity to respond to challenging questions posed to them, as being integral to accelerating students learning. Book Now ($71.91) Lesson work can be consolidated and extended. Increasingly analytical extended writing won't provide the requisite "high challenge" in maths. This webinar will provide you with advice and practical guidance on incorporating stretch and challenge into the PE curriculum, thereby ensuring that it sets high standards and ambitious aims for all pupils, aligned with government expectations. Her book The Ultimate Guide to Differentiation is published by Bloomsbury. wants to see that all learners have been stretched and challenged to achieve ambitious targets so set them! Negator of Challenge: over simplifying and over scaffolding. Explicitly teach students how to construct different types of questions to generate engaging discussion. Thrilled to be joining the team at Ideate Innovation! Mary Myatt recently discussed the idea that schools often talk about 'doing the romans'. The learning actions extend the opportunities to provide challenge across a wide ability range. While these homework projects can be a lot of fun, many students struggle with such open-ended tasks. Ofstedwants providers to stretch and challengealllearners no matter their level. The concept of "stretch and challenge" can be incorporated into all elements of teaching work including planning lessons, setting objectives, developing resources and working . In many state schools, the pupil premium agenda skews curriculum access over a rigorous stretch & challenge programme. We sometimes forget that learning is hard work, particularly the thinking part. M3 3HN. Things may have changed since then, so this research is to be used at the reader's discretion. In our quest to make students more independent, we have forgotten that they need to know an awful lot before they are ready to work independently. At their worst, stretch tasks ask pupils to do things which are largely unrelated to the learning intention of the lesson. Instead of ability streaming, teachers can create lesson plans that have different tangents embedded within them. Conference chair Ian Warwick addresses some of the questions posed by delegates at the 'Stretch and Challenge the More Able' event. Looks like youve clipped this slide to already. Where a student has access to support from a teaching assistant, it is vital that the student doesnt fall into the trap of learned helplessness. View all posts by NQTtoptips, Your email address will not be published. If students see there is a choice of how much they will learn in a lesson, then it is too tempting for them to coast along doing the bare minimum. Professor Dylan Wiliam, in his book Embedding Formative Assessment, explains that students sharing, clarifying and understanding learning intentions is a key part of assessment for learning; those students who have a clear picture of their learning journey are more able to reflect on their progress over time and take responsibility for knowing how to move forward. The most able students report, published . Identify clear learning objectives and specify how students will be taught and assessed. Professor John Hattie, alongside Gregory Yates, in Visible Learning and the Science of How We Learn, explore the difference between teachers as activators as opposed to teachers as facilitators.Teachers as activators results in a much higher effect size; some of the key actions they take are setting up tasks with the goal of mastery learning and teaching students metacognitive strategies.If students are going to work independently, then they need to have a clear goal in mind where the steps to success help students to judge how well they are working towards their goal. This may seem like a pretty obvious statement to make but often, without recognising it, we set a limit on what we think students can do. . The SlideShare family just got bigger. However, getting homework right makes such a difference to the challenge culture. Studies have shown that teachers tend to use far more closed questions than open ones, even though open-ended questions lead to more challenge because they require higher-order thinking. How do you know when apprentices are ready for that extra push? Begin by providing a description of the word before asking students to create their own description and example in their own words. Some of their recommendations are below. In current high stakes education such a thing is dangerous. By visiting our site, you agree to our privacy policy regarding cookies, tracking statistics, etc. It is tempting to think of differentiation as being about preparing different materials for different students the classic differentiation by task. Yet few schools have cracked the homework problem. Participants will develop a tool kit of strategies to support teaching and will reflect on how . You are not alone looking for KS2 maths challenges for high attainers. Is your school embracing a stretch and challenge agenda? Using visuals to accompany the word as a memory cue helps students to remember the work. 5) Imagine what life would be like without the Roman occupation of Britain? Book your free demonstration today. Every child deserves maths challenges that stretch them. Tap here to review the details. Ofsted. Inspection report: Harris Academy Tottenham, 9-10 May 2017 Page 3 of 13 . Stretch and Challenge Developing Deeper Understanding . To go one step further, the graphic organisers included in the membership are an engaging tool for adding shape to your pupils thinking. Based in the north west of Leeds, Benton Park is a large, successful and oversubscribed school. These could be around grades, but they could be about further qualifications or promotions. It can also be hard to create stretch through this approach, because it is difficult to pitch tasks at exactly the right level. Its often the last thing we think about after weve planned our lessons. Also make time for students to construct their own questions and pose them to their peers. Apart from the issue of how time-intensive this model is, there are two ways it obstructs challenge. - Ideas to support the effective use of Challenge in lessons by Verity Holman | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more. Beautiful and easy to use newsletters. Moreover, for deep learning experiences to occur and be stored in their long-term memory, they need to be exposed to the information at least three times in different formats. _(Ofsted 2012) 25.5% A-A* (GCSE); 20% A-A* (A2); 80% success at Oxbridge 2014 SSAT G&T Lead School -North Somerset Aspire G&T Coordinators -Head of Learning -Assistant Head Accelerated Curriculum - ZStage not Age Since academic vocabulary knowledge is at the heart of being a good speaker, reader and writer, it is important that teachers dedicate enough time to explicitly teaching academic vocabulary in their subject areas to challenge students to express themselves with confidence.Robert Marzano and Debra Pickerings book, Building Academic Vocabulary, shares a structured approach to teaching academic vocabulary. In other words, we are not asking the child to simply do 'more stuff', we are asking them to think about the concept in different ways thus developing a greater depth of knowledge. teachers and school leaders working in secondary education across the UK. Ofsted - Excellence in English Good-quality oral work engages pupils, including boys and pupils who might otherwise take little interest, and yields benefits in all areas of English. Play question basketball, not tennis. This practical planning and delivery tool enable educators to design challenge teaching strategies that really gets everyone thinking. One parent wrote, 'I love . Why Stretch and Challenge Activities are Crucial for More Able or High Potential Pupils. Strategy 1: Avoid the following teaching styles, Strategy 3:Plan lessons that encourage independence, Strategy 5: Get students involved in the learning process, NQT Secondary Adviser at Herts for Learning - supporting NQT induction. Ability to stretch and challenge students' abilities; Accountable for learning and achievements of students across the academy; Motivate staff - leading by example . For your stretch and challenge activities to work, youll need to keep apprentices engaged otherwise they might just see them as extra work. In March, I secured a 1 month secondment to the Research and Evaluation team at Ofsted. Even though using a learning experience such as oracy doesn't always end up with written evidence in a book, progress can be documented with the right assessment approaches. Activate your 30 day free trialto continue reading. NHS apprenticeships: an interview with Lucy Hunte, HEE, Level 2 apprenticeships are key to social mobility. Using visuals to accompany the word as a memory cue helps students to remember the work. OneFile is not liable for any action taken based on this research. Introduction. Prof Wiliam examines the importance of success criteria and pre-flight checklists in Embedding Formative Assessment. Normally, it meant an extension task for those who finished their work early; however, the extension work often ended up being more of the same rather than requiring stretching students to think harder. In this article, we will provide some practical ideas for a stretch & challenge programme in your school. In the Third Edition of 'Teaching Today' Geoff Petty (2004) there is an appendix which summarises differentiation . This by default means that everyone in the class is challenged. All Rights Reserved. Implementing a stretch and challenge model in your classroom requires teachers and students to recognise that learning should be difficult. Stretch and challenge in practice Debbie Light offers some practical strategies to raise the bar in your classroom for all pupils. Revisiting concepts such as the zone of proximal development helps us reframe learning experiences and seek out opportunities for deeper thinking. Yet what isnt as well promoted is that feedback can also have a negative impact on students. The best performing schools see additional learning opportunities throughout the curriculum to develop advanced knowledge. Thank you! Using the Universal Thinking Framework's question and answer stems enable classrooms to set up interactive experiences that develop pupils' passion for learning. Ofsted's 2015 Common Inspection Framework explicitly highlights the need to ensure effective teaching, learning and assessment for the most academically able pupils. During the initial assessment, you can find out the learners prior learning not just against English andmaths, but against all the KSBs in the standard. 1. Learning Hub Theyll give you apersonalisedtour of the software, show you how OneFile can benefit you, and answer any questions you have. If truth be told, many of us can forget to set homework or set something rushed just to keep up with the homework timetable. Second, it is the teacher who holds all of the power because they are the ones initiating the questions and deciding on the direction of the discussion.One way of embedding a stretch and challenge model is to experiment with different ways of encouraging greater participation in discussion. Our Literary Society is an invite-only club for adventurous and keen readers in Years 8 and 9, designed to stretch and challenge students who have demonstrated an interest in literature. Complaints Procedure Webinar 1hr. Through advice and Q&A sessions, our speakers will provide you with the tools needed to do this and confidently tackle the challenges that can arise inside and outside the classroom. Find out more, and join our mailing list for free updates and free sample resources. progression If it hurts, you've pushed too far. A simple way to do this is by asking students to argue the opposite position to that which they actually hold, during a class debate. Combining these two techniques, the teachers expectations of the students is that a student has not finished until their response is 100 per cent accurate and they have developed their thinking using academic vocabulary and a range of examples. If students are going to work independently, then they need to have a clear goal in mind where the steps to success help students to judge how well they are working towards their goal. 4. The secret to doing this well is to think about it in three areas of teaching practice: Attitudes: The belief and mindsets teachers need to have themselves and inculcate in their students. What you will do: Enthuse, stretch and challenge our students at WCSA to make a significant difference to achievement in English. Neil Mercer's work has shown us that oral reasoning skills affect cognitive skills. or better by Ofsted, lack of challenge for able learners is still typically identified as a weak area. Adopting a challenge model in your school will require an in-depth understanding of the pupils. Stretch and Challenge. Take on a different perspective that they are not necessarily comfortable with. Discuss economic-related affairs at home; encourage your son or daughter to watch 15-20 minutes of news every day to keep abreast of political, social, economic and world affairs. Nrich. Where a high-attaining learner has an interest in a subject, they typically want to explore it far more widely than you have time to do at school. Provide an even greater degree of stretch and challenge for the m ost able disadvantaged pupils . In our quest to make students more independent, we have forgotten that they need to know an awful lot before they are ready to work independently. Moreover, for deep learning experiences to occur and be stored in their long-term memory, they need to be exposed to the information at least three times in different formats.