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There is no Elder wand, or potions off the shelf to address the issue in a one size fits all scenario. Effectively incorporating choice means setting the bar high and expecting all students to produce excellent work but acknowledging the route to producing this work may be different depending on the students needs. Ego-driven feedback, focusing on the student rather than the task, and grades rather than comments, leads to a decrease in student progress.Feedback needs to be framed in such a way that it is clear to the student what their learning gaps are and how they can close them before moving onto new learning. Job posted 3 Mar 2023. For example, if we take the Roman topic, can a pupil: 1) Identify what the Romans have done for us? Part of the Government response to this has been to introduce a policy of 'stretch and challenge', which features different question styles in new A-level examination . In . Teachers know there should be more 'stretch and challenge' but most have had no training in them. Enrol In regards to Stretch & Challenge, what is working for you and your students? 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. If you introduce grading at the right time, it could be a powerful motivator to stretch and challenge learners. This might typically be about digging into an area more deeply, going laterally with a concept, or asking students to use more complex terminology to describe abstract ideas. Create a Place for stretching (I used to have a fluffy rug in front of a mirror with my stick figure stretch routine where I . First of all, lets be absolutely clear: differentiated learning outcomes must be removed from all classrooms if a stretch and challenge model is to be embedded into everyday practice. If possible one should stretch daily, focusing on the lower . The registered office is: 6th Floor, Cornerblock, Description. Neil Mercer's work has shown us that oral reasoning skills affect cognitive skills. Instead of just providing additional learning materials for those who have finished the task, the framework enables children to deepen their learning experiences by changing perspectives and looking at topics from different angles. Youll need to find a way to measure the progression of learning, so you know when theyre ready for that extra push. The Ofsted inspector liked it too! Every child deserves maths challenges that stretch them. Homework gives students greater freedom to demonstrate what they really know and produce quality work. These recognise that having excellent links in place for communication is essential. For your stretch and challenge activities to work, youll need to keep apprentices engaged otherwise they might just see them as extra work. 1. Information for universities, Terms In 2019 I met Umair Shafique at the Service Design Fringe Festival in London, and heard . 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. #TLT14 Feedback matters by @Shaun_Allison, Scaffolding instruction using the workshop model in pbl, Stretch and challenge big question lesson planning. The effective use of questions is vital for stretching your highest-attaining learners. 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 level of challenge should be suitable for the pupil which requires a certain level of differentiation. 80% of the lesson should be about student action, not teacher action, Delegate leading activities to students e.g. To get over the problem of setting homework for homeworks sake, an alternative is to create a Homework Challenge Bank featuring a range of tasks that require students to consolidate and master key concepts and apply their knowledge in different contexts. Stretch & 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. The tasks that push pupils vary enormously by subject. 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. Each week students participate in discussion and activities that are intended to help . In reality, rather than being about preparing different activities, differentiation is a subtle skill that is not easily spotted in action. Students are notoriously bad at acting upon the feedback given to them by their teachers. 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. However, taking . and, yes, I'm talking quietly because everyone else is asleep. If students dont respond to our feedback, then whats the point in marking their work?Another frustration teachers experience is when students hand in work that is just not up to standard due to carelessness or lack of effort. What's more, this also contributes to better retention. The idea comes from the criticism that some children could be working at a greater depth or taking their ideas to new levels. Session 1: Examining the Evidence Around More-Able Learners in the Classroom. That increases the risk for joint pain, strains, and muscle damage. Your email address will not be published. Accessibility Recent work by Carol Dweck on Growth Mindsets supports such conclusions with an emphasis on providing high challenge and positive, specific feedback. Ofsted defines high-achievers as those achieving a Level 5 in both English and maths in national curriculum tests, commonly known as Sats taken in the final year of primary school. Something went wrong while submitting the form. Ensure that success criteria for a piece of work makes clear to students how they can demonstrate excellent quality work.Rather than setting a limit on what we think students can do by creating differentiated criteria, give all students the same criteria but make explicit to them how meeting the criteria becomes progressively more demanding.Once students have attempted a piece of work, teach students how to use pre-flight checklists which ask students to check their own or a peers work against the criteria and highlight areas for development before handing in their very best effort.Academic vocabularyVarying levels of literacy is one of the most significant factors in how well a student will do at school. Using visuals to accompany the word as a memory cue helps students to remember the work. March 9, 2023, 12:00 PM GMT. In fact, OneFile has everything you need for the new apprenticeship standards thats why its the most used apprenticeship software. I See Reasoning UKS2 - Gareth Metcalfe. From understanding pronouns, appropriate language and providing practical tips to drive change to using visual cues and creating safe spaces for students, the . How to plan ambitious, broad and balanced curriculum From retrieval practice to test-enhanced learning. However, if you stay resolute and communicate with students the changes you are making and the benefits these changes will bring, they will end up appreciating your high expectations of what they can achieve. 2010 2013 last Ofsted reports. Privacy Notice and challenge, and high expectations. A complex question can really provoke deep thinking. We sometimes forget that learning is hard work, particularly the thinking part. The teaching assistants role needs to be clearly defined. Like a GPS, teachers are prone to denying students responsibility for their own path-finding . I fully recognise that issuebut I'm also quite relaxed about using well understood terms to describe groups of learners who at any given time need more stretch and . It might seem that in some of your classrooms learners will do everything they can to finish as quick as possible and bypass any opportunities for an additional level of challenge. Explicitly teach students how to construct different types of questions to generate engaging discussion.Tasks, resources and groupingsFor many years, stretch and challenge was seen as something for the gifted and talented group. or better by Ofsted, lack of challenge for able learners is still typically identified as a weak area. More than this, the six Elements 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. A classroom where stretch and challenge is embedded is one where students know the standard they are aiming for, actively seek out feedback to reach that standard, and have the tools to move their own learning forward by using this feedback to develop their knowledge, skills and understanding. It is tempting to think of differentiation as being about preparing different materials for different students the classic differentiation by task. Routines/Habits: The things you do all the time, in every lesson. Much classroom discussion centres upon the teacher initiating discussion by asking a question, choosing a student to answer and then acknowledging whether the answer is correct.This cycle is repeated several times with different students. Linked to this, they will need to be taught to think in specific ways so that, when they face difficulties, they can draw upon subject-specific strategies and questions to ask themselves to help them select the right domain of knowledge to complete a task. This course outlines how to develop teaching and curriculum design to stretch and challenges pupils in science. Rather than waste time getting students to copy down vague learning objectives and outcomes, move towards an enquiry question that will anchor the learning and everything the students do in a lesson or series of lessons to respond to the question posed by the teacher. Book your free demonstration today. Ask higher order questions using Blooms Taxonomy as a guide, Differentiate learning activities by how challenging (hot) they are, Students self-select activitieswith a little direction from the teacher, Give students help tokens which they need to spend if they want teacher input, Praise students who spend the least and have thought independently, Create a bank of cards that can be used in the classroom, Students can be given secret missions/or self-select to add depth to their work, Good quality homework gives students greater freedom to demonstrate what they really know and produce quality work. To get over the problem of setting homework for homeworks sake, an alternative is to create a Homework Challenge Bank featuring a range of tasks that require students to consolidate and master key concepts and apply their knowledge in different contexts. Revisiting concepts such as the zone of proximal development helps us reframe learning experiences and seek out opportunities for deeper thinking. Teachers must think carefully about how a task is scaffolded and carefully selecting resources so all students can access the most challenging work. Varying levels of literacy is one of the most significant factors in how well a student will do at school. Using visuals to accompany the word as a memory cue helps students to remember the work. Ensure that success criteria for a piece of work makes clear to students how they can demonstrate excellent quality work. This webinar will provide you with advice and practical guidance on incorporating stretch and challenge into the RE curriculum, thereby ensuring that it sets high standards and ambitious aims for all pupils, aligned with government expectations. ont be repeating work or learning about things they already know, so theyll have more opportunity to progress. Once students have attempted a piece of work, teach students how to use pre-flight checklists which ask students to check their own or a peers work against the criteria and highlight areas for development before handing in their very best effort. progression In many state schools, the pupil premium agenda skews curriculum access over a rigorous stretch & challenge programme. In order for this to happen, set up a series of structured questions that require students to think hard and ensure students have enough time to grapple with the difficult concepts. Implementing a stretch and challenge model in your classroom requires teachers and students to recognise that learning should be difficult. Inspection report: Harris Academy Tottenham, 9-10 May 2017 Page 3 of 13 . Challenge activities don't have to always involve writing. Explicitly teach students how to construct different types of questions to generate engaging discussion. Ensure that students engage with academic vocabulary on a regular basis through discussion, word games and vocabulary notebooks to consolidate knowledge. 4. Don't bolt on challenge - build it in. The learning objectives can be seen as a compass (giving the task direction) whilst the challenge activities are carefully mapped out to cater for the broad ability spectrum. This influences everything else. You'll need to find a way to measure the progression of learning, so you know when they're ready for that extra push. measure progress will motivate learners to complete more learning, increase their progress and reach their targets. In case you need help on any kind of academic writing visit website www.HelpWriting.net and place your order, Programme Manager/Tutor/Assessor/internal Verifier at Guildford College Group, Do not sell or share my personal information, 1. Setting up choice can be a tricky one to get right and, if done badly, can be detrimental to stretch and challenge if students choose less cognitively demanding tasks. Posted at 13:44h in mr doob sandpile by zach charbonnet scouting report. They give apprentices the opportunity to take their learning further and get the highest grade they possibly can. Now customize the name of a clipboard to store your clips. Then, when muscles are called on for activity, they are weak and unable to extend all the way. Using frameworks such as solo taxonomy and blooms enables educators to explore the academic potential by subtly reframing the learning objective. One such way I'l share here. John is a trained Ofsted inspector and a teacher with over 20 years experience . Please fill in the details so we can send over the resources. 1. If truth be told, many of us can forget to set homework or set something rushed just to keep up with the homework timetable. Covid-19 will change our outlook on education and BotDetect CAPTCHA ASP.NET Form Validation. A note of caution: sometimes students are given homework tasks that seem challenging because they require students to work independently on a project over an extended period of time. Building on this, parents and carers need to be kept well-informed about their child's progress and have a good understanding about how they support their child's learning at home. Participants will gain an understanding of what stretch and challenge should look like based on evidence from Ofsted and research. 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. It can also be hard to create stretch through this approach, because it is difficult to pitch tasks at exactly the right level. Rather than waste time getting students to copy down vague learning objectives and outcomes, move towards an enquiry question that will anchor the learning and everything the students do in a lesson or series of lessons to respond to the question posed by the teacher. This course outlines how to develop teaching and curriculum design to stretch and challenges pupils in science. The effective use of questions is vital for stretching your highest-attaining learners. Thank you! Tap here to review the details. Click Accept to consent and dismiss this message or Deny to leave this website. The bank of Socratic and exploratory questions embedded within the framework enable teachers to turn a basic question into a more complex task that advances the level of thinking. 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. Stretch and Challenge sounds punitive and confrontational - when it should sound and feel more like 'Encourage and . When apprentices are progressing nicely through theirprogramme, let them know about the different grades they could achieve atEPA pass, merit, distinction. Apply by 15 Mar 2023. When we hear the word challenge we need to remember that this shouldnt be reserved for the brightest students but rather teachers should be creating a climate where all students are rapidly making progress, moving beyond their own comfort zones, aiming higher and developing resilience in the process. In time, our members have also used attitudinal challenges. With OneFile, you canpersonalisestretch and challenge activities easily. 3. Alongside her webinar for NACE members, author and teacher trainer Sue Cowley shares five ways to ensure all learners are stretched and challenged its differentiation, but not as you might expect!
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