Pace and engagement amp

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Pace and engagement amp

  1. 1. Pushing for Challenge
  2. 2.  Read the paper you’ve been provided with. The little pieces match with the larger ones. Those of you with key words find your partner who has your definition and stand next to them.Engagement Activity
  3. 3.  To understand what teaching for challenge means. To understand and explore a range of challenge activities. Challenge To analyse and create an effective ‘challenge’ activity and appropriate it for your lesson.
  4. 4.  Look around the room at your colleagues. Write any nice thing on a post it note. Then go and stick it about their person.Rule: You cannot be daft or offensive!Teaching for Challenge
  5. 5. Look at the image. What do you want to knowabout it to understand it?-write your question on the paper provided-pin it next to the imageG&T Focus on the background and setting inthe images.
  6. 6.  In your pairs, retrieve a picture. Begin to respond to the questions posed. Be prepared to discuss your responses.
  7. 7.  What does a classroom  Is there anything look like when there is worse? no engagement or challenge ?Question?
  8. 8.  What does a classroom  Is there anything look like when there is worse? no engagement or challenge ?  What is the total opposite?Question?
  9. 9.  People learn best when they are interested, involved and appropriately challenged by their work – when they are engaged with their learning.Active Engagement
  10. 10. Where pupils are actively Consequently, they:engaged in their learning,  develop higher self-they: esteem; have a longer  make faster progress; concentration span;  develop a belief in complete work on time; their ability to improve stay on-task and have and learn; few behaviour problems;  encourage and work maintain a good well with other pupils. attendance record.Active Engagement Impact
  11. 11.  What can you do to ensure that pupils are engaged in their learning?Reflection Engagement
  12. 12. Pupils are more likely to engage in their learning whenthe teacher provides opportunities for them to: be clear about the purpose and relevance of their work; relate new knowledge and experiences provided during lessons to something they already understand; experience some variety in the way information is presented during lessons; experience activities that generate curiosity and interest; ask questions and try out ideas; see what they have achieved and how they have made progress; understand how they are thinking and learning; get a feeling of satisfaction and enjoyment from their work; build positive images of themselves as learners.
  13. 13. The letter ‘T’ on thissquare grid has anarea of 200cm²
  14. 14. The letter ‘T’ on thissquare grid has an Calculate thearea of 200cm² perimeter of the ‘T’.
  15. 15.  Creating sound bites and answering questions using technology- it adds a bit of fun and engagement with the theorists.Be creative Be inspiring
  16. 16.  Be creative  Be inspiring
  17. 17.  You are going to follow the steps on your card and try and figure out how to solve the problem…
  18. 18.  Activating prior knowledge Challenge Cooperative group work Modes of representing information Scaffolds Deep and surface learning
  19. 19.  they are trying to understand and make sense of material; they are relating ideas and information to previous knowledge and experience; they are not accepting new information uncritically; they are using organising principles to integrate ideas; they are relating evidence to conclusions; they are examining the logic of arguments.
  20. 20.  To understand what teaching for challenge means. To understand and explore a range of challenge activities. Challenge To analyse an effective ‘challenge’ activity and appropriate it for your lesson.

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