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. 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. 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. Look at the image. What do you want to know
about it to understand it?
-write your question on the paper provided
-pin it next to the image
G&T Focus on the background and setting in
the images.
6. In your pairs, retrieve a picture. Begin to
respond to the questions posed.
Be prepared to discuss your responses.
7. What does a classroom Is there anything
look like when there is worse?
no engagement or
challenge ?
Question?
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. People learn best when
they are interested,
involved and
appropriately
challenged by their
work – when they are
engaged with their
learning.
Active Engagement
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. What can you do to
ensure that pupils are
engaged in their
learning?
Reflection Engagement
12. Pupils are more likely to engage in their learning when
the 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.
14. The letter ‘T’ on this
square grid has an
area of 200cm²
15. The letter ‘T’ on this
square grid has an Calculate the
area of 200cm²
perimeter of the ‘T’.
16. Creating sound bites
and answering
questions using
technology- it adds a
bit of fun and
engagement with the
theorists.
Be creative Be inspiring
19. You are going to follow the steps on your
card and try and figure out how to solve the
problem…
20.
21.
22. Activating prior knowledge
Challenge
Cooperative group work
Modes of representing information
Scaffolds
Deep and surface learning
23. 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.
24. 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.
