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Raise Challenge
This document discusses strategies for creating the right level of challenge in teaching and learning. It emphasizes that challenge should be at the zone of proximal development where tasks are difficult but still possible. Checklists and rubrics can help students and teachers understand expectations and progress. Praise should focus on effort, strategies and progress rather than innate ability so students see challenges as opportunities to learn and improve. Creating the right environment and high expectations can help ensure all students benefit from an appropriate level of challenge.
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Raise Challenge
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- 2. “When evaluating thequality of teaching in the school, inspectors must consider: “the extent to which well judged teaching strategies, including setting challenging tasks matched to pupils’ learning needs, successfully engage all pupils in their learning” “Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities.”
- 3. “We need more challengeand less instruction, since it is from challenge that one grows in body, mind and spirit.” Thinking in Education by Matthew Lipman, 1991
- 4. Tasks which havejust the right amount of challenge • generate a sense of achievement when mastered • require learners to make links between knowledge and experience and to apply their new knowledge to new situations • demand creative thinking • help learners to develop resilience and confidence • help teachers diagnose, intervene and evaluate WHY challenge?
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- 6. CA SA PA Current Ability Subconscious Ability PotentialAbility Too Easy Too Hard What is challenge? The Teaching Target Model
- 7. The Teaching TargetModel Challenging Learning, 2010, p85 Time Performance CA SA PA
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- 11. Do your pupilstrain their brains? Dweck, 2006
- 13. Completely focussed My partneris completely absorbed in this new learning and is taking creative risks to extend their understanding Determined My partner is determined to learn and is focused on making progress Interested My partner is interested in the learning and is trying things to improve skill and knowledge Casual My partner is not really interested in the learning but is having a go at it Uninterested My partner shows no signs of interest in the topic yet Attitudes
- 14. Highly skilled My partnerdisplays outstanding skill, makes no significant errors and can perform almost without thinking Proficient My partner can perform the skill or process in a very capable manner Practised My partner is well practised and able to perform the skill quite well now Developing There are some signs that my partner is beginning to learn and develop the skill Beginner My partner hasn’t moved beyond the beginner/novice stage yet Skills
- 15. A thorough understanding Mypartner knows about and fully understands this new learning and is able to explain it’s wider significance A good understanding My partner can give some good answers to the questions of what, why, when and how A basic understanding My partner can give a basic answer to each what, why, when and how question but with little detail One or two ideas My partner has a bit of knowledge about the topic but cannot explain things yet No knowledge My partner doesn’t seem to have any knowledge about this topic yet Knowledg
- 16. Challenging tasks … •require effort from the “whole” learner - attitudes, skills and knowledge • encourage creative solutions • cause cognitive “wobble” • exist in the zone of next development (ZPD) • lead to progress WHAT IS challenge?
- 17. Session 2: Whatstrategies will help get challenge “right”?
- 18. Marzano – groupsof 3 work best Informal Formal Long-term
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- 20. Challenge needs a destination A:“Which road do I take?” CC: "Where do you want to go?” A: "I don't know.” CC: "Then it doesn't matter. If you don't know where you are going, any road will get you there.” Alice in Wonderland by Lewis Carol
- 21. Top 3 LearningQuestions 1. Where am I going? 2. How much progress have I made so far? 3. What are my next steps?
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- 23. Rank Influence StudiesEffects ES 1 Assessment capable students 209 305 1.44 2 Piagetian programs 51 65 1.28 3 Response to intervention 13 107 1.07 4 Teacher credibility 51 51 .90 5 Providing formative evaluation 30 78 .90 6 Micro teaching 402 439 .88 7 Classroom discussion 42 42 .82 8 Comprehensive interventions for learning disabled students 343 2654 .77 9 Teacher clarity Na na .75 10 Feedback 1310 2086 .75 Hattie’s Top Ten (so far) From www.visiblelearningplus.com
- 24. Writing Checklist www.hipsburn.northumberland.eschools.co.uk For example Themud is squelchy and sticks to my wellies like syrup The ogre in my story is really quite shy but he pretends to be brave and a bit bossy Learning goal To use descriptive words when writing about places and characters
- 25. Sharp pencil Title Date Capital Letters Fullstops Describe the character Describe the place First, next, then, finally And, but, so, while, because ✔ ✔ ✔ ✔ ✗ ✔ ✗ ✔ ✗ Fun action words (bounded, sprang) ✔ Rhyming words (loud, proud, crowd) ✔ 1. Draft 2. Assess 3. Edit 4. Mark 5. Complete www.hipsburn. northumberland. eschools.co.uk
- 26. Introduction 4+ sentences Proposition stated Outline of narrative Context of topic Body of essay 3+ paragraphs 6+ facts per paragraph Inter-relationships Argument is relevant Quote with source given Conclusion 3+ sentences Summation Proof of proposition Specific reference to assess/evaluate History Marksheet by Frank Egan www.aranmore.wa.edu.au “I can actually see how to improve, it’s obvious.”
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- 30. Listening Asking questions Concentrating Giving reasons Paraphrasing Connecting Connectives Adverbs Metaphors LearningDetectives www.amble.firstschool.org.uk
- 31. Previewing can double therate of pupil progress (Hattie, 2012) Preview clubs Home-prep Pre-course reading Small group preview P-Review
- 32. Creating the rightatmosphere for challenge
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- 34. Private vs. StateSchool Athletes (UK) Harrow School has • 2 All-weather multi-sport pitches • An indoor climbing wall • Weights room • Swimming pool • Sports hall • Courts for tennis, rackets, squash & fives • 18 hole golf course • Olympic-standard running track with a water jump for the steeplechase From: www.bbc.co.uk/news/magazine-21457349 7% attend private school in the UK 20% 47% 9.5% 36% 8% 50%
- 35. Which group benefits? High Medium Low Marzano, 2001,p88 Nottingham, 2012, p51 0.09 0.51 - 0.60 Impact of Ability Grouping
- 37. Application = Valuex Expectation Eccles (2000) Sport ICT Art
- 38. 0 10 20 30 40 50 60 70 Aug Sept OctNov Dec Jan Feb 35 30 25 20 15 10 5 0 Aug Sept Oct Nov Dec Progress Charts
- 39. How many ofthese phrases have you used? Clever girl Bright boy Brilliant linguist Gifted musician He’s a natural By far the best Top of the class
- 40. Mueller and Dweck,1998 In six studies, 7th grade students were given a series of nonverbal IQ tests.
- 41. Intelligence praise “Wow, that’sa really good score. You must be smart at this.” Process praise “Wow, that’s a really good score. You must have tried really hard.” Control-group praise “Wow, that’s a really good score.”Mueller and Dweck, 1998
- 43. Boys get 8times more criticism than girls (Dweck, 2010)
- 44. 1.Good girl; 2.Howextraordinary; 3.Great effort; 4.Outstanding performance; 5.What a scientist you are; 6.Unbelievable work; 7.You’re a genius; 8.You're getting better; 9.Clever boy 10.You should be proud; 11.You've got it; 12.You're special; 13. Very talented; 14. You've outdone yourself; 15. What a great listener; 16. You came through; 17.You’re very artistic; 18.Keep up the good work; 19.It's everything I hoped for; 20.Perfect; 21.A+ Work; 22.You're a shining star; 23.Inspired; 24.You're #1; 25.You're very responsible; 26.You're very talented; 27.Spectacular work; 28.Great discovery; 29.You're amazing; 30.What a great idea; 31.Well worked through; 32.Very thoughtful; 33.You figured it out; 34.Top of the class; 35. You make me smile Say, Avoid, Cringe?
- 45. Carol Dweck, Professorof Psychology and author of Mindset Bright Clever Good Bad Stupid Racist Naughty
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