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Similar to Embedding stretch & challenge for all
Embedding stretch & challenge for all
- 1. TM Heathland 5/7/13 ‘EmbeddingStretch & Challenge for all’ Melanie Aberson (Science AST) @TeacherTweaks Colleen Bell (SENCO) @colesbell ‘If you want to feel secure do what you already know how to do. But if you want to grow......... Go to the cutting edge of your competence, which means a temporary loss of security. So, whenever you don’t quite know what you are doing know that you are growing...’ (Viscott, 2003)
- 2. PANIC ZONE Exhausted Disinclined STRETCH ZONEWillingtorisk COMFORTZONE Reflect on your lessons from last week: • Which ‘zones’ were your students generally in? • Where does the most learning occur? (Adapted from Senninger)
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- 4. Differentiation Strategies Used In TheLesson S – Starter NL – New Learning Activity R – Reflection Activity T - Throughout Through task Through questioning Through groupings Through teacher & other adults’ support Every class is a mixed ability class (@headguruteacher)
- 5. Differentiation Strategies Used In TheLesson S – Starter NL – New Learning Activity R – Reflection Activity T - Throughout Through task NL- Lesson objectives differentiated . This enables all students to be challenged. R- Students will have the option to use the key words and sentence structure suggestions sheet to enable them to develop constructive targets. Through questioning S, NL and T- Students will be targeted in relation to SEN data to ensure they have full understanding. S, NL, T- lollipop sticks will be used to select students randomly for questioning. T- Each pair of students will be given traffic light cards to enable self assessment of progress within the lesson. Through groupings T- Use of seating plan in the classroom to increase pupil progress in relation to SEN and EAL needs. T- Students will paired by ability and will be encouraged to support one another prior to needing the teachers intervention. Through teacher & other adults’ support T- The use of traffic light cards will enable the teacher to identify students who need additional support. T- SEN and EAL students will be supported according to the teaching strategies on their individual IEPS’s. An example…
- 6. Task/ Resources • Selflevelling resources – questions that progressively get difficult, possibly that can be marked by students • Warm, hot, scorching tasks (Make it hot by……. Make it scorching by……..) • Levels of help – students choose when to get help and which help to use • SOLO • 5B’s before me
- 7. Groupings • Vital toremember that all students need to have the opportunity to be challenged, not held back because they are helping other students • Grouping by similar ability • Giving responsibilities according to level of difficulty • Avoid sitting all students with a statement of SEN or other SEN students together • Use ‘teams’ of mixed abilities but have clear roles & responsibilities that students explain back to you
- 8. Adult support • Guidedgroup work – plan to focus on a particular group each lesson • Teacher is the last resort for help • Teacher discusses level that student selects – is this challenging enough? How will you tackle this task? • Teacher’s help is ‘sold’ to develop independence and interdependence between students • Avoid LSA ‘blocking’ –SEN students still need the subject specialist questions to ensure they are challenged • Students are limited in the number of questions they are allowed to ask the LSA and the teacher
- 9. Questioning • Planned levelled questionstargeted to specific individuals • Whole class: mini white boards • Think-pair-share • Developing questioning between students by modelling questioning • 9 second thinking time for questions increased to 15- 18 seconds for SEN students (so don’t be afraid of silence!) (see ican.org video) • Question starters for students
- 10. Reciprocal teaching – you teach me Struggle time Synopticor ‘extended abstract’ tasks Problem solving Cognitive conflict Self directed progression Deep end instructions (Off you go)