challenging learning slides
TRANSCRIPT
Challenging Learning
James Nottingham
www.challenginglearning.com
Website
www.challenginglearning.com
Other Sites
www.community-designed-
education.com
www.carol-dweck.co.uk
www.p4c.com
My book: Challenging Learning
What do these 3 have in common?
Challenge and Learning
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Too Easy
Too Hard
Time
Pe
rform
ance
The Teaching Target Model (TTM)
CA
SA
PA
Philosophy for Children (P4C) in nursery
An Ethos for Learning
Not all of our questions
answered …
… but all of our answers
questioned
Pick a concept, any concept
Foreign Fairness
Culture Tourism
Home Telling lies
Language History
Names Number
Friends Thinking
Belonging Knowledge
EY and Primary Concepts
Me Fairness
Real Language
Home Telling lies
Growth/Change Same
Pets Emotions
Friends Thinking
Being nice Dreaming
Secondary Concepts
Hero Lies
History Sport
Identity Culture
Bullying Real
Fair Knowledge
Language Test
Drama Tourism
Poem Music
If A = B then
Does B = A?
Foreign Different
Different Foreign
For example …
Wobblers (If A = B)
Year 5 Concept - Tourism
If A = B then
If it’s NOT B = NOT A?
Friend Trust
Don’t trust Not friends?
For example …
Wobblers (If NOT A ?)
War
Sport
1 2 3 4
Coming out of the Pit with Venn Diagrams
Just because you can’t define something, doesn’t mean you won’t recognise it when you see it.
Ludwig Wittgenstein
Ranking to identify best answers
Play
together
Know each
other well
Understand
each other
Like each
other
Keep
secrets
Trust each
other
Examples from 7 year oldsExamples from 11 year oldsExamples from 14 year olds
Trying my best Always trying hard Persevering
Being willing to be helped Being open to advice Being open to support and coaching
Concentrating hard Thinking carefully Being focused on what’s relevant
Having a go Being willing to try new things Being open to new experiences
Not giving up Never-say-die attitude Resilience
Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback
Asking questions Being curious Enquiring and being curious
A selection of attitudes
Learning Intentions
Lesson 1
• To be curious about the rivers and the impact of them on
our lives (A)
• Ask relevant questions about rivers (S)
First 5 minutes – get pupils into the pit
e.g. Does a river have to have water in it?
15 minutes research about rivers
10 minutes in groups to collect questions, and group them
into categories
5 minutes to decide which is the best question and why
10 minutes sharing with whole class5 minutes planning for next lesson
The ASK model – Attitudes, Skills & Knowledge
S
A K
Lesson 3
Lesson 1
Lesson 2
Learning Intentions
Lesson 3
• Use 3 different types of thinking to ask and then answer
questions about rivers (S)
• Check your answers firstly with another group then in the
topic books or online (K)
Select 3 skills from:
• Classify
• Define
• Estimate
• Give Reasons
• Predict
• Rank
• Sequence
ANALYSE
ANTICIPATE
APPLY
CAUSAL-
LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE
EXAMPLES
GIVE
REASONS
GROUP
HYPOTHESI
SE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRA
SE
PREDICT
QUESTION
RANK
REPRESEN
T
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills