Give examples of how you think lessons could be criticised for lacking pace and challenge.

http://www.learningspy.co.uk/english-gcse/building-challenge-differentiation-thats-quick-and-works/

Pace and Challenge

• To know what is meant by pace and challenge.

• To understand how to develop challenge in the lesson.

Objectives

Pace.

• What is pace?

“The pace is just right, no time is wasted and students move quickly from one learning activity to another. However there is no sense of rushing and everybody has enough time to think.”

Grade 1 lesson

Pace

MAINTAINING COGNITIVE PACE

• Slick start to the lesson.

• Brisk well ordered transitions.

• Appropriately timed activities.

• Engaging, concise exposition delivered with enthusiasm.

Challenge

• Are students extending their existing levels of knowledge, understanding skills?

• Are they working to capacity?• Are they thinking for themselves and solving

problems or are they being spoon-fed by the teacher.

Challenge

“The best conditions for learning exist when children have a challenge that extends their cognitive range.”

Challenge

Are students challenged to think?

Bloom – Good frame of reference.

National curriculum thinking skills

Information processing

Reasoning

Thinking Skills

Enquiry Creative thinking

Evaluation

Finding relevant information

Organising information

Representing/communication information

Giving reasonsMaking inferences or deductions

Arguing/explaining a point of view

Planning research or study

Asking questions

Engaging in enquiry or process of finding out

Judging the value of information and ideas

Applying evaluation criteria

Developing evaluation criteria

Designing innovative solutions

Generating ideas

Imagining or hypothesising

Thinking skills(National Curriculum)

Cognitive goals(Bloom)

Key questions

Information processing KnowledgeComprehensionApplication

Who? What? Where? How?What do we mean by …?What for? What other examples?

Reasoning Analysis Why? What is the evidence?

Enquiry What more is there to find out?

Creative thinking Synthesis How can we add to or improve?

Evaluation Evaluation How do we judge or assess…?

CHALLENGE

Learning outcomesQuestioning

Teacher support/scaffolding.

Metacognition

Activities

Home work

• What is a good question?

“A good question makes the mind buzz, it offers a challenge to thinking, a search for understanding.”

Creating challenge byquestioning

Questioning to learn/to challenge

Thinking time

Piggy backing

Allow 3 seconds after the question.Talking

partners

Good questions

Quality not quantity

Planned

Open ended

What do you think?

How do you know?

What if?

Promote H.O.T.

Creating a questioning classroom

Hot seating

Question of the day

Question boards

Encouraging children to question

Provide opportunities for students to ask questions

Model a questioning mind by asking good questions

• Modelling- Respond to events, questions in ways that model good learning.- Demonstrate high expectation for thinking/processes, products.- What to do if stuck.

• Scaffolding- Put steps in place to support a challenging activity.- Remove steps to begin to increase challenge.

• Nudging- Once students working on a challenge ask questions to prompt student to think about how they are doing the task, i.e – How did you do that? Can you see if there is another way of getting the answer?

Supporting challenge

• Encouraging students to understand the process of thinking.

• Focuses upon process not final product.

• Planning, monitoring, reviewing.

Metacognition‘Thinking about thinking’

What do you have to do to be successful?

As a group, how can you use our individual skills efficiently.

Planning

• How much progress are you making against your plan?

• Which success criteria are you not yet meeting?

• How do you plan to meet this?

Monitoring

• How did you get to that solution?

• Why did you discuss option b and c?

• What would you do differently next time?

Reviewing

Fox thinking tool.

• Summarise the key points

• Share your ideas

• Synthesise the key points

• Extend your thinking

SYNTHESIS TRIANGLE

SHARE!

PAIR!

THINK!

1

2

3

1

2

3

4

5

6

1

2

3

1

2

3

1

2

3

1

2

3

HOW TO ORGANISE THINKING.

A B

Challenging activities.

Activity Information processing

Reasoning Creative thinking

Enquiry Evaluation

Fox thinking tool.

Synthesis triangle

Double Bubble

Challenging activities.

Activity Information processing

Reasoning Creative thinking

Enquiry Evaluation

Fox thinking tool.

Synthesis triangle

Double bubble