raise challenge
TRANSCRIPT
challenginglearning.com@[email protected]/challenginglearning
“When evaluating the quality 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.”
“We need more challenge and less instruction, since
it is from challenge that one
grows in body, mind and spirit.”
Thinking in Education by Matthew Lipman, 1991
Tasks which have just 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?
109876543210
How much challenge?
82
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Learning Zone
Practice Zone
Too Easy
Too Hard
What is challenge?The Teaching Target Model
The Teaching Target ModelChallenging Learning, 2010, p85
85Time
Perfo
rman
ce
CA
SA
PA
Learning Zone
Practice Zone
Challenge is “wobble”
Breakthroughwww.stonefields.school.nz
Breakthrough
Stretch
Practice
Do your pupils train their brains?Dweck, 2006
Completely focussedMy partner is completely absorbed in this new learning and is taking creative risks to extend their understanding DeterminedMy partner is determined to learn and is focused on making progress InterestedMy partner is interested in the learning and is trying things to improve skill and knowledge CasualMy partner is not really interested in the learning but is having a go at it UninterestedMy partner shows no signs of interest in the topic yet
31Attitudes
Highly skilledMy partner displays outstanding skill, makes no significant errors and can perform almost without thinking
ProficientMy partner can perform the skill or process in a very capable manner
PractisedMy partner is well practised and able to perform the skill quite well now
DevelopingThere are some signs that my partner is beginning to learn and develop the skill
BeginnerMy partner hasn’t moved beyond the beginner/novice stage yet
32Skills
A thorough understandingMy partner knows about and fully understands this new learning and is able to explain it’s wider significance A good understandingMy partner can give some good answers to the questions of what, why, when and how A basic understandingMy partner can give a basic answer to each what, why, when and how question but with little detail One or two ideasMy partner has a bit of knowledge about the topic but cannot explain things yet No knowledgeMy partner doesn’t seem to have any knowledge about this topic yet
33Knowledge
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?
Session 2: What strategies will help get challenge “right”?
Marzano – groups of 3 work best
Informal
Formal
Long-term
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✔✔✗✗✗✔✗✗✗✔
Pre-Test 410 - = 6
Progres
s
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
Top 3 Learning Questions
1. Where am I going?
2. How much progress have I made so far?
3. What are my next steps?
Maths criteria sheetwww.brightonsc.vic.edu.au
Rank Influence Studies Effects ES
1 Assessment capable students 209 305 1.442 Piagetian programs 51 65 1.283 Response to intervention 13 107 1.074 Teacher credibility 51 51 .905 Providing formative evaluation 30 78 .906 Micro teaching 402 439 .887 Classroom discussion 42 42 .82
8 Comprehensive interventions for learning disabled students 343 2654 .77
9 Teacher clarity Na na .7510 Feedback 1310 2086 .75
Hattie’s Top Ten (so far)From www.visiblelearningplus.com
Writing Checklistwww.hipsburn.northumberland.eschools.co.uk
For exampleThe mud 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 goalTo use descriptive words when writing about places and characters
Sharp pencilTitleDateCapital LettersFull stopsDescribe the characterDescribe the placeFirst, next, then, finallyAnd, but, so, while, because
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Fun action words (bounded, sprang) ✔Rhyming words (loud, proud, crowd) ✔
1. Draft2. Assess3. Edit4. Mark5. Complete
www.hipsburn. northumberland.eschools.co.uk
Introduction4+ sentencesProposition statedOutline of narrativeContext of topic
Body of essay3+ paragraphs6+ facts per paragraphInter-relationshipsArgument is relevantQuote with source given
Conclusion3+ sentencesSummationProof of propositionSpecific reference to assess/evaluate
History Marksheet by Frank Egan www.aranmore.wa.edu.au
“I can actually see
how to improve,
it’s obvious.”
Collect Samples
1. Best 2. Good3. Average
Learning Detectiveswww.amble.firstschool.org.uk
Learning Detectives
ListeningAsking questionsConcentrating
Giving reasonsParaphrasingConnecting
ConnectivesAdverbsMetaphors
Learning Detectiveswww.amble.firstschool.org.uk
21
Previewing can double the rate
of pupil progress (Hattie, 2012)
Preview clubs Home-prep Pre-course reading Small group preview
P-Review
Creating the right atmosphere for challenge
76%98%96%89%89%88%79%78%77%
Private vs. State School 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 steeplechaseFrom: www.bbc.co.uk/news/magazine-
21457349
7% attend private school in the
UK 20%
47%
9.5%
36%
8%
50%
Which group benefits?
High
Medium
Low
Marzano, 2001, p88Nottingham, 2012, p51
0.09
0.51
- 0.60
Impact of Ability Grouping
Application = Value x Expectation Eccles (2000)
Sport
ICT
Art
Aug Sept Oct Nov Dec Jan Feb0
10
20
30
40
50
60
7035
30
25
20
15
10
5
0
Aug Sept Oct NovDec
Progress Charts
How many of these phrases have you used?
Clever girlBright boyBrilliant linguistGifted musicianHe’s a naturalBy far the bestTop of the class
Mueller and Dweck, 1998
In six studies, 7th grade students were given a series of nonverbal IQ
tests.
68
Intelligence praise“Wow, that’s a 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
Number of problems solved on a 3rd testMueller & Dweck, 1998
Trial 1 Trial 34.5
5
5.5
6
6.5
Effort Praise
Control Praise
Intelligence Praise
68
Boys get 8 times more criticism than girls (Dweck, 2010)
1.Good girl; 2.How extraordinary; 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?
Carol Dweck, Professor of Psychology and author of Mindset
BrightClever
GoodBad
StupidRacist
Naughty
challenginglearning.com@[email protected]/challenginglearning