Stretch and Challenge7 strategies to grow resilient students from tomorrow morning

Strategy 1: Provide a motivational classroom climateTo do this the following 3

factors need to be in place:1. Affiliation: I belong here: I

am safe2. Agency: I can do this: It is

pitched right for me3. Autonomy: I want to do

this: It is my choice

Idea: Look over your KS3 Schemes for Learning. Are they exciting?

Idea: Look over your KS3 Schemes for Learning. Are they exci

Safety Tips:Good relationshipsClear routines and tasksFocus on process rather than outcomesModel outcomesThink, pair, share activities so students can try out ideasAllow students to be successful

Strategy 2: Check your Dweck!Dweck argues that in

order to be resilient, humans need a growth mindset

Fixed Mindset Growth Mindset

Intelligence is fixed: I must look clever

Intelligence is expandable: I want

to learn more

Emphasis on ability & competition

Emphasis on achievement &

growth

Avoids challenges Embraces challenges

Learning is finite: I can...

Learning is a continuum: I am

learning to...

Likely to plateau early

Reaches higher levels of

achievementConsider using Solo Taxonomy

Strategy 3: Never bribe students with easiness• Bolster students’ self-belief: “I

think too much of your ability to let you do...”

• Use ICE stickers, credits and rewards, to reward students for taking risks

• Develop friendly competition with other classes/ year groups: “We’re going to do this so that we can be the best...”

• Rabbit of resilience• Meta questions in your SfL*

“It doesn’t help a child to tackle a difficult task if they succeed constantly on an easy one”Carol Dweck

*Sutton Trust second most effective strategy after feedback

Strategy 4: Verbal Resilience• Don’t allow students to answer

questions in 1 word. They should answer in at least sentences, and ideally paragraphs

• Increase the ‘wait time’ in questions to 5+ seconds, or use the register as a good time to set a question. Allow students to consult before answering

• Ask students to expand on each other’s answers: “John, what do you think of Jane’s idea?”

• Use modal language to encourage speculation:

Might, could, perhaps, if, possibly, arguably

Strategy 5: Encourage Resilience• Discourage lazy thinking in students. Rely on ‘What do you think?’ to keep them thinking, and never take ‘no’ for an answer. If a student can’t answer the question re-phrase it or give thinking time

• Ask questions for which there is no right answer. Reward answers by justification, rather than ‘rightness’

• Have a ‘no hands up’ rule. Instead have a different way of selecting students e.g. names out of a hat or a pack of cards with all the students’ names on it

• Pen of possibilityWhere do you allow ‘wrong’ or ‘speculative’ thinking?

Strategy 6: Develop independence• Play question basketball, not

tennis. Encourage questions and answers to go from student to student, not student to teacher

Once students have started a task, minimise your interruptions: While going round the class, don’t speak but communicate with post-its, or use your board as a twitter feed to pass new information/ feedback to the group

Speaking Game: Students can:Justify an idea put forward with evidence (1 point)Criticise the idea with evidence and come up with an alternative (2 points)Take the idea to the next level -dialectic (3 points)

Strategy 7: Have rules for Group Talk

• All students must contribute. No member must say too much or too little

• Every contribution must be listened to and treated with respect

• Contributions build on what has gone before

• Groups must achieve consensus and work at resolving differences

• Every suggestion has to be justified with a reason

3B4ME• Board

• Buddy

• Brain

• Book