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Developing “Excellent” Challenge for All
Bishop of Llandaff School
17 October 2014
Fascinator
How does the picture show some of the features of excellent learning we want to develop in our school?
Fascinator
How does the picture show some of the features of excellent teaching we want to develop in our school?
Big Picture
Clarity
Culture
Planning/Strategies
Practical Tasks
Outstanding Schools Research
Core Purpose: does developing Stretch
and Challenge fit into our ethos and values as a school?
Clarity: are we clear about the features of
Stretch and Challenge and what teachers need to do to develop it?
Coherence: are we reinforcing the
language, know ledge and skills of challenge across the school?
Consistency: on a daily basis do we
deliver opportunities for pupils to be stretched and challenged in their learning?
Community: does the whole school
community actively support our approach to developing stretch and challenge for all?
Culture Adequate schools talk about Coping
Good schools talk about Teaching and about Teachers
Excellent schools talk about Learning and Learners
World Class schools talk about Re-inventing
10 features of an Excellent School 1.Clear on and align around, core purpose - developing a high quality Learning Culture 2.Understand, share and apply a model of classroom learning 3. Highly visible leadership with explicit modeling 4. High expectations of staff and students – “ok is not good enough” 5. Accountability underpinned by data which is timely, appropriate and targeted – developing An Accountability Culture 6. Recruit, Retain, Rejuvenate and /or Re-invent staff 7. Build a Development Culture of reflective teachers who share, research, plan and innovate together 8.Say no regularly to that which doesn’t align with core purpose 9. Benchmark against the best 10. Welcome external evaluation and feedback
Outstanding Teaching
10 Behaviours of a Excellent Teacher
1.Focused on being the “best they can be” 2.Passionate about high quality teaching and
learning 3.Highly self evaluative 4.Researches and identifies great practice 5.Consistently develops subject specific
knowledge and expertise 6.Open minded and strategic thinker 7. Embraces Improvement through feedback 8. Refines their skills through deliberate practice 9.Coaches and support others 10.Leads and co-constructs high quality training
Dangers of “Teachers Performing” link
What are the expert teacher strategies?
Which are the most effective?
Influence Impact 1. Ability Grouping High Medium Low
2. Concept mapping High Medium Low
3. Direct Instruction High Medium Low
4. Feedback on performance High Medium Low
5. Peer influence High Medium Low
6. Teaching learning strategies High Medium Low
7. Matching teaching to individual learning styles High Medium Low
8. Metacognition High Medium Low
9. Sharing learning outcomes High Medium Low
10. Teacher subject knowledge High Medium Low
11. Reduced group size High Medium Low
12. Reciprocal teaching High Medium Low
13. Self Verbalisation and Self questioning High Medium Low
14. Student expectation High Medium Low
Influence Impact Ability Grouping Low
Concept mapping High
Direct Instruction Medium
Feedback on performance High
Peer influence Medium
Teaching learning strategies High
Matching teaching to individual learning styles Low
Metacognition High
Sharing learning outcomes High
Teacher subject knowledge Low
Self Verbalisation and Self questioning High
Reduced group size Low
Reciprocal teaching High
Student expectations High
Influence Impact Student expectation High
Feedback on performance High
Metacognition High
Sharing learning outcomes High
Reciprocal teaching High
Concept mapping High
Teaching learning strategies High
Self Verbalisation and Self questioning High
Direct Instruction Medium
Peer Influence Medium
Teacher subject knowledge Low
Reduced group size Low
Ability Grouping Low
Matching teaching to individual learning styles Low
Influence Impact Strategies
Student expectation
High Develop a growth mindset. Landmark, praise and reward individual progress. Monitor and
mentor all groups
Feedback on performance
High Feedback which provides task information, identifies progress, sits within students’ goals
and is easily understood
Metacognition High Expose the processes behind learning and decision-making
Sharing learning
outcomes
High Deliberate attention to learning intentions with layered success criteria and progress points
Reciprocal teaching
High Peer coaching and study buddies; learning responsibilities within class
Concept mapping
High Seeking and securing connections through teaching techniques and task design; de-
briefing using thinking tools
Teaching learning
strategies
High Using formative assessment, skilled questioning; spaced rehearsal and review as
the basis for learning to learn strategies
Self Verbalisation
and Self questioning
High Developing mindfulness; building the opportunities for purposeful language exchange
through co-operation and enquiry
Hattie category Effect size
Our examples
Deliberate attention to learning intentions and success criteria
1.44 Deliberate attention to learning intentions and three -dimensional success criteria
Exposure of learning processes 0.90 Understanding how we are learning
Active engagement and reciprocal teaching
0.74 Learning ‘challenges’ throughout with peer coaching
Feedback which provides task information and is easily understood
0.73 Self and peer evaluation alongside debriefing against the success criteria
Multiple opportunities for deliberative practice
0.72 Consolidation phase within each cycle and blocks of time for extended enquiry
Students construct and then reconstruct knowledge and ideas
0.69 Cognition, meta-cognition and affective engagement form part of the reflection process
Critical role of teaching appropriate learning strategies
0.60 Programme built around appropriate learning strategies
What seems to work…
Marzano category Effect size
Our examples
Identifying similarity and differences
1.61 Use of selected thinking tools and constant reference to categories of knowledge
Summarising and note-taking
1.00 Feedback protocols and regular review
Reinforcing effort and providing recognition
0.80 Positive learning environments
Home learning and practice
0.77 Extended research projects
Non-linguistic representations
0.75 Use of Success Mats and teaching of visual tools such as memory mapping
Co-operative learning 0.73 Paired and group work, team challenges, peer and group assessment
Setting objectives and providing feedback
0.61 Three dimensional success criteria, goal setting
Generating and testing hypotheses
0.61 Prediction exercises, use of debriefing during and after learning
Questions, cues and advance organisers
0.59 Connecting activities, teaching of success criteria and how to benefit from using it
What seems to work…
Sutton Trust category Gain Effect size
Our examples
Effective feedback 9 months 0.73
Best directed at task and process level
Meta cognition and self regulation strategies
8 months 0.67
Strategies to plan, monitor and evaluate ones own learning
Peer tutoring and peer assisted learning
6 months 0.5
Paired or small group mutual support and evaluation
Early intervention 6 months 0.45
Sure Start, ECAT, ECAR
One to one support 5 months 0.4
Intensive remedial tuition especially with younger learners in reading
ICT 4 months 0.35
Most effective when accessible 24/7
Assessment for Learning 3 months 0.32
Intervention to align progress towards learning outcomes
What seems to work…
Do more of what works…..
1.Using Prior Knowledge 2.Reference to Outcomes 3.Differentiated Challenge 4.Timely and Useful Feedback 5.Quality Questioning 6.Self and Peer Assessment 7.Independent and Group Learning 8.Demonstrating Progress 9.Problem Solving 10.Review for Recall
Do more of what works…..
1.Using Prior Knowledge 2.Reference to Outcomes 3.Differentiated Challenge 4.Timely and Useful Feedback 5.Quality Questioning 6.Self and Peer Assessment 7.Independent and Group Learning 8.Demonstrating Progress 9.Problem Solving 10.Review for Recall
Our Five Principles of Excellence
1.High Level of Challenge 2.Development of High
Quality Skills 3.Visible Progress in
Learning 4.Quality Questioning 5.Clear Feedback for
Improvement
But what does Estyn say?
Features of Good Teaching…..
Most teaching ensures that pupils are motivated and engaged, and secures pupils’ good progress and learning.
Teachers and other adults have proficient subject knowledge and use a range of approaches and activities to inspire and challenge most pupils
Teachers make good and imaginative use of resources, including technology to enhance learning.
Adult support is well focused and makes a significant contribution to the quality of pupils’ learning.
Features of Good Teaching…..
Detailed feedback to pupils, both orally and through marking, enables them to know how well they are doing and what they need to do to maintain good progress.
Pupils’ progress and wellbeing are tracked across the school at individual, group and subject levels or areas of learning, where appropriate. As a result, teachers and other adults plan lessons well to meet pupils’ learning needs.
As well as subject knowledge, “inspectors should examine whether pupils have the skills needed to improve their own learning, work with others, solve problems and develop their thinking to move on to the next
stage of learning.
Our Five Principles of Excellence
1.High Level of Challenge 2.Development of High
Quality Skills 3.Visible Progress in
Learning 4.Quality Questioning 5.Clear Feedback for
Improvement
Reflection
Two things that have made me think so far
“High Level of Challenge”
• Plan for the needs of the highest ability students and work downwards
• Have high expectations and promote a “Growth Mindset”
• Set clear, stretching and measurable objectives linked to student data (All, Most, Some)
• Plan engaging learning activities with extension and challenge tasks always available
Creating a Classroom Climate for Challenge
Why have I shown you this? link
Change your Language, Change your World
Big Message:
Always talk about challenge, improvement and excellence
WAGOLL
What A Good One Looks Like
Share the Success Criteria
Display, model and refer to the success criteria through the period of pupils working on the learning tasks
Share the Success Criteria
Display, model and refer to the success criteria through the period of pupils working on the learning tasks
Share the Success Criteria
Display, model and refer to the success criteria through the period of pupils working on the learning tasks
Share the Success Criteria
Display, model and refer to the success criteria through the period of pupils working on the learning tasks
Top Tip 3
Use multiple boards/sheets in the classroom to explicitly record and review learning and progress
Develop Learning Protocols in your classroom as well as behavioural
ones
Success Explained
Develop a Growth Mindset Culture in your classroom
What does Mindset
mean?
Mindset:
“ A set of beliefs or a way of thinking that determines behaviour, outlook and attitude”
Five characteristics of
the current Mindset of (some?) pupils at Your School???
Growth Mindset link
Carol Dweck – “Self Theories” - If you believe something to be inherent, fixed
quality (eg. fixed ability, giftedness, intelligence), then in the face of difficulties, you are more likely to grumble, give up or cheat.
- - If you believe something is learnable (eg. Seeing ability, giftedness, intelligence as “growable”) , then in the face of difficulties you are more likely to try harder, develop new strategies etc and therefore become better at it.
- - Highly successful people are much more likely to believe they can always improve – and work hard to do so
What does Mindset mean?
Three dimensions
Clarity Pedagogy Practicalities
Three dimensions
Clarity Pedagogy Practicalities
Three dimensions
Clarity Pedagogy Practicalities
Chew Valley School Growth Mindset
Posters Link
Greenshaw High School Growth
Mindset Learners Link
Greenshaw High School Growth
Mindset Learners Link
Session 1 (9.40 – 11.00):
- Learning and Teaching – What works and what doesn’t
- Features of Independent Learning
Session 2 (11.15 – 12.55):
- How do you develop more Independent Learning?
- Pedagogy and Practice – Top Tips
- Next Steps as an Academy
Departmental Tasks
Big Picture: Stretch and Challenge
Developing the Classroom Culture Classroom Strategies
Grade Fixed Mindset Growth Mindset
K N/A 100% 1 10% 90% 2 18% 82% 3 42% 58% Mary Cay Ricci – “Mindsets in the Classroom” (2013)
Developing a Growth
Mindset school - Think: • Language
• Modelling high expectations and excellence
• Display
• Focus on the improvement process
• Rewards and Assessment
5 Top Tips for Developing a Growth
Mindset in your Class?
What does Mindset mean?
How do you develop Growth Mindset?
Top Tips
• Talk the language of challenge in the class – “here’s a challenge for you…..”, “here’s a challenge you could do at home”.
• Model high expectations in language and the learning tasks you set eg. “here’s a really challenging A* question and by the end of the lesson we will all be able to do this”.
• Praise the process, not the product, praise the learning, not the performance
• Model, capture and reinforce growth mindset behaviour eg. encourage a model of learning in your classroom where it is ok to make mistakes as long as you learn from them
• Model and draw attention to how to overcome difficulty eg. “Getting stuck is not a problem staying stuck is... This is how we get unstuck..........”
How do you Develop Growth Mindset? Top Tips
• Use written and oral feedback to help pupils to understand what they need to do to improve – give them time to think about and act on this feedback in class
• Don’t let pupils get away with saying “I don’t know……. in class. Remember the “Power of…. Yet.” Scaffold your questioning to help them and if necessary, go back to them once others have answered the question and get them to now explain the answer.
• Celebrate, praise and draw attention to pupils who are overcoming difficulty and improving – focus on getting them to explain how they are doing this.
• Model high quality work and get pupils involved in identifying success criteria – “what makes this really good?” “These are the things we need to build into our work.”
• Explicitly teach your pupils how to give positive, specific and helpful feedback for improvement to each other and encourage them, for important assessed pieces of work, to develop more than one draft based on teacher and peer feedback
Big Messages:
You need to stick at things and find ways of overcoming problems
How does the picture show features of great teaching?
Big Picture: Stretch and Challenge
Developing the Classroom Culture Classroom Strategies
Big Messages:
Always aiming for improvement and excellence
Ron Berger – The Ethic of Excellence “If it’s not perfect, it’s not finished”
2. High Expectations
2. High Expectations
Big Messages:
Praise for process not product
Praise for learning not performance
Praise for effort and improvement
Big Messages:
Reward and draw attention to the learning behaviours you want to see
A Possible School Mindset
- Ability is not fixed – everyone can
improve - Success comes with positivity, hard work
and resilience - Challenge yourself – take some learning
risks - Help others learn and be inspired by
their success - Aim for excellence in all that you do – ok
is not good enough!
Big Messages:
The power of….. Yet link
Reflection Time! Things I can do build a growth mindset in my classroom/school
Developing the Growth Mindset Culture – tasks to work on and practise 1. The Language of Challenge and Improvement 2. Praise for Growth Mindset behaviour 3. Modelling high quality and what it looks like 4. Remember the Power of ………Yet
2. High Expectations
2. High Expectations
But what does this mean and look like??
If you went into a classroom to observe an Year 7 or Year 11 lesson and there were high expectations, what are five things you would see?
High Expectations – What do they look like? • Challenging Learning Objectives • Focused review and reflection around
improvement • High quality subject specific language • Clear and consistent Learning and
Behaviour Protocols • Well observed classroom routines and
procedures • High quality teacher and pupil questioning • Improvement and challenge conversations
by both teachers and pupils • High quality written work produced • Excellence expected and modelled • High quality display for improvement
High Expectations of subject knowledge and cognitive challenge? link
High Expectations of subject knowledge and cognitive challenge? link
High Expectations of subject knowledge and cognitive challenge? link
High Expectations of subject knowledge and cognitive challenge? link
Lesson Planning for Challenge
1. Plan your big questions for learning and what you want your More Able students to achieve 2. You need to engage students prior learning to really challenge them 3. Share clear, challenging learning objectives linked to levels and grades 4. Model high quality and sharp success criteria 5. You need regular progress reviews and be able to adapt the lesson in response to these 6. Think differentiation with a difference – Content, Process and Product 7. Build in some opportunities for some student choice and decision making 8. Make sure students receive positive, specific and helpful feedback for improvement
• Start from a challenging question/problem that will engage
• Think what you would expect your brightest students to do to answer/investigate/solve the question
• Develop sharp and clear learning objectives/outcomes around this thinking
• Design learning tasks around these expectations and outcomes
• Think about how you would scaffold and adapt learning tasks to allow different groups to access the
outcomes
• Plan how and when you would review progress and adapt learning in the lesson
• Plan when and how you will intervene and support different groups
• Plan extension activities for all and Super Curriculum Challenges
Big Message Pupil assessment data needs to be available in an easily accessible form. Use it for lesson planning model having “challenge conversations” with pupils
1.Plan your Big Questions for
Learning and Plan from the Top
Down
What would planning from the
top down look like?
What would you have to do?
What big questions for
learning would you ask about
this? Link
2. Learning Objectives
Plan to share sharp and challenging learning objectives with pupils and review against them regularly through the lesson
Sharing and reviewing learning objectives
Link objectives sharply to improvement in terms of progress in Levels
Sharing and reviewing learning objectives
- Use Bloom’s Taxonomy verbs link
- All, Most, Some
- Link to levels or grades
*Progress is good if…..
*Progress is excellent if….
Sharing and reviewing learning objectives
Questions to ask pupils regularly through the lesson:
What are we learning by doing this?
What more do we know about……?
Where are we now against our objectives?
Are you clear about how to do this really well?
How do we know we have made progress?
What do you think?
3. Engage Prior Learning and Plan for Choice and Decision Making Find out what pupils already know and build in opportunities for pupil choice and decision making over their learning
4. Think Differentiation with a difference Think of different and innovative ways of differentiating learning for all
Think:
Content Process Product
Content Depth Complexity Research/Real Problems Acceleration Compaction
Big Picture
The Classroom Environment for Challenge for All Five Top Tips for Planning Challenge for All Strategies and Tools for structuring challenge
Big Picture
The Classroom Environment for Challenge for All Five Top Tips for Planning Challenge for All Strategies and Tools for structuring challenge
Big Picture
The Classroom Environment for Challenge for All Five Top Tips for Planning Challenge for All Strategies and Tools for structuring challenge
1. Key Feature for Planning Challenge for All -Evaluate Prior Learning
Develop Learning Protocols in your classroom as well as behavioural
ones
Differentiated Challenge Starter link
Green route explicitly covers the necessary content,
supporting essential knowledge and offering skills practice
Blue route provides the opportunity to explore the
content applying essential knowledge and offering skills practice
Red route is for the more adventurous mathematician
to stretch and challenge mathematical skills
Black route is for the extreme mathematician to
stretch and challenge making links beyond the current level being studied
Differentiated routes in maths
Extension as a matter of routine
Big Message
Think Challenge Walls and Challenge Menus
Big Message
Think Challenge Walls and Challenge Menus
1. Key Feature for Planning Challenge for All -Evaluate Prior Learning
Targeted questions in ability groups
Big Picture: Stretch and Challenge
Developing the Classroom Culture Classroom Strategies
Big Picture: Stretch and Challenge
Developing the Classroom Culture Classroom Strategies
Big Message Think Super Curriculum and get teachers to think about Super Curriculum Challenges
Super Curriculum Challenge Questions
Abstract/Conceptual (answered by conceptual analysis and logical argument) Eg. When is war justified Should the internet be censored? Should there be limits to genetic engineering?
More Concrete (answered mainly by analysis of empirical evidence) Eg. Is or water safe to drink? Is watching TV beneficial or harmful to teenagers? What effect does population growth have on our society?
Super Curriculum - Challenge Questions
Problem Solving (answered by offering a reasonable solution) Eg. How can we decrease the amount of pollutants that are released into sea near us? How can we improve the traffic flow around our school? How can we attract more people to our local park/wildlife area?
Design Challenge (answered by creating and often building a design that meets the brief ) Eg. How can we build a school app and area of the website that might encourage students to read more books? How can we produce a video of a soap opera in Spanish? How can we produce a help booklet and video to help other students to use different types of graphs really well?
Process Thinking Skills Learning Protocols Independent Enquiry Peer Teaching Team Challenges Lead Learners
Think Grouping for Challenge Encourage pupils to work in a range of grouping some differentiated and some not
Organise in fours with two same-ability pairs sitting by each other (shoulder
partner) but opposite a pair with higher target grades (face partner)
Choices of bronze, silver, gold challenge questions with same information needed for exams but different level of detail in
the responses.
Each individual has a target score, also each pair and the group of four
Groupings
Home Groups and Away Groups??
Differentiated Groupings link
Enquiry based learning in ability groups
Enquiry based learning in ability groups
Types of Learner Groups Novice Apprentice Advanced Independent
Product Presentations Solutions to Problems Designs New Ideas and Products Video/Podcast/Reports Web Pages/Blogs
@Mrsbennet its a truth universally acknowledged that a single man in possession of a gd fortune must b in wnt of a wife
Twitter versions – nine tweets to summarise a module
Curiosity – prediction exercises
SOLO connections - Hexagons
Making connections - informally
• Start from a challenging question/problem that will engage
• Think what you would expect your brightest students to do to answer/investigate/solve the question
• Develop sharp and clear learning objectives/outcomes around this thinking
• Design learning tasks around these expectations and outcomes
• Think about how you would scaffold and adapt learning tasks to allow different groups to access the
outcomes
• Plan how and when you would review progress and adapt learning in the lesson
• Plan when and how you will intervene and support different groups
• Plan extension activities for all and Super Curriculum Challenges
Planning for Challenge – things to work on and practice 1. Plan your big learning
questions and what the most able should achieve
2. Sharp learning outcomes, Bloom’s focused, All, Most, Some. linked to Grades/levels
3. Opportunities for review against these outcomes 4. Differentiated strategies by Content, Process and Product
Practical Tasks link
Core Purpose: does developing stretch
and challenge fit into our ethos and values as a school?
Clarity: are we clear about the features of
stretch and challenge and what teachers need to do to develop it?
Coherence: are we reinforcing the
language , skills and attributes of a Growth Mindset across the school?
Consistency: on a daily basis do we
deliver opportunities for children to be stretched and challenged in their learning?
Community: does the whole school
community actively support our approach to developing stretch and challenge?
Next Steps ??????
Speed Date link
2 interesting ideas 2 things I will do tomorrow
Demonstrating Stretch and Challenge in the Classroom – What can we do now? - Talk about and highlight challenge and improvement in terms of levels - Talk about and model high expectations - Have student assessment clearly available
and use it - have challenge conversations - Share and review against challenging
learning objectives linked to levels - Identify challenge questions for the lesson - Have a Challenge Wall with extension tasks
and highlight this - Think about a “super curriculum challenge”
for students - Display for improvement - Adapt learning tasks and support to
different groups/individuals
Developing Challenge for All, its not………. Link
