Stretching & Challenging High Achieving Pupils For Rapid
Progress
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Main Points 1.High aspirations 2.Enrichment for Added Depth
3.Differentiation 4.Complexity 5.Questioning 6.Checklists for
Planning Lessons & SoWs
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Aspiring High Students should have an aspiration grade as well
as a target grade The Target grade is the MINUMUM they should be
aiming for
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Enrichment for Added Depth
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Acceleration A strategy whereby pupils complete standard
curriculum work ahead of their peers Disadvantages: Pupils learning
is put permanently out of phase with that of their peer group is it
good for young people to remove them from their peers like this?
Raises the inevitable question, what next? when the standard work
is completed ahead of schedule What other strategies are available
for the most able pupils?
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Enrichment Any strategy which seeks to serve the needs of able
pupils in ways which avoid acceleration 1.Enrichment for added
breadth Supplements the standard curriculum with additional
unrelated work, ie. After-school clubs, competitions, recreational
subject-related activities, etc. 2.Enrichment for added depth
Expects a higher level of technique, a greater depth of
understanding of, and a willingness to reflect on, standard
curriculum material Enhanced by supplementary topics which lay
stronger foundations for subsequent learning in a planned and
systematic way, but do not pre- empt standard curriculum work from
subsequent years
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Depth Can be planned and incorporated as part of the scheme of
work, unlike enrichment for breadth, which takes place parallel to
curriculum learning Based on the provision of extensions which
enrich the official curriculum by requiring deeper understanding of
the standard material Encourages students to set themselves high
standards and insist on understanding what they are taught and
strive to get routine tasks completely correct (not usually
possible when work is accelerated) Enables pupils to adapt to the
changing intensity and style of teaching and learning from 16 to
18
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Adding Depth to your Teaching Depth of study is To examine
topics by determining the facts, concepts, generalisations,
principles and theories related to them. To uncover more details
and new knowledge related to the topic. To adopt perspectives and
to see pattern in connections. It has the following major
dimensions Language Details Patterns Trends Unanswered questions
Rules Ethics The Big Idea
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Adding Depth to your Lessons Examples of Thinking Processes
Associated with Depth: Elaborate Measure Extrapolate Replicate
Gather Evidence Generalise Define ambiguity Judge Paraphrase
Describe Restate
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Adding Depth to your Lessons Examples of Activities related to
Depth: Participate in discussion Draw a diagram Give a
demonstration Translate into another form Debate an issue Graph a
concept Create an original product Make a model Teach a lesson
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Differentiation Differentiating Process & Content
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Differentiating Process Process The way new material is
presented The activities in which students engage The questions
that are asked Teaching methods Thinking processes developed in
students
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Differentiating Process 1.Higher Levels of Thinking
2.Open-endedness 3.Discovery 4.Evidence of Reasoning 5.Freedom of
Choice 6.Pacing & Variety
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Differentiating Content Content The ideas, concepts,
descriptive information and facts presented to the student in a
variety of forms A number of general modifications can be made to
curriculum content to create differentiation
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Differentiating Content 1.Abstractness 2.Complexity 3.Variety
4.Study of Methods 5.Organisation & Economy 6.Study of
People
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Differentiated Plenaries 1.List 3 things you learnt today
2.Draw a spider diagram showing what youve learnt today 3.Students
put questions on post-it notes at lesson start after
aims/objectives have been shared by teacher (good base- line
exercise) 4.If lesson aim was set as a question, students answer
question on whiteboards 5.Write definitions for 3 new terms learnt
today
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Differentiated Plenaries 6.Show finished class work to a
partner judge against criteria provided by teacher (colour-coding,
+/-) 7.Show extract from anonymous students work class identify two
strengths and two weaknesses 8.Prediction exercises what will
happen next 9.True or false? Relevant or irrelevant? Alike or
different? Fact/opinion? 10.Draw a timeline or chart showing cause
and effect, sequence, chronological order
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Complexity
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A why/how interdisciplinary approach that connects and bridges
to other disciplines, always enhancing the meaning of a unit of
study. Encourages the student to: Relate concepts and ideas at a
more sophisticated level See associations among diverse subjects,
topics or levels Find multiple solutions from multiple points of
view Includes: Making relationships Connecting other concepts
Layering
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Examples of Thinking Processes Associated with Complexity
Prove/disprove Negotiate Note ambiguity Show relationships Define
the problem Check for authenticity Categorise Extrapolate Provide
evidence Sequence chronologically Collect data for the problem Test
hypothesis Draw conclusions Estimate Compare and contrast Determine
relationships
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Examples of Activities Related to Complexity Web a concept or
ideas Develop hierarchical charts Relate multiple ideas in a single
design Classify to show cause and effect relationships Produce the
same idea Construct Venn diagrams Design flow charts Draw a matrix
from a different perspective
Daltons Questions 1.Quantity Questions 2.Change Questions
3.Prediction Questions 4.Points of View Questions 5.Personal
Involvement Questions 6.Comparative Association Questions 7.Valuing
Questions
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Daltons Questions Activity I kept peering nervously over my
shoulder trying to make out the people on the ridge. My heart began
to race and I kept sucking in deep nervous breaths. I thought I
might burst into tears. Then I spotted the tiny figures huddled
around the camera and tried to calm myself. The sense of menace
increased when I heard the rattle of rocks tumbling down the valley
walls and spurts of dust drifted away on the wind. They were
uncomfortably close. I glanced back at the ridge. Come on, come. I
want to get out of here. Another volley of rocks spat down towards
me. I jerked away instinctively. Seconds later a feeling of
all-consuming panic overwhelmed me. I had to run from the place,
had to escape. Just as I began to remove the mat strapped to my
leg, the radio squawked into life. Joe, this is Kevin, do you copy?
I stared at the radio aerial poking from my chest pocket. Joe, Joe,
do you copy? Are you ready for the take? Kevin, this is Joe. I
copy. I released the transmit button and let out a long sigh of
relief. Okay, Joe, begin to crawl towards the rocky narrows please.
In your own time. I began to laugh. It had a slightly manic edge. I
was not enjoying my return to Peru.
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Daltons Questions Activity Quantity Questions How long did he
wait on the ledge? What is the greatest length of time an
individual can last on a mountain in these circumstances? Change
Questions Assume Joe falls in this scene. What would the reaction
of the film crew be? Prediction Questions Consider the passage and
highlight the clues that show you how the story might end and
justify your choice of phrases and key points Points of View
Questions Why is Joe not enjoying his return to Peru? Personal
Involvement Questions How would you cope with re-enacting a moment
in your life for a film crew? Comparative Association Questions
Compare Joes expedition with one over a hundred years ago Valuing
Questions Re-enacting scenes from the past can bring on delayed
stress disorder if they havent been dealt with appropriately at the
time. What impact would it have had on Joe going back to a mountain
where he had nearly lost his life?
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I kept peering nervously over my shoulder trying to make out
the people on the ridge. My heart began to racing and I kept
sucking in deep nervous breaths. I thought I might burst into
tears. Then I spotted the tiny figures huddled around the camera
and tried to calm myself. The sense of menace increased when I
heard the rattle of rocks tumbling down the valley walls and spurts
of dust drifted away on the wind. They were uncomfortably close. I
glanced back at the ridge. Come on, come. I want to get out of
here. Another volley of rocks spat down towards me. I jerked away
instinctively. Seconds later a feeling of all-consuming panic
overwhelmed me. I had to run from the place, had to escape. Just as
I began to remove the mat strapped to my leg, the radio squawked
into life. Joe, this is Kevin, do you copy? I stared at the radio
aerial poking from my chest pocket. Joe, Joe, do you copy? Are you
ready for the take? Kevin, this is Joe. I copy. I released the
transmit button and let out a long sigh of relief. Okay, Joe, begin
to crawl towards the rocky narrows please. In your own time. I
began to laugh. It had a slightly manic edge. I was not enjoying my
return to Peru. Quantity Questions How long did he wait on the
ledge? What is the greatest length of time an individual can last
on a mountain in these circumstances? Change Questions Assume Joe
falls in this scene. What would the reaction of the film crew be?
Prediction Questions Consider the passage and highlight the clues
that show you how the story might end and justify your choice of
phrases and key points Points of View Questions Why is Joe not
enjoying his return to Peru? Personal Involvement Questions How
would you cope with re-enacting a moment in your life for a film
crew? Comparative Association Questions Compare Joes expedition
with one over a hundred years ago Valuing Questions Re-enacting
scenes from the past can bring on delayed stress disorder if they
havent been dealt with appropriately at the time. What impact would
it have had on Joe going back to a mountain where he had nearly
lost his life?
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Checklists for Planning Lessons and SoWs
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Adding Depth to Tasks Subject or topic:Task What students can
already do Key areas for extension Repertoire of appropriate tasks
Task Design Depth of Task Task Setting
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Question Planning Checklist Knowing as a basis for your action:
What basic knowledge does the learner need? What particular skills
does the learner need? What are the relevant facts and theories?
What skills does the learner need to find out for him/herself? How
is the work to be communicated? Does the learner have a variety of
recording skills and techniques from which to choose?
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Question Planning Checklist Demonstrating understanding: Can
the learner identify main points? Similarities? Differences? Is it
possible to ask any of these questions: Can you explain in another
way? Why did this happen? What were/will be the consequences? How
does this affect you/other people? Why/how? Would you make the same
decision? Why/why not?
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Question Planning Checklist Looking for overall patterns &
relationships: Can learners identify connections, sequences,
patterns and themes? Is it possible to ask any of these questions:
What is the overall plan? How do the components fit together? What
is happening now? What happened before? What is likely to happen?
How do you feel about it? Is it logical? Why/why not?
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Stretching & Challenging Lesson Plan Checklist Objectives
Are LOs set for High students? Activities Do activities relate to
developing high order thinking & skills? Use of Assessment Is
assessment used to show pupils what they need to do to reach the
highest levels? Resources Are resources challenging &
inspiring? Homework Is homework challenging, interesting &
differentiated?
