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Challenging Learning
James Nottinghamwww.challenginglearning.com
Website
www.challenginglearning.com
Other Sites
www.community-designed-education.com
www.carol-dweck.co.uk
www.p4c.com
My book: Challenging Learning
234
What do these 3 have in common?
82
Challenge and Learning
CA
SA
PA
Current Ability
Subconscious Ability
Potential Ability
Learning Zone
Practice Zone
Too Easy
Too Hard
85Time
Per
form
ance
The Teaching Target Model (TTM)
CA
SA
PA
Learning Zone
Practice Zone
Philosophy for Children (P4C) in nursery
An Ethos for Learning
Not all of our questions answered …
… but all of our answers questioned
21
?
Pick a concept, any concept
Foreign Fairness
CultureTourism
HomeTelling lies
Language History
NamesNumber
FriendsThinking
BelongingKnowledge
222
EY and Primary Concepts
MeFairness
RealLanguage
HomeTelling lies
Growth/Change Same
PetsEmotions
FriendsThinking
Being niceDreaming
222
Secondary Concepts
HeroLies
History Sport
IdentityCulture
Bullying Real
FairKnowledge
Language Test
Drama Tourism
PoemMusic
222
If A = B then
Does B = A?
Foreign Different
Different Foreign
For example …
Wobblers (If A = B)
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Year 5 Concept - Tourism
222
If A = B then
If it’s NOT B = NOT A?
Friend Trust
Don’t trust Not friends?
For example …
Wobblers (If NOT A ?)
96
War
Sport
1 2 3 4
Coming out of the Pit with Venn Diagrams
Just because you can’t define something, doesn’t mean you won’t recognise it when you see it.
Ludwig Wittgenstein
Ranking to identify best answers
Play together
Know each other well
Understand each other
Like each other
Keep secrets
Trust each other
Examples from 7 year olds Examples from 11 year olds Examples from 14 year olds
Trying my best Always trying hard Persevering
Being willing to be helped Being open to advice Being open to support and coaching
Concentrating hard Thinking carefully Being focused on what’s relevant
Having a go Being willing to try new things Being open to new experiences
Not giving up Never-say-die attitude Resilience
Not worrying about mistakes Learning from mistakes Treating mistakes as useful feedback
Asking questions Being curious Enquiring and being curious
A selection of attitudes
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Learning Intentions
Lesson 1• To be curious about the rivers and the impact of them on our lives (A)• Ask relevant questions about rivers (S)
First 5 minutes – get pupils into the pite.g. Does a river have to have water in it?
15 minutes research about rivers10 minutes in groups to collect questions, and group them into categories5 minutes to decide which is the best question and why10 minutes sharing with whole class5 minutes planning for next lesson
The ASK model – Attitudes, Skills & Knowledge
S
A K
Lesson 3Lesson 1
Lesson 2
Learning Intentions
Lesson 3• Use 3 different types of thinking to ask and then answer questions about rivers (S)• Check your answers firstly with another group then in the topic books or online (K)
Select 3 skills from:• Classify• Define• Estimate• Give Reasons• Predict• Rank• Sequence
ANALYSE
ANTICIPATE
APPLY
CAUSAL-LINK
CHOOSE
CLASSIFY
COMPARE
CONNECT
CONTRAST
DECIDE
DEFINE
DESCRIBE
DETERMINE
DISCUSS
ELABORATE
ESTIMATE
EVALUATE
EXEMPLIFY
EXPLORE
GENERALISE
GIVE EXAMPLES
GIVE REASONS
GROUP
HYPOTHESISE
IDENTIFY
INFER
INTERPRET
ORGANISE
PARAPHRASE
PREDICT
QUESTION
RANK
REPRESENT
RESPOND
SEQUENCE
SIMPLIFY
SHOW HOW
SOLVE
SORT
SUMMARISE
SUPPORT
TEST
VERIFY
VISUALISE
A selection of thinking skills
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